Module EFPM303 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM303: Creativity and Education Futures
This module descriptor refers to the 2019/0 academic year.
Module Content
Syllabus Plan
The precise structure of the module varies each year according to the teaching team and student interest but in general around a third of the module’s sessions explore the theoretical landscape of creativity and education futures with particular reference to the notion of radical uncertainty and possible responses to this.The remaining two thirds of the sessions explore practical application of these theoretical perspectives and consider implications for individuals, institutions and systems.
Key issues include
- How creativity can be understood, with a focus on ‘little c creativity’ from a wise, humanizing perspective
- Changing childhoods: guiding discourses and key principles
- Approaches to working in partnership to nurture creativity including the roles played by cultural venues and providers
- Boundaries between education, arts and community in relation to pedagogy in particular
- Learner voice and participation in educational futures
- Transformative education and learner voice
- Implications of responses to radical uncertainty for individuals, institutions and systems.
The module seeks to enable you to synthesise creativity, the arts and educational futures through active reflection on practice and theory. Independent, collaborative and peer to peer learning is also encouraged.
Core staff are joined by visiting lecturers who specialize in the applied areas such as arts-education partnership, student voice and participation; a visit is also made to a local cultural venue either in Exeter or ‘local’ to distance students around which critical activities and thinking occur (face-to- face or online as appropriate).
This module descriptor captures two modes of delivery: campus-based (C) and distance (D). In the Learning and Teaching section below there are two sets of numbers: one pertains to campus-based delivery and one to distance delivery. Students enrolled on the distance 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 |
|---|---|---|
| 29 (C) 15 (D) | 271 (C) 285 (D) | 0 |
...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 | 26(C) | 4 recorded lectures (45 minutes each), 5 seminars (face to face or online 2 hrs each), 3 sessions based on practice (2 hrs each), 3 expectations to contribute to online debate with tutors + peers for 1 hr within a given week, 2 cross group online student presentations with tutor feedback and debate (lasting 2 hrs each) |
| Scheduled Learning and teaching | 12(D) | 4 recorded lectures (45 minutes), 1 session based on practice (2 hrs), 3 expectations to contribute to online debate with tutors for 1 hr within a given week, 2 cross group online student presentations with tutor and peer feedback and debate (lasting 2 hrs each) |
| Scheduled Learning and teaching | 3(C & D) | Supervision by academic tutor, face to face or online. |
| Guided independent study | 81 (C) | Directed study: preparation reading texts and preparing critiques for above detailed learning and teaching activities |
| Guided independent study | 60 (D) | Directed study: preparation reading texts and preparing critiques for above detailed learning and teaching activities |
| Guided independent study | 35 (D) | Online directed tasks to study key aspects of creativity and education futures |
| Guided independent study | 90 (C & D) | Assignment preparation |
| Guided independent study | 100 (C & D) | Self-directed study related to module including self-guided reading and reflective writing in relation to core module themes |
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.
Banaji, S. & Burn, A. (2010) (2ndedition) The Rhetorics of Creativity: A Review of the Literature, London, Arts CouncilEngland. http
://www.creativitycultureeducation.org/research-impact/exploreresearch/the-rhetorics-of-creativity-a-literature-review,58,RAR.html
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for 'mini-c' creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73-79
Boden, M. (2004) The Creative Mind: Myths and Mechanisms, (2nded) London: Routledge
Chappell, K (2008) Towards Humanising Creativity. UNESCO Observatory E-Journal 1(3), http://
www.abp.unimelb.edu.au/unesco/ejournal/pdf/chappell.pdf
Chappell and Craft (2011). Creative Learning Conversations: Producing Living Dialogic Spaces. Educational Research 53(3), 363-385
Chappell, K., Craft, A., Rolfe, L. & Jobbins, V. (2009). Dance Partners for Creativity. Special Issue Research In Dance Education on Creativity. 10 (3) Nov 2009: 177-198
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/.
Cochrane, P., Craft, A., Jeffery, G. (2008). Mixed messages or permissions and opportunities? Reflections on current policy perspectives in education. In Sefton-Green, J. (Ed), Creative Learning. London: Creative Partnerships.
