Publications by category
Books
Chappell KA, Rolfe L, Craft A, Jobbins V (2011).
Close encounters: Dance partners for creativity., Stoke on Trent: Trentham.
Abstract:
Close encounters: Dance partners for creativity
Abstract.
Journal articles
Hetherington LEJ, Chappell K, Ruck Keene H, Wren H, Cukurova M, Hathway C, Sotiriou S, Bogner F (In Press). International Educators’ Perspectives on the Purpose of Science Education and the Relationship between School Science and Creativity. Research in Science and Technological Education
Chappell K, Witt S, Wren H, Hampton L, Woods P, Swinford L, Hampton M (2023). Re‐Creating Higher Education Pedagogy by Making Materiality and Spatiality Matter.
The Journal of Creative BehaviorAbstract:
Re‐Creating Higher Education Pedagogy by Making Materiality and Spatiality Matter
ABSTRACTThis study marks a resting point within ongoing explorations of creativity, transdisciplinarity, materiality, and spatiality in Higher Education (HE) pedagogy. It interrogates how different materialities and spatialities shape learning to re‐create practices to better respond to societal challenges. This is situated within an imperative to move away from Western‐dominated approaches to pedagogy and research, where “Western” is characterized as onto‐epistemological rather than place‐based. The study draws on postqualitative enquiry into two creative, transdisciplinary HE courses, which entwined the arts, sciences, and entrepreneurship to facilitate responses to societal problems. Framed using posthumanizing creativity, the research aims to decenter the human and posit creativity as a dialogic, intra‐active process with the capacity to change education from within. A postqualitative approach works through three data diffractions. The first two involve glow moments used for collaging, cut through with theory. The third diffraction involves glow moments from which a short dance film was created. The study aims to stir readers/engagers to action their creativity as feeding forward into their own work in HE pedagogies, to consider how to move beyond the word, and the influences all of this can have on reimagining practices and changing structures.
Abstract.
Chappell K, Natanel K, Wren H (2021). Letting the ghosts in: re-designing HE teaching and learning through posthumanism. Teaching in Higher Education, 28(8), 2066-2088.
Chappell K (2021). Researching Posthumanizing Creativity: Expanding, Shifting, and Disrupting.
Qualitative InquiryAbstract:
Researching Posthumanizing Creativity: Expanding, Shifting, and Disrupting
This article explores the affordances, challenges, and imperfections of researching “post”humanizing creativity, by offering two exemplars, sharing how we walk the talk, so to speak, as well as how we have been rewarded and challenged. This is all within the larger umbrella of exploring how a posthumanizing creative approach can expand pedagogical and methodological possibilities for educators, facilitators, environments, and other actants, and ultimately to see how this can disrupt established cultural and educational practice and research to address the challenges of the Anthropocene.
Abstract.
Chappell K, Redding E, Crickmay U, Stancliffe R, Jobbins V, Smith S (2021). The aesthetic, artistic and creative contributions of dance for health and wellbeing across the lifecourse: a systematic review.
Int J Qual Stud Health Well-being,
16(1).
Abstract:
The aesthetic, artistic and creative contributions of dance for health and wellbeing across the lifecourse: a systematic review.
PURPOSE: This review articulates current understanding of the aesthetic, artistic and creative contributions that Dance makes to Health and Wellbeing across the lifecourse within publications 2000-2019, an under-researched area. METHODS: Review Questions: What are the aesthetic, artistic and creative contributions that Dance makes to Health and Wellbeing across the lifecourse? and what methodologies are appropriate for investigating these contributions? a database keyword search identified 769 articles and 91 evaluations. 109 documents were identified for further in-depth analysis and rating, resulting in 24 papers (11 articles, 3 PhD studies, 10 evaluation reports), which were thematically analysed. RESULTS: Findings offer seven interrelated contributions that Dance makes to Health and Wellbeing: embodiment, identity, belonging, self-worth, aesthetics, affective responses and creativity. There was less insight regarding different methodologies, and discussions focused on quantitative data's limitations. There were insights into inclusion of embodied voices, subjective accounts, and lived experiences. CONCLUSION: Whilst acknowledging challenges, this paper illuminates the key contributions of dance to arts and health. It provides a future conceptual research agenda (prioritizing identity and creativity) and associated methodological developments. It recommends expanding geographical/lifecourse research, better defining terms, fuller epistemological critiques to open space for new methodologies, and continued attendance to appropriate rigour criteria.
