By Anne Harris (auth.)
This ebook advances an environmental method of bettering creativity in faculties, by way of interweaving academic creativity conception with artistic industries environmental techniques. utilizing Anna Craft’s final ebook Creativity and schooling Futures as a place to begin, the publication units out an updated argument for why schooling coverage can be aiding a birth-to-workplace method of constructing artistic abilities and capacities that extends around the schooling lifespan. The booklet additionally attracts at the voices of faculty lecturers, scholars and leaders who recommend instructions for the subsequent iteration of inventive lecturers and newbies in a quickly evolving international schooling panorama. total, the e-book argues that secondary faculties needs to have the option to make more space for inventive chance, innovation and mind's eye for you to accurately organize scholars for artistic offices and publics.
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Additional resources for Creativity and Education
Since before John Dewey, but probably not as well as he did, educators have been trying to find better ways of bringing not only creative doing but creative thinking into the work of education. Its mercurial nature and cyclical appearance/disappearance have come to a crisis point in the last few years with creative industries redefining creativity in education and the workplace, and our need for it. In an ever-accelerating capitalism that demands innovation, adaptation, and flexibility, in our global economic shift from production industries to knowledge circulation and curation, creativity was bound to shift from being a pursuit to a way of thinking.
These are just a few of the schematic approaches to improving creativity in schools, yet there remains a disconnect between the theory and practice of how to go about this, and most governments and education departments remain slow to respond. PRESENT BUT NOT ACCOUNTED FOR I think creativity needs to be permitted by educators. You need space to explore…. allow your mind to roam (Toronto) As Anna Craft noted before me, creativity in mainstream education has increasingly become a focus in curriculum and pedagogy, but in a generalist manner that draws more on play-based learning (in early years and primary schooling) than it does on the explosion of creative industries, cultural industries, and technology (and coding) across the educational lifespan.
Lucas’ first suggestion is to shift the focus of this change onto the learning and learners, and away from the teachers or the pedagogy. And returning as Craft does to Howard Gardner’s multiple intelligences, Lucas claims that ‘…the point is that there is more than one kind of intelligence. Understanding multiple intelligence theory is, I believe, a fundamental principle of creativity’ (p 38). While he expresses confidence that UK schools were coming to agree with this assessment, 14 years later I don’t share his confidence as little has changed and in fact the singular value and written mode of assessment has become more pervasive, so what good is an awareness of multiple intelligences if we roundly ignore them in the final two years of schooling?