Craft, A. (2001). Creativity Across the Primary Curriculum. London: Routledge
Craft, A. (2005). Creativity in Education: tensions and dilemmas. Abingdon: RoutledgeFalmer
Craft, A. (2009), Changes in the Landscape: Creativity in Primary Schools, in Wilson, A. (Ed), Creativity in Primary Education: Theory and Practice, Learning Matters
Craft, A. (2008). Tensions in Creativity and Education: Enter Wisdom and Trusteeship?In Craft, A., Gardner, H., Claxton, G. (Eds). Creativity, Trusteeship and Wisdom: exploring the role of education. Thousand Oaks:Corwin Press
Craft, A. (2011), Creativity and Educational Futures. Stoke on Trent:Trentham Books
Craft (2012) Childhood in a digital age: creative challenges for educational futures. London Review of Education. Vol. 10, No. 2, July 2012, 173–190
Craft, A. (2013). Childhood, possibility thinking and wise, humanising educational futures, International Journal of Educational Research 61 (2013) 126–134.
Craft A., Jeffrey, B. & Leibling, M. (2001). Creativity in Education. London: Continuum
Cziksentmihalyi, M. (1996) Creativity, Flow and the Psychology of Discovery and Invention. London: Harper Collins
David Wood Consultants (2012). Creative Partnerships Change Schools Programme Synoptic Evaluation 2011. Newcastle: Creativity, Culture and Education.
DfEE. (1999) All Our Futures: Creativity, Culture and Education. National Advisory Committee on Creative and Cultural Education.
DfES (2000) The National Curriculum. (all subjects) London, DfES [and later revisions eg KS3 implemented 2008, and EYFS implemented same year]
Doherty,P. & Harland,J. (2002) Partnerships for Creativity: an evaluation of implementation. Slough, NFER Facer, K., Craft, A., Jewitt, C., Mauger, S., Sandford, R., Sharples, M. (2011).Building Agency in the Face of
Uncertainty. Outcome of ESRC Seminar Series on Educational Futures (2009-11) –
http://edfuturesresearch.org/wp-content/uploads/2011/06/Building-Agency-in-the-Face-of-Uncertainty-Thinking-Tool.pdf (16 Nov 2011)
Fishkin et al (Eds) (1999) Investigating Creativity in Youth: research and methods. Cresswell NJ: Hampton Press
Fryer,M.(1996) Creative Teaching and Learning. London: Chapman
Gardner, H. (1993) Frames of Mind. The Theory of Multiple Intelligences. London: Fontana.
Grainger, T., Burnard, P., Craft, A. (2006) Pedagogy and possibility thinking in the Early Years. Thinking Skills and
Creativity. 1(2), 26–38.
Inayatullah, S. (2008). Mapping Educational Futures. In Bussey, M., Inayatullah, S., Milosevic, I. (eds). (2008). Alternative Educational Futures: pedagogies for emergent worlds. Rotterdam/Taipei: Sense Publishers
John-Steiner, V. (2000). Creative Collaboration. New York: Oxford University Press
Leadbeater, C. (2009). We-think: mass innovation not mass production (2nd edition). London: Profile Books Ltd Moran, S. (2010) Creativity in School, in in K. Littleton, C. Wood & J. Kleine Staarman, The International Handbook of Psychology in Education. Bingly, UK: Emerald Group Publishing Limited.
National Advisory Committee on Creative and Cultural Education (1999). All Our Futures: Creativity, Culture and
Education. Sudbury, Suffolk: DfEE
Robinson, K (2001) Out of Our Minds. Capstone
Rolfe, L. (2011) The development of partnership based pedagogies.In Chappell, K., Rolfe, L., Craft, A., Jobbins, V. (2011). Close Encounters. Stoke on Trent: Trentham Books.
Sawyer, K. (2006) Explaining creativity: The science of human innovation. New York: Oxford University Press.
Sawyer, K. (2007) Group Genius: The creative power of collaboration. New York: Basic Books.
Scaltsas, T., Stenning, K., Constantine Alexopoulos, C. (2014) Creative emotional reasoning: computational tools fostering co-creativity in learning processes. C2Learn project: in draft project deliverable.
Sternberg, R.J. (1988) The Nature of Creativity. Cambridge: Cambridge University Press.
Sternberg, R.J. & Lubart, T.I. (1999). The concept of creativity: prospects and paradigms. In R.J. Sternberg (ed). Handbook of Creativity. Cambridge: Cambridge University Press.