Abstract.
Author URL.
Chappell KA, Swinford E (2019). Artful Humanizing conversations: improvisation in early years dance.
Oxford Handbook of Improvisation in DanceAbstract:
Artful Humanizing conversations: improvisation in early years dance
This chapter focuses on improvisation in early years dance. It arises from the practice
and research interests of the chapter’s two authors. It articulates the dynamics of this
practice, drawing on practitioner, researcher, and parent reflections to develop three
themes: knowing yourself in your body, dialogues with children, and making and being
made. The authors express and illustrate the creative, social, and personal value of dance
experiences at an early age. They debate the questions and challenges which ensue from
an improvisational approach to this practice and give readers a taste of the newness and
joy of improvisation in this context.
Abstract.
Chappell K, Cremin T (2019). Creative pedagogies: a systematic review.
Research Papers in Education,
TBC(TBC), 1-33.
Abstract:
Creative pedagogies: a systematic review
This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990-2018. It responds to the increased international attention being afforded creativity and creative pedagogies in research, policy and practice and examines the evidence regarding creative pedagogical practices and the potential impact of these on students’ creativity. The methodology encompassed four stages. Firstly, an educational database keyword search was undertaken and 801 papers identified, manual searches added 12 further papers. Secondly, through applying inclusion/exclusion criteria, 89 papers were identified for closer scrutiny; these papers focused on students aged 0-18 years in formal educational settings and were peer-reviewed reports of empirical work. Thirdly, these papers were subjected to in-depth review and rating, this reduced the included selection to 35 papers. Finally these papers were subject to further analysis and synthesis. The findings reveal that seven interrelated features characterise creative pedagogical practice, namely: generating and exploring ideas; encouraging autonomy and agency; playfulness; problem-solving; risk-taking; co-constructing and collaborating; and teacher creativity. The paper also reveals that the evidence for the impact of these pedagogical practices on students’ creativity is inconclusive. It highlights the complexities and challenges of documenting creative pedagogies in the years of formal schooling and concludes with key recommendations and implications for research, policy and practice.
Abstract.
Chappell KA, Hathaway C (2019). Creativity and Dance Education.
Oxford Research Encyclopaedia of EducationAbstract:
Creativity and Dance Education
Research into creativity and dance education is increasingly in the spotlight as the community of dance education researchers is growing internationally. In the last fifteen years, the field has blossomed to include new cultural perspectives, voices and styles, and a consistently expanding range of definitions, epistemologies, and methodologies for researching the inter-relationship between “dance,” “education,” and “creativity.” Existing scholarship can be built on by exploring the historical perspective, moving to critically and thematically consider recent developments, and then looking ahead. In so doing, a range of definitions of creativity emerge which focus on cognition through to sociocultural perspectives and the post-human turn. Research into the facilitation of creativity is also pertinent and developing, including performativity and creativity pedagogic tensions, incorporation of technology and inclusion within teacher training, as well as a shift toward articulating creative and cultural dance practices themselves as key to understanding and developing creative pedagogy in dance. Also of interest is the range of methodologies that has been employed to research creativity in dance education and future possibilities in this area. Next steps in research include a focus on future influences from the ever-developing field of dance studies and its articulations of choreography and practice; from research into cultural and indigenous dance and emerging new multicultural ideas about creativity; from applications of advances in psychology and technological methods within dance science; and from the post-human turn in educational research shifting us toward more emergent re-organizations of how we think about and practice creativity in dance education.
Abstract.
Chappell KA, Hetherington L, Ruck Keene H, Wren H, Alexopoulos A, Ben-Horin O, Nikolopoulos K, Robberstad J, Sotiriou S, Bogner F, et al (2019). Dialogue and materiality/embodiment in science|arts creative pedagogy: Their role and manifestation.
Thinking Skills and Creativity,
31, 296-322.
