Teaching Creativity in Education



                 Teaching Creativity in Education


“My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.” ~Ken Robinson

(Robinson, K. 2015)



(Donaldson, G. 2015)
Creativity is a common aspect of the curriculum in Wales referring to the successful futures report. Donaldson, G. (2015) aims within his successful futures report that children will be able to become creative thinkers to reframe and solve problems. Highlighting the skills needed for future development, Donaldson, G. (2015) refers to four main purposes that require creativity in learners. Creativity in education has had an impact on learning over the twenty first century with it growing popular in primary education (Craft, A. et al 2014). School environment have shown importance to reflect creativity through teaching. Barbot, B. et al (2011) refers to this by stating that school environments have been found to contribute to creative potential.                                                         


Teachers gain responsibility to teach children the skill of creativity as Donaldson, G. (2015) states, however, teaching creativity can be difficult (Roberten, W. 2012). Creativity is seemed to be accommodating to teaching in the realm of education (Yu-Sien, L. 2011), although teachers are willingly taking risks (Roberten, W. 2012) which may refer to the difficulties creative pedagogy may imply. Jeffrey and Craft 2011 disagree that there may be difficulty in teaching creativity in education, as they explain in Selkrig, M. and Keamy , K, R. (2017) that the interaction between creativity and teaching may happen spontaneously, with learners modelling how the teachers teach in their responses. Yu-Sien, L. (2011) agrees suggesting that through teaching creatively, teachers can pass their enthusiasm, imagination and other talents while encouraging learners creatively.

Teachers may have different opinions on whether to include creativity within their teaching plan. As Barbot, B. et al (2011) relays that research show the creative characteristics appear to be unappealing to some teachers even though teachers declare a liking to “creative students”. An argument is shown, where creativity could lead to a misunderstanding of what a teacher’s responsibility to teach involves however, creativity is a growing factor in education as it is included in future education. Contributing to the benefits of creativity in education, evidence published by Ofsted shows that creative teaching and learning in primary schools raises aspirations and standards in education (Craft, A. et al 2014).

Benefits are shown through creativity in education although teachers struggle to balance it in their planning. An understanding to creativity is needed when planning, designing and implementing special training to the classroom setting as Goh 1993 states in Morgan, S. and Forster, J. (1999). A lack of understanding may show the limitedness of creativity in education as teachers struggle to define creativity in specific terms (Kettler, T. et al 2018). Including creativity in education has shown through research the difficulties that have been highlighted, that the benefits of creative pedagogy are present however, teachers and educators are struggling to conclude a solution in how to provide creative pedagogy.

It has come to attention that teachers are needing support and guidance to clarify creative pedagogy in education. Teachers may relay back to an assumption that creativity is associated traditionally within the arts learning domain, referring to the ‘creative arts’ (Selkrig, M. and Keamy, K, R. 2017). In which the aim of creativity in the classroom is to seek new ideas and experiences and the belief that creativity can change things by improving them (Fleetham, M. 2018). Dewey, J. (1938) supports this by stressing that teaching is about planning experiences not just lessons. Noting what Roberton, W. (2012) implies that teachers are finding it hard to take risks in their teaching, Fleetham, M. (2018) argues that creativity is about taking smart risks in teaching in the classroom. Creativity is surrounded by improvement in contrast to the traditional teaching method. Kettler, T. et al (2018) refers to this as the use of creative products in teaching provides students opportunities to convey their learning ways outside of traditional assessments.

The responsibility on the teacher may be at ease if shown the correct knowledge of creative pedagogy. The pressure on teachers to obtain the correct answers from students may prove to be difficult in contrast to use creative pedagogy which allows creative responses (Kettler, T. et al 2018). As Donaldson. G. (2015) includes in the successful futures report that the four purposes of the new curriculum include creativity in various areas of education. With a new curriculum providing creativity in education, the responsibility and pressure on teachers may decrease with no demand to obtain correct answer but to allow creativity in its place.

Not only does the pressure become difficult on teachers, the students feel the pressure of learning also (edsys, 2017). Teaching activities through creative pedagogy enables children to learn without pressure of learning (edsys, 2017). Edsys, (2017) also states that creativity in education can boost problem skills. Linking back to Donaldson, G. (2015) report which aims to achieve creative contributors who think creatively to reframe and problem solve. Throughout researching creativity in education, involving creative pedagogy will contribute to the development of the curriculum. However, highlighting the concerns for creative pedagogy, teachers need support directed to the meaning of creative pedagogy and training to utilize in teaching.

Through experience I have used a tool which may apply to teachers who decide to use creativity. Education apps are on the rise (edsys, 2017) with the use of technology in education becoming popular, which is included in the new curriculum, with being skilled in the creative use of technologies (Donaldson, G. 2015). Garageband is an app which develops creativity by creating music. In my personal experience we were able to create a song of any choice. The session using the app enabled us to feel confident in our decisions and engage in a fun way to learn. Using technology such as Garageband relates to Donaldson, G. (2015)                                                                                                      with the ability to use digital technology skills                                                                                                  creatively.

References

Barbot, B., Besançon, M. and Lubart, I, T. (2011) ‘Assessing Creativity in the Classroom’, The Open Education Journal, 4 (1), pp. 58-66.

Craft, A., Cremin, T., Hay, P. and Clark, J. (2014) ‘Creative primary schools: developing and maintaining pedagogy for creativity’, Ethnography and Education, 9 (1), pp. 16-34.

Fleetham, M. (2018) Mike Fleetham’s Thinking Classroom. Available at: https://www.thinkingclassroom.co.uk/ThinkingClassroom/Creativity.aspx (Accessed: 27 November 2018).

edsys (2017) edsys. Available at: https://www.edsys.in/creativity-in-classroom/ (Accessed: 27 November 2018).

Donaldson, G. (2015) Successful Futures. Available at: https://gov.wales/docs/dcells/publications/150225-successful-futures-en.pdf (Accessed: 27 November 2018).

Dewey, J. (1938) Experience and Education. New York: Macmillan.

Kettler, T., Lamb, N, K., Willerson, A. and Mullet, R, D. (2018) ‘Teachers’ Perceptions of Creativity in the Classroom’, Creativity Research Journal, 30 (2), pp. 164-171.

Mcdonough, M. (2015) ‘Creativity in the Classroom’, AMLE Magazine, 3 (4), pp. 28-29.

Morgan, S. and Forster, J. (1999) ‘creativity in the classroom’, Gifted Education International, 14, pp.29-43.

Robelen, E, W. (2012) ‘Coming to schools: Creativity Indexes’, Education Week, 31 (19), pp.1.

Robinson, K. (2015) Creative by Nature. Available at : https://creativesystemsthinking.wordpress.com/2015/04/26/ken-robinson-how-schools-kill-creativity/ (Accessed: 27 November 2018).

Selkrig, M. and Keamy, K, R. (2017) ‘Creative Pedagogy: a case for teachers’ creative learning being at the centre’, Teaching Education, 28 (3), pp. 317-332.

Yu-Sien , L. (2011) ‘Fostering Creativity through Education-A Conceptual Framework of Creative Pedagogy’, Creative Education, 2 (3), pp. 149-155.

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