Full Description
It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century.
Transforming these common aspirations into informed practice is not easy. It can mean making many changes:
turning classrooms into more exciting experiences;
introducing more thoughtful challenges into the curriculum;
making teachers into different kinds of instructors;
finding more authentic assessment processes;
putting young people's voices at the heart of learning.
There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity.
Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students.
Contents
1. IntroductionSection I: What are the Practices of Creative Learning? 2. Capturing the 'Plaid' Moment3. From the Other Side of the Fence4. What's with the Artist?5. Supporting Schools to do Action Research into Creative Learning6. Towards the Creative Teaching of MathematicsSection II: Can Researchers 'See' Creative Learning and Can Their Research Help Others to 'See' It? 7. A Conversation with Kathleen Gallagher 8. The Promise of Ethnography for Exploring Creative Learning 9. "Now it's up to us to interpret it": 'Youth Voice' and Visual Methods10. When Only the Visual Will Do11. Less Elusive, More Explicit12. Snapshots and PortraitsSection III: Can Creative Learning Be Measured and Evaluated? 13. Interview with John Harland 14. Quantitative Research on Creativity15. From Voice to Choice16. Research Methods for Web Two Dot Whoah17. Baselines and Mosaics
