Creativity in Education
Creativity in the curriculum
A school with creativity at the heart of the learning process will benefit by increasing the motivation of staff and pupils, says former head, Dave Weston. In this article and case study, he shows the way to more imaginative approaches to curriculum planning
‘Creativity is the defeat of habit by originality’ Arthur Koestler
Many school leaders and teachers realise that is now time to take more control over the curriculum and to include a greater emphasis on creativity in the learning and teaching process.
During the last five years, headteachers have developed the confidence to take innovative and imaginative approaches to curriculum planning and school organisation. This is due to some encouragement from central government in the light of recent perceived improvements in primary literacy and numeracy standards and to the realisation that a wider and more exciting curriculum can lead to greater levels of motivation for all pupils and staff.
Creativity and innovation have now been legitimised by the DfES and primary schools are actively encouraged to develop creative ideas and actions: ‘promoting creativity is a powerful way of engaging pupils with their learning’ Excellence and Enjoyment DfES 2003 (page 31) What is creativity?
Creativity is often associated with the ‘creative arts’ but in reality it is certainly not unique to the arts. It can be seen and identified in all aspects of the arts, humanities, sciences, maths and technology.
The National Curriculum Handbook (1999) included creativity within the section on thinking skills. It stated that: ‘Creative thinking skills... enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative innovative outcomes.’ Didn’t we always teach it?
Creativity was taught in the 1970s and 1980s, often through topic-based projects, but there was a lack of accountability, detailed planning and thoroughness. Much of this perceived
A school with creativity at the heart of the learning process will benefit by increasing the motivation of staff and pupils, says former head, Dave Weston. In this article and case study, he shows the way to more imaginative approaches to curriculum planning
‘Creativity is the defeat of habit by originality’ Arthur Koestler
Many school leaders and teachers realise that is now time to take more control over the curriculum and to include a greater emphasis on creativity in the learning and teaching process.
During the last five years, headteachers have developed the confidence to take innovative and imaginative approaches to curriculum planning and school organisation. This is due to some encouragement from central government in the light of recent perceived improvements in primary literacy and numeracy standards and to the realisation that a wider and more exciting curriculum can lead to greater levels of motivation for all pupils and staff.
Creativity and innovation have now been legitimised by the DfES and primary schools are actively encouraged to develop creative ideas and actions: ‘promoting creativity is a powerful way of engaging pupils with their learning’ Excellence and Enjoyment DfES 2003 (page 31) What is creativity?
Creativity is often associated with the ‘creative arts’ but in reality it is certainly not unique to the arts. It can be seen and identified in all aspects of the arts, humanities, sciences, maths and technology.
The National Curriculum Handbook (1999) included creativity within the section on thinking skills. It stated that: ‘Creative thinking skills... enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative innovative outcomes.’ Didn’t we always teach it?
Creativity was taught in the 1970s and 1980s, often through topic-based projects, but there was a lack of accountability, detailed planning and thoroughness. Much of this perceived
Bibliography: Emerging Good Practice in Promoting Creativity (HMIE, 2006) http://www.hmie.gov.uk/publication.asp All Our Futures: Creativity, Culture and Education Schools: Achieving Success White Paper (DfES, 2001) http://www.dfes.gov.uk/achievingsuccess/ Creativity: Find it, Promote it website — Qualifications and Curriculum Authority http://www.ncaction.org.uk/creativity/index.htm Arts Alive website — Qualifications and Curriculum Authority http://www.qca.org.uk/artsalive/ Expect the Unexpected (OFSTED, 2003) http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3377 Unlocking Creativity : Making It Happen. (DCAL, DE, DETI, DHFETE, 2001) http://www.dcalni.gov.uk/ContMan/includes/upload/file.asp?ContentID=88&file=c_23 Unlocking Creativity : A Creative Region Empowering Schools: A Strategy for Transforming Learning, Teaching and Leadership through Education and Technology Change (DE, 2004) http://www.empoweringschools.com/schoolReport.asp Creative Youth Partnerships website http://www.cypni.org/site/index.asp Creativity in Education. Learning and Teaching Scotland/IDES Network (2001) (Not available online) Creativity in Education — Case Studies Creativity Counts — A Report of Findings from Schools. Learning and Teaching Scotland/IDES Network (2004) http://www.ltscotland.org.uk/creativity/files/creativitycountslts2004.pdf Creativity Counts — Portraits of Practice Scotland’s Culture — Scottish Executive Response on the Cultural Review (Scottish Executive, 2006) http://www.scotland.gov.uk/Publications/2006/01/18091052/0 3-18 Curriculum Review website http://www.acurriculumforexcellencescotland.gov.uk/ From Consultation to Design — Design for Learning: 21st Century Schools The Lighthouse (2004) (Not available online) Annex: Summary of General Advice on Teaching for Creativity Contained in all our Futures: Creativity, Culture and Education