Module
Creativity in Education: Valuing, Facilitating and Assessing It
| Module title | Creativity in Education: Valuing, Facilitating and Assessing It |
|---|---|
| Module code | EFPM907 |
| Academic year | 2022/3 |
| Credits | 30 |
| Module staff | Dr Kerry Chappell (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 15 |
|---|
Description - summary of the module content
Module description
What is creativity in education and how can we facilitate and assess it? In this module we explore the value of creativity in education, how it manifests and can be facilitated in different disciplines including how we can assess it. The module draws on research and practice within the arts, social sciences and science educational research. It is taught by a team of specialists in creativity, the arts and interdisciplinarity in relation to education. You will develop your understanding of accounts of creativity with particular reference to key theoretical approaches and will explore pedagogical issues for creativity in learning and teaching, including assessment. The module includes a focus on theory, policy and practice and gives you opportunities to discuss these with reference to varied disciplinary, cultural and educational contexts.
This module is suitable for specialist or non-specialist students. It can be tailored to contribute towards the Creative Arts and Technology, Creativity and Thinking programmes. There are no pre-requisites modules.
Module aims - intentions of the module
- 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.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 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;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 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;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 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.
Syllabus plan
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
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 24 (C) 6(B) | 270 (C) 282 (B) | 0 |
Details of learning activities and teaching methods
| 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 |
Assessment
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Face to face or online presentation | 1500 word equivalence/ 10 minutes in length | 1-8 | Verbal from tutor or peers |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment | 40 | 2,500 words | 1-6, 8 | Written and verbal from tutor |
| Reflective portfolio and commentary | 50 | 3,500 words | 1-6, 8 | Written and verbal from tutor |
| Reflective summary of contributions to online discussions | 10 | 500 words | 1-8 | Written from tutor |
| 0 | ||||
| 0 | ||||
| 0 |
Re-assessment
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written Assignment | 2500 words | 1-6, 8 | 6 weeks |
| Written Assignment | 3500 words | 1-6, 8 | 6 weeks |
| Reflective summary of contributions to online discussions | 500 words | 1 - 8 | 6 weeks |
Resources
Indicative learning resources - Basic reading
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
Module has an active ELE page
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 01/05/2018 |
| Last revision date | 02/09/2020 |