Therefore, the different international contexts presented in this book allow the
analysis, we hope, to provide a more complete view on where higher education
is currently at and where it is heading with respect to creative learning. By
Author: Linda S. Watts
This book provides higher education faculty and administrators a scholarly resource on the most salient aspects and emerging trends in creative learning in higher education today. International contributors explore ways to foster creativity in any student, regardless of academic discipline or demographic characteristics and demonstrate that creativity is a skill all students can and should learn. Chapters analyzes how different countries and cultures implement creative learning, exploring issues of instruction, assessment, and ultimately how these practices are transforming learning. This important book helps higher education professionals understand and cultivate creative learning across disciplines in any college and university setting.
learn, negotiating about curriculum and involvement in generating possibilities
for and making decisions about school priorities and directions. But while there
may be commonalities about what creative learning looks like regarding students'
Author: Edward Sellman
Creative Learning to Meet Special Needs shows teachers how to use creativity in the curriculum to support the learning of pupils with special educational needs.
More recently, there has been an explosion of creativity research in education,
drawing on the insights of creativity theory and rich in implications for the
rethinking of assessment practice. In a study of progression in creative learning,
Author: Julian Sefton-Green
Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists.
Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research.
Author: Julian Sefton-Green
The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of fully realising young people’s potential. Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research. Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists. Sections include: a general introduction to the field of creative learning arts learning traditions, with sub sections on discrete art forms such as drama and visual art accounts of practice from artist-teacher partnerships whole school change and reforms curriculum change assessment evaluative case studies of impact and effect global studies of policy change around creative learning.
This edited volume explores how selected researchers, students and academics name and frame creative teaching and learning as constructed through the rationalities, practices, relationships, events, objects and systems that are brought to ...
Author: Elizabeth Haddon
This edited volume explores how selected researchers, students and academics name and frame creative teaching and learning as constructed through the rationalities, practices, relationships, events, objects and systems that are brought to educational sites and developed by learning communities. The concept of creative learning questions the starting-points and opens up the outcomes of curriculum, and this frames creative teaching not only as a process of learning but as an agent of change. Within the book, the various creativities that are valued by different stakeholders teaching and studying in the higher music sector are delineated, and processes and understandings of creative teaching are articulated, both generally in higher music education and specifically through their application within the design of individual modules. This focus makes the text relevant to scholars, researchers and practitioners across many fields of music, including those working in musicology, composition, performance, music education, and music psychology. The book contributes new perspectives on our understanding of the role of creative teaching and learning and processes in creative teaching across the domain of music learning in higher music education sectors.
Treffinger , D . J . ( 1988 ) . Components of creativity Another look . Creative
Learning Today , 2 ( 5 ) , 1 - 4 . Treffinger , D . J . ( 1991 ) . Dignity without
discipline ? A response to MagyariBeck . International Creativity Network
Newsletter , 1 ( 3 ) ...
Author: Scott G. Isaksen
This volume addresses key issues and assumptions about creativity as a potential discipline, making the progress of creativity studies more explicit and communicable to those within and outside of the field.
This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity.
Author: Pat Thomson
It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into the curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes; putting young people’s voices at the heart of learning. There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students.
There is a hierarchy of educational content favouring creative learning and the
mastery of new technology that corresponds to the occupational hierarchy ,
especially in large corporations . This duality between work - related education
Author: Paul Bélanger
Based on 5 years of empirical research conducted in 24 countries from every region of the world, this book examines the content and dynamics of adult learning policies and strategies, including the measures to promote the expression of learning demand and the new role of the state and other institutions. After presenting a reconstructed and expanded view of current adult learning in the various regions of the world in Chapter 1, Chapters 2 and 3 identify several trends in the process of developing and implementing policy and outlines the subject and functions of adult learning policy today. Chapters 4 and 5 deal with the changing socioeconomic and cultural dynamics that are reflected, sometimes explicitly, sometimes contradictorily, in today's adult learning policies. Chapters 6 and 7 cover the expression and management of learning demand and policies to promote the expression and synergy of learning demand. Chapter 8 is on learning continuities and discontinuities. Chapter 9 examines changes in the role of the state and other institutions and the rise of new organizational models of adult learning. Chapter 10 takes a closer look at the impact of these epistemological and policy changes by presenting and analyzing the basic trends in the field of adult basic education. The conclusion sums up the discussion and raises questions about possible future orientations. Three appendixes include adult learning policy frameworks, tables about policy documents by country, and a list of participating researchers. Four bibliographies list 122 policy documents, 20 country studies, 32 other policy documents, and 246 monographs and articles. (KC)
Taking a fresh look at the role of creativity within the early years, this accessible guide explores what is meant by creativity and considers how creative skills, behaviours, and thinking can be identified and fostered in the individual ...
Author: Ruksana Mohammed
Taking a fresh look at the role of creativity within the early years, this accessible guide explores what is meant by creativity and considers how creative skills, behaviours, and thinking can be identified and fostered in the individual child. Underpinned by the latest research and policy, chapters illustrate how creative attitudes can be adopted in all subject areas, and opportunities for creativity maximised. Creative Learning in the Early Years acknowledges the power of creative processes in helping children reach their full potential in the early years and beyond. Photocopiable work tools enable the reader to plan, observe, assess, and record progress as they develop playful and creative approaches, whilst practical advice and demonstrable examples are easily integrated into existing practice. Topics addressed include: recognising and encouraging creative tendencies stimulating the child’s imagination developing adult creativity and self-awareness creating enabling environments and creative spaces using documentation and planning to inspire creativity. An exciting and accessible guide which encourages exploration, experimentation, reflection, and development, Creative Learning in the Early Years will support current and future early years practitioners as they discover the rich opportunities opened by creative practice.
Berkeley , CA : University of California , Institute of Personality Assessment and
Research . McGreevy , A . ( 1982 ) . My book of things and stuff : An interest
questionnaire for young children . Mansfield Center , CT : Creative Learning
Author: E. Jean Gubbins
Publisher: Prufrock Press
Now completely revised and expanded, Systems and Models for Developing Programs for the Gifted and Talented includes chapters on the major systems and models for developing programs for the gifted, including the Autonomous Learner Model, the Integrative Education Model, the Multiple Menu Model, the Purdue Three-Stage Model, the Schoolwide Enrichment Model, and Levels of Service. Forty-two experts in gifted education contributed to 25 chapters, and each chapter includes a discussion of the model, theoretical underpinnings, research on effectiveness, and considerations for implementations. Discussion questions follow each chapter. Chapters provide compact, yet comprehensive summaries of the major models developed by leaders in the field of gifted education.