Abstract:
Dialogue and materiality/embodiment in science|arts creative pedagogy: Their role and manifestation
This paper responds to recent calls to explore the nuances of the interaction between the sciences, the arts and their inherent creativity to better understand their potential within teaching and learning. Building on previous arguments that the science-arts-creativity relationship is dialogic and relational, this research focuses on the question: How are dialogue and material/embodied activity manifested within creative pedagogy? We begin with a fusion of Bakhtinian-inspired and New-Materialist understandings of dialogue drawing out the importance of embodiment in order to revitalize how we articulate dialogue within creative educational practice. We then take on the challenge of a materialist diffractive analysis to conduct research which complements the theoretical framing and offers our outcomes in a way that appropriately makes the phenomena tangible. We present the outcomes of the diffractive analysis including the constitution of matter as well as meaning in the dialogic space; and the emergence of new assemblages of embodied teachers, students, ideas, and objects within transdisciplinary educational practice. We conclude by arguing for the benefits of diffractive analysis: that we have fore-fronted the entangled relationality of trans-disciplinary creative pedagogy; avoided bracketing out aspects of education that are often side-lined; opened out the space of pedagogical approaches that might be attempted; and begun to challenge what education is for. In so doing, the article aims to open up new ways for teachers, students and researchers to experience seeing, doing, feeling and researching science|arts creative pedagogy and provoke conversations about how this might develop in the future.
Abstract.
Walsh C, Chappell K, Craft A (2017). A co-creativity theoretical framework to foster and evaluate the presence of wise humanising creativity in virtual learning environments (VLEs). Thinking Skills and Creativity, 24, 228-241.
Ben-Horin O, Chappell KA, Halstead J, Espeland M (2017). Designing creative inter-disciplinary science and art interventions in schools: the case of Write a Science Opera (WASO).
Cogent Education,
4(1).
Abstract:
Designing creative inter-disciplinary science and art interventions in schools: the case of Write a Science Opera (WASO)
The goal of this qualitative study is to provide theoretical knowledge and design principles for a creative educational environment characterized by simultaneous study and exploration of science or math, and the arts: Write a Science Opera (WASO). To do so, we used a theory of creativity in education which links collaborative co-creation in creative activity, and identity: Wise Humanizing Creativity (WHC). Data were collected from teachers in interventions during which the WASO environment was implemented in two Norwegian primary schools. The topics of study were the multiplication table at the first school, and temperature at the second. Data relating to these participants’ experiences and perceptions were coded and analyzed in order to articulate the kind of creative activity witnessed. The data, which consisted of interviews and reflective notes, were analyzed based on Educational Design Research (EDR) theory in order to explore design principles which could enrich WASO in the future, as well as to provide theoretical knowledge to other educational researchers.
Abstract.
Chappell KA, Cremin T (2017). Remembering Anna Craft. Education 3-13: the professional journal for primary education, 6(42), 572-574.
Chappell KA, 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
Chappell KA, Pender T, Swinford L, Ford K (2016). Making and being made: wise humanising creativity in interdisciplinary early years arts education.
International Journal of Early Years Education,
24(3), 254-278.
Abstract:
Making and being made: wise humanising creativity in interdisciplinary early years arts education.
This paper focuses on how wise humanising creativity (WHC) is manifested within early years interdisciplinary arts education. It draws on Arts Council-funded participatory research by Devon Carousel Project and University of Exeter’s Graduate School of Education. It is grounded in previous AHRC-funded research, which conceptualised WHC in the face of educational creativity/performativity tensions. WHC articulates the dialogic embodied interrelationship of creativity and identity – creators are ‘making and being made’; they are 'becoming'. The research used a qualitative methodology to create open-ended spaces of dialogue or ‘Living Dialogic Spaces’ framed by an ecological model to situate the team’s different positionings. Data collection included traditional qualitative techniques and arts-based techniques. Data analysis involved inductive/deductive conversations between existing theory and emergent themes. Analysis indicated that ‘making and being made’, and other key WHC features were manifested. We conclude by suggesting that WHC can help develop understanding of how creative arts practice supports the breadth of young children’s development, and the role of the creativity-identity dialogue within that, as well as indicating what the practice and research has to offer beyond the Early Years.
Abstract.
Craft AR, Chappell KA (2016). Possibility thinking and social change in primary schools.
Education 3-13,
44(4), 407-425.
Abstract:
Possibility thinking and social change in primary schools
This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested. With a focus on uniquely positioned professional wisdom, each school was engaged in change which rejected some assumptions while integrating new ideas relevant to their community, leading to quiet revolutions. Implications for primary schools that generate their own practices and narratives regarding educational futures are discussed.
Abstract.
Chappell KA, Cremin T (2014). Anna Craft and beyond. Thinking Skills and Creativity, 14
Cremin T, Chappell K, Craft A (2013). Reciprocity between narrative, questioning and imagination in the early and primary years:. examining the role of narrative in possibility thinking. Thinking Skills and Creativity, 9, 135-151.
