Download Creativity in Education by Anna Craft, Bob Jeffrey, Mike Leibling PDF

By Anna Craft, Bob Jeffrey, Mike Leibling

The united kingdom Government's booklet of "All our Futures: tradition, Creativity and schooling" has all started a dialogue approximately fostering creativity in schooling. Literature on creativity has made assumptions: that we will find out about creativity via focussing at the paintings of geniuses; and creativity is the guard of the humanities, instead of the worry of the curriculum as a complete. This exam bargains a consultant to problems with perform, pedagogy and coverage fascinated about inventive eduction.

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There is a range of exciting challenges and opportunities ahead for teachers in order to foster creativity in education. Criteria for excellence in creativity are not clearly defined, which means that teachers have to try to define them according to their circumstances. The development or definition of a common conceptual language and framework for creativity is another challenge facing not only the teaching profession, but also everybody interested in the promotion and fostering of creativity.

Unfortunately, until now, the present Labour government has 32 Creativity and Individual Empowerment chosen not to implement this strategy. For the time being we are, thus, left with the bottom-up approach. It will be down to the teaching profession itself to promote creativity in schools and hopefully the policy will eventually catch up with the practice (Joubert, 1999). This method is no disadvantage; it could, in fact, be a distinct advantage. A top-down approach can evoke feelings of hostility and teachers can feel underestimated and undervalued, whereas a bottom-up approach can ensure a feeling of ownership towards the initiative.

He argues that the characteristics of creative pedagogies he has observed in classrooms, by teachers engaged in the subject, are similar to some of the characteristics of spirituality. This is achieved through focusing on education as personal development. He shows how early OFSTED programmes attempted to encourage creativity and then focuses on two case studies of teachers who use creative practices to great effect in their work and at the same time develop their pupils as people. Imison offers three case studies of how she acted creative in a leadership role.

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