Module EFPM907 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM907: Creativity in Education: Valuing, Facilitating and Assessing It
This module descriptor refers to the 2021/2 academic year.
Module Aims
- 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.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 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; |
| Discipline-Specific Skills | 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; |
| Personal and Key Skills | 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. |
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.
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. (2019) 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. & Chappell, K. (2019). Creative Pedagogies: a Systematic Review. Research Papers in Education. doi.org/10.1080/02671522.2019.1677757
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.
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
