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Creativity in Schools Opportunities and Challenges

Creativity in Schools Opportunities and Challenges. Anna Craft, The Open University, England A.R.Craft@open.ac.uk SEC Annual Conference Developing Creativity in Students 15 March 2006 Doha, Qatar. A global context for creativity?. Global ‘knowledge economy’

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Creativity in Schools Opportunities and Challenges

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  1. Creativity in SchoolsOpportunities and Challenges Anna Craft, The Open University, England A.R.Craft@open.ac.uk SEC Annual Conference Developing Creativity in Students 15 March 2006 Doha, Qatar

  2. A global context for creativity? • Global ‘knowledge economy’ • Increased significance of creativity and innovation – of ‘the creative economy’ • Education reflects these changes • Two agendas: Standards (usually individual) Creativity (often collaborative)

  3. Overview of my talk… The globalized universalization of creativity • Creativity and standards • Practical strategies • Creativity, culture and tradition

  4. Creativity in Education A response to global market economy A context of economic, social and technological change

  5. Economic context • “knowledge is the primary source of economic productivity” (Seltzer and Bentley, 1999)

  6. Educational achievement = excellence AND creativity

  7. Social drive to creativity • Decrease in certitudes • Increased pressure on young people to make sense and to make choices • Threat to tradition

  8. Information and communications technology Creativity potential Creativity demanded

  9. Conceptualisation of creativity: Creativity UNIVERSALISED everybody is capable of being creative given the right environment A choice-driven world

  10. Played out globally in: • Education Policy • Research / Commentary • Teaching and learning practices Backdrop: performativity increasing economic competitiveness

  11. A globalised picture Australia, Belgium, Brazil, Canada, Denmark, England, Finland, France, Hong Kong, Iceland, Japan, The Netherlands, Northern Ireland, Qatar, Scotland, Serbia, Singapore, Switzerland, Taiwan, Wales, USA Market performance as indicator of creativity?

  12. NACCCE Report (1999) England • pupil creativity linked with development of culture • Definition: Creativity is imaginative activity fashioned so as to produce outcomes that are original and of value • Creativity as democratic

  13. QCA Creativity: Find it! Promote it! • Questioning • Making connections • Envisaging • Exploring ideas • Reflecting critically (Qualifications and Curriculum Authority, England, 2005)

  14. What personal, employability, learning and thinking skills do all young people need to be successful? Active investigators Successful young people are Creative contributors Confident collaborators Reflective learners Practical self-managers

  15. The development of creativity • Teaching Creatively • Teaching for Creativity • Creative Learning

  16. Adults who foster creativity • Model expertise and approaches; • Offer authentic tasks / activities; • Enable children to have control; • Offer genuine risk taking; • Motivate children to be creative; • Identify purposeful outcomes • Ensure disciplines are studied in depth • Use language to stimulate and assess • Reward children for going beyond what is expected; • Value relevance; • Model and encourage the existence of alternatives; • Dare children to be different; • Give children enough time.

  17. School level • value and celebrate children’s ideas • provide a stimulating physical environment • know what is appropriate for individual learners • be flexible and imaginative • consciously monitor practice • offer opportunities for quiet, reflective periods • set aside areas for messy activities • encourage risk-taking

  18. School level …. • work collaboratively within/beyond school • support children’s self-esteem • ask questions, make assertions, offer analysis • be controversial • negotiate with pupils • model creativity • manage time effectively

  19. Creativity, Culture and Tradition:Universalization as problematic • Policy discourse saturated with assumptions: • Creative and cultural sector • Innovation and marketplace • Learning as situated and constructivist … implications for curriculum, learning, pedagogy

  20. Culture: East/Middle East/West • Universal or particular? • A model of the particular: Ng

  21. Creativity and cultural development • Creative thinking is culturally embedded • Curriculum, pedagogy, learning should reflect this • Creativity and cultural development should be entwined, in: - the classroom - the school - the community - the society

  22. Closing headlines • Creativity and standards work together • Practical strategies for teachers / schools • Creativity situated in culture and tradition

  23. Contact details Anna Craft Reader in Education The Open University A.R.Craft@open.ac.uk http://opencreativity.open.ac.uk/ Book on which much of this talk was based: Craft, A. (2005), Creativity in Schools: Tensions and Dilemmas. London: Routledge

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