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 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 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
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 |
|---|---|---|
| 24 (C) 6(B) | 270 (C) 282 (B) | 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 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) | 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 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.
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
