Creativity in Education: Valuing, Facilitating and Assessing It

Module titleCreativity in Education: Valuing, Facilitating and Assessing It
Module codeEFPM907
Academic year2020/1
Credits30
Module staff

Dr Kerry Chappell (Convenor)

Duration: Term123
Duration: Weeks

11

Number students taking module (anticipated)

15

Description - summary of the module content

Module description

What is creativity in education and how can we facilitate and assess it? In this module we explore the value of creativity in education, how it manifests and can be facilitated in different disciplines including how we can assess it.  The module draws on research and practice within the arts, social sciences and science educational research. It is taught by a team of specialists in creativity, the arts and interdisciplinarity in relation to education.  You will develop your understanding of accounts of creativity with particular reference to key theoretical approaches and will explore pedagogical issues for creativity in learning and teaching, including assessment.    The module includes a focus on theory, policy and practice and gives you opportunities to discuss these with reference to varied disciplinary, cultural and educational contexts.

This module is suitable for specialist or non-specialist students. It can be tailored to contribute towards the Creative Arts and Technology, Creativity and Thinking programmes. There are no pre-requisites modules.

Module aims - intentions of the module

  • To develop understanding of the key concept of creativity and its value in education.
  • To provide an introduction to a range of philosophical standpoints towards creativity within and across disciplines.
  • To provide an introduction to important pedagogical issues for creativity in learning and teaching
  • To consider creativity within and across disciplines including the arts and sciences in different cultural contexts from the stances of theory, policy and practice.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. demonstrate a critical understanding of the nature and value of creativity in education;
  • 2. demonstrate a critical understanding of creativity in relation to learning in different disciplines;

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 3. critically reflect upon and evaluate your own approach or that of other specialist practitioners to fostering creativity in learning and teaching;
  • 4. critically appraise the module content in order to question and inform your own research interests or professional practice;

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 5. synthesise and organise ideas to present an argument;
  • 6. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate to practice;
  • 7. work collaboratively in small groups with peers; and
  • 8. present ideas verbally and through writing and engage in critical reflective debate.

Syllabus plan

Syllabus plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

  • understanding creativity and how it can be framed and is valued across disciplines in education
  • considering the varied rhetorics of creativity including Possibility Thinking, Wise Humanising Creativity and (post-humanising) creativity as ways of understanding and nurturing creativity;
  • exploring characteristics of different disciplines, discussing misapprehensions and raising questions about how creativity manifests within and across disciplines (including interdisciplinary) in various cultural contexts;
  • researching children’s creativity;
  • documenting and assessing creativity within and across disciplines;
  • developing knowledge and understanding of creative teaching and learning;
  • gaining an introduction to different creative pedagogical perspectives and the implications for different teaching contexts and cultures.

The module seeks to enable you to apply approaches to creativity through active reflection on practice (your own or that of others) and theory. Independent, collaborative and peer to peer learning is also encouraged, face to face and online. The module staff are well-connected to regional and international creativity specialists and practitioners and the module usually includes an experience with a creative educational setting (this is dependent on mode of study).

This module descriptor captures two modes of delivery: campus-based (C) and blended (B). In the Learning and Teaching section below there are two sets of numbers: one pertains to campus-based delivery and one to blended delivery. Students enrolled on the blended mode will be expected to undertake more independent guided study than those on the campus-based mode.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
24 (C) 6(B)270 (C) 282 (B)0

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and Teaching Activities24 (C)(C): 2 x 1.5 hr lecture, 4 x 1.5 hr workshops, 2 x 1.5hr seminar (2 Saturdays with (B) students) AND 8 x 1.5 hr lecture/seminars
Scheduled Learning and Teaching Activities12 (B)(B): 2 x 1.5 hr lectures, 4 x 1.5 hr workshops, 2 x 1.5hr seminars (2 Saturdays with (C) students)
Scheduled Learning and Teaching activities3 (C) 3 (B)Supervision by academic tutor, face to face or online.
Scheduled Learning and Teaching activities3 (C) 3 (B)Face to face or online debates facilitated by tutors
Guided Independent Study32 (B)Independent Study using online directed tasks to study key aspects of creativity in practice
Guided Independent Study80 (C) 60 (B)Directed study: preparatory work for taught sessions including reading; research tasks; collaborative tasks
Guided Independent Study90 (C) (B)Assignment preparation
Guided Independent Study100 (C) (B)Self-directed study

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Face to face or online presentation1500 word equivalence/ 10 minutes in length1-8Verbal from tutor or peers

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Written assignment 402,500 words1-6, 8Written and verbal from tutor
Reflective portfolio and commentary 503,500 words1-6, 8Written and verbal from tutor
Reflective summary of contributions to online discussions10500 words1-8Written from tutor
0
0
0

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Written Assignment2500 words1-6, 86 weeks
Written Assignment3500 words1-6, 86 weeks
Reflective summary of contributions to online discussions500 words1 - 86 weeks

Resources

Indicative learning resources - Basic reading

Abbs, P. (2003) Against the flow: Education, the arts and post modern culture. London: Routledge Falmer.

Banaji, S. & Burn, A. (2010) (2nd edition) The Rhetorics of Creativity: A Review of the Literature, London, Arts Council, England.

Beghetto, R. A. and Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for 'mini-c' creativity. Psychology of Aesthetics, Creativity and the Arts, 12, 73-79.

Biesta, G. J. J. (2006) Beyond learning: Democratic education for a human future Boulder: Paradigm

Boden, (2004) The Creative Mind: Myths and Mechanisms, (2nd ed) London: Routledge. (‘In a Nutshell – pages 1-10)

Chappell, K., Walsh, C., Kenny, K, Wren, H., Schmoelz, A., & Stouraitis, E. (2017). Wise humanising creativity: changing how we create in a virtual learning environment, International Journal of Game-based learning, 7, 4, 50-72.

Chappell, K. (forthcoming) From wise humanising creativity to (post-humanising) creativity. In Creativity Policy, Partnershipsand Practice in Education edited by A. Harris, P. Thomson & K. Snepvangers, Palgrave Macmillan.

Craft, A (2010). Teaching for Possibility Thinking:  what is it, and how do we do it?  Learning Matters, Melbourne, Catholic Education Office, 15(5), 19-23

Craft, A. (2015). Creativity, Education and Society. London: IoE Press/Trentham Books.

Craft, A., Cremin, T., Burnard, P., Dragovic, T. & Chappell, K. (2012).  Possibility Thinking: culminative studies of an evidence-based concept driving creativity?  Education 3-13: International Journal of Primary, Elementary and Early Years Education.  41, 5, 538–556.

Creative Partnerships (2007) Building Creative Partnerships: A Handbook for Schools, London, Arts Council England.

Cremin, T., Burnard, P., and Craft, A. (2006). Pedagogy and possibility thinking in the early years, Journal of Thinking Skills and Creativity 1, 2, pp.108-119

Davies, D., D. Jindal-Snape, D., Digby, R., Howe, A., Collier, C., Hay, P. (2014).The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34-41.

Fleming, Michael (2008) Arts in education and creativity: a review of the literature, Creative Partnerships and Arts Council England, London

Jeffrey, B. & Craft, A. (2004), Teaching Creatively and Teaching for Creativity: distinctions and relationships, Educational Studies, 30 (1), 77-87.

Hadjigeorgiou, Y., Fokialis, P. and Kabouropoulou, M. (2012) Thinking about Creativity in Science Education. Creative Education, 3, 603-611.

Honey, M. & Kanter, D. 2013. Design-make-play: Growing the next generation of science innovators, New York, New York Hall of Science.

Meyer, A. A. And Lederman, N. G. (2013) Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms School Science and Mathematics, 113, (8) 400-410.

National Advisory Committee on Creative and Cultural Education (NACCCE) (1999) All Our Futures: Creativity, Culture and Education. London: DfEE

McLellan, R., Galton, M., Steward, S., Page, C. (2012) . The impact of creative initiatives on well-being: a literature review. Newcastle Upon Tyne: Creativity, Culture and Education.           

Robinson

Spencer, E., Lucas, B., Claxton, G. (2012).  Progression in Creativity: developing new forms of assessment. Newcastle: CCE

http://www.creativitycultureeducation.org/wp-content/uploads/Progression-in-Creativity-Final-Report-April-2012.pdf 7 July 2012)

Thomson, P., Hall, C., Jones, K. & Sefton-Green, J. (2012) The signature pedagogies project Final Report. Newcastle upon Tyne: Creativity, Culture and Education.  Available at: http://www.creativitycultureeducation.org/wp-content/uploads/Signature_Pedagogies_Final_Report_April_2012.pdf 

Module has an active ELE page

Key words search

Creativity, creative pedagogy

Credit value30
Module ECTS

15

Module pre-requisites

None 

Module co-requisites

None

NQF level (module)

7

Available as distance learning?

Yes

Origin date

01/05/18

Last revision date

01/05/18