Watson DE, Nordin-Bates SM, Chappell KA (2012). Facilitating and nurturing creativity in pre-vocational dancers: Findings from the UK Centres for Advanced Training.
Research in Dance Education,
13(2), 153-173.
Abstract:
Facilitating and nurturing creativity in pre-vocational dancers: Findings from the UK Centres for Advanced Training
This is a case study investigation into creativity involving young dancers and faculty members on the UK government-funded pre-vocational contemporary dance training programme. Qualitative research techniques were used to gather and interpret data on how individuals nurtured and viewed creativity at an individual level, as well as how the facilitation of creativity was perceived and manifested at a teaching and institutional level. Findings suggest that nurturing creativity at a within-person level involves the evolution and development of personality characteristics and abilities in both direct and indirect ways. Two other factors were influential at this level, namely inspiration and motivation. At an interpersonal and environmental level, the study found that a communal and collaborative approach underpinned the nurture of creativity in the setting. Additionally, teaching styles which supported the development of dancers' own voice alongside dance skills were critical in helping to encourage and realise creativity in young people. The study sheds light on the constantly evolving and dynamic processes involved when nurturing and facilitating creativity. © 2012 Copyright Taylor and Francis Group, LLC.
Abstract.
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
Craft A, Chappell K, Rolfe L, Jobbins V (2012). Reflective creative partnerships as
‘meddling in the middle’: developing
practice. Reflective Practice: International and Multidisciplinary Perspectives
Craft AR, Chappell K, Rolfe L, Jobbins V (2012). Reflective creative partnerships as 'meddling in the middle':. developing practice. Reflective Practice, 13(4), 579-595.
Chappell KA, Craft A, Rolfe L, Jobbins V (2012). Valuing our journeys of becoming: humanising creativity. International Journal of Education and the Arts, 13(8).
Chappell KA, Craft A (2011). Creative learning conversations: producing living dialogic spaces.
Educational Research(3), 363-385.
Abstract:
Creative learning conversations: producing living dialogic spaces
Background
‘Creative learning conversations’, are methodological devices developed in two co-participative qualitative research projects exploring creativity and educational futures at the University of Exeter in England.
Sources of evidence
Framed by Critical Theory, the projects, one on dance education partnership, the other on student voice and transformation, sought to open space between creativity and performativity to initiate emancipatory educational change. This was undertaken over the course of five years in English primary and secondary schools, prioritising humanising, wise creativity (Chappell, 2008; Craft, 2008).
Purpose
This paper re-analyses data and methodological processes to characterise and theorise creative learning conversations in terms of social spatiality and dialogue. The characteristics are: partiality, emancipation, working from the ‘bottom up’, participation, debate and difference, openness to action, and embodied and verbalised idea exchange.
Main argument
This re-analysis theoretically adapts Bronfenbrenner’s. (1979) ecological model to situate layered engagement. Utilising Lefebvre’s (1991) conceptualisation of Lived space and Bakhtin’s (1984) work on open-ended dialogue, the paper theorises creative learning conversations as producing living dialogic spaces.
Conclusions
Creative learning conversations are a way of contributing to change which moves us towards an education future fit for the twenty-first century. From a living dialogic space perspective a creative learning conversation is the ongoing process without forced closure of those in the roles of University academic, teachers, artists, students co-participatively researching and developing knowledge of their ‘lived space’ together. Given traditional lethargy in the educational system as a whole commitment to changing education for better futures demands active involvement in living dialogic space, where our humanity both emerges from and guides our shared learning.
Abstract.
Author URL.
Chappell KA, Craft A (2009). Creative Science Teaching: New Dimensions in CPD.
Thinking Skills and Creativity,
4(1), 44-59.
Abstract:
Creative Science Teaching: New Dimensions in CPD
This paper offers analysis and evaluation of ‘Creative Science Teaching (CST) Labs III’, a
unique and immersive approach to science teachers’ continuing professional development
(CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving
specialists fromthe arts, science and technology as integral. Articulating the key features
of the experience and its perceived influences and by setting these in the wider context of
the literatures in continuing professional development and creative teaching and learning,
the paper seeks to demonstrate novel dimensions that this initiative has to offer CPD in creative
teaching and the ensