Module EFPM224 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM224: Creativity and the Arts
This module descriptor refers to the 2019/0 academic year.
Module Content
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; in particular Possibility Thinking and Wise Humanising Creativity as ways of understanding and nurturing creativity in the arts and beyond;
- exploring characteristics of the arts, discussing misapprehensions and raising questions about defining the arts in various cultural contexts;
- investigating the main theories of play, how they contribute to learning and relationship between play and creativity;
- exploring Possibility Thinking as a way of understanding and nurturing creativity in the arts and beyond;
- researching children's creativity in the arts and beyond;
- documenting and assessing creativity in the arts and beyond; develop knowledge and understanding of creative teaching and learning in particular through partnership;
- gaining an introduction to different pedagogical perspectives on learning and the implications for different teaching contexts and cultures.
The module seeks to enable you to apply approaches to creativity and the arts through active reflection on practice and theory with a focus on pedagogy alongside policy framing. Independent, collaborative and peer to peer learning is also encouraged. Core staff are joined by visiting lecturers who specialise in the applied areas such as arts-education partnership, student voice and participation; a visit is also usually made to a creative school.
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
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 (C) 18 (B) | 270 (C) 282 (B) |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 24 (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 Activities | 12 (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 Activities | 3 (C) 3 (B) | Individual supervision by academic tutor, face to face or online. |
| Scheduled Learning and Teaching Activities | 3 (C) 3 (B) | Face to face or online debates facilitated by tutors |
| Guided independent study | 32 (B) | Independent Study using online directed tasks to study key aspects of creativity in specialist field arts practice |
| Guided independent study | 80 (C) 60 (B) | Directed study: preparatory work for taught sessions including reading; research tasks; collaborative tasks |
| Guided independent study | 90 (C) (B) | Assignment preparation |
| Guided independent study | 100 (C) (B) | Self directed study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Basic reading:
ABBS, P. (Ed) (1988) A is the Aesthetic, London, Falmer Press. Chapter 1.
ABBS, P. (1994) The Educational Imperative, London, Falmer Press, Chapter 3
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.
BANCROFT, S. FAWCETT, M. and HAY, P. (Eds) (2008) Researching Children Researching the World: 5x5x5=creativity. Trentham Books.
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)
BEST, D. (1992) The Rationality of Feeling, London, Falmer Press, Chapter 7.
CHAPPELL, K., WITH CRAFT, A. R., ROLFE, L., & JOBBINS, V. (2012). Humanizing creativity: Valuing our journeys of becoming. International Journal of Education & the Arts, 13(8). Retrieved [28 Nov 2013] from http://www.ijea.org/v13n8/.
CHAPPELL, K., ROLFE, L., CRAFT, A., JOBBINS, V. (2011). Close Encounters: Dance Partners for Creativity. Stoke on Trent: Trentham Books
CHAPPELL, K. & CRAFT, A. (2011). Creative Learning Conversations. Educational Research 53:3, 363-38
CHAPPELL, K., CRAFT, A., BURNARD, P., CREMIN, T (2008), Question-posing and Question-responding: the heart of ‘Possibility Thinking’ in the early years. Accepted for publication in Early Years, Vol 28, Issue 3, October 2008 pp267-286. Retrieved October 14, 2008, from http://www.informaworld.com/10.1080/09575140802224477
CRAFT A. (2005) Creativity in Schools: Tensions and Dilemmas. London: Routledge. Chapter 11: What is left? Creative co- construction
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. (2010), Possibility Thinking and Fostering Creativity with Wisdom: opportunities and constraints in an English context. In Bhegetto, R., Kaufman, J. (Eds). Nurturing Creativity in the Classroom. Cambridge: Cambridge University Press, 289-312
CRAFT, A. (2011). The Possibilities are Endless. Teach Nursery, 1(3) p49-50
CRAFT, A., CREMIN, T., BURNARD, P., CHAPPELL, K. (2007). Teacher Stance in Creative Learning: A Study of Progression. Thinking Skills and Creativity, Vol. 2, Issue 2, Autumn 2007 pp. 136-147
CRAFT, A., CREMIN, T., HAY, P., CLACK, J. (2012). Creative Primary Schools: Developing Pedagogy for Creativity. Paper presented at British Educational Research Association Conference, September 2012.
CRAFT, A., JEFFREY, B. and LEIBLING, M. (Eds) (2001), Creativity in Education. London: Continuum . Chapter 3: Anna Craft – Little c Creativity
CRAFT, A., McCONNON, L., MATTHEWS, A. (2012) Creativity and child-initiated play: fostering possibility thinking in four-year-olds. Thinking Skills and Creativity , 7(1) , 48-61. doi:10.1016/j.tsc.2011.11.005
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 Vol. 1, Issue 2, Autumn 2006, pp.108-119
CREMIN, T., CHAPPELL, K., CRAFT (2013), Reciprocity between narrative, questioning and imagination in the early and primary years. Thinking Skills and Creativity 9 (2013) 135– 151 DoI http://dx.doi.org/10.1016/j.tsc.2012.11.003
FLEMING, Michael (2008) Arts in education and creativity: a review of the literature, Creative Partnerships and Arts Council England, London
GALLAGHER, K. M. (2011) In search of a theoretical basis for storytelling in education research: story as method, International Journal of Research & Method in Education, 34:1, 49-61 http://dx.doi.org/10.1080/1743727X.2011.552308
JEFFERY, G. (Ed) (2005), The Creative College: Building a Successful Learning Culture in the Arts, Stoke on Trent, Trentham Books. Chapter 5 - Professional identities: artist and activist teachers?
JEFFREY, B. & CRAFT, A. (2004), Teaching Creatively and Teaching for Creativity: distinctions and relationships, Educational Studies, 30 (1), 77-87.
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. Chapter 5 Concluding thoughts: the relationship between creativity and wellbeing. Available at h: ttp://www.creativitycultureeducation.org/wp-content/uploads/CCE-Literature-Review- Wellbeing-and-Creativity.pdf
McWILLIAM, E. (2008). Unlearning how to teach. Innovations in Education and Teaching International, 45 (3), 263-269.
MOYLES, J. (2005) The Excellence of Play [2nd Edition] Maidenhead: Open University Press.
PAGEL, Mark (2012) Wired for Culture: the natural history of human cooperation, Allen Lane, pp.108-113
RINALIDI, C (2006) In Dialogue with Reggio Emilia: Listening, researching and learning, London, Routledge. Chapter 4:documentation and assessment
RING, K. (2006). Supporting young children drawing: Developing a role. International Journal of Education through Art, 2, 3, 195-209.
ROBINSON, K. (2001) Out of Our Minds: learning to be creative, Oxford: Capstone. Chapter 7 – Balancing the books
ROBINSON, K. (2009). The Element. How Finding Your Passion Changes Everything. Place, Publisher?
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
TROTMAN, D. (2008) Liberating the wise educator, cultivating professional judgement in professional practice. In A. Craft, H. Gardner & G. Claxton Creativity, wisdom and trusteeship: Exploring the role of education. Thousand Oaks, CA: Corwin Press
WOOD, E, and ATTFIELD, J. (1996) Play, Learning and the Early Childhood Curriculum, London, Paul Chapman.
WINNER, E., GOLDSTEIN, T., VINCENT-LANCRIN, S. (2013). Art for art’s sake: The impact of arts education. Educational Research and Innovation, OECD Publishing. http://dx.doi.org/10.1787/9789264180789-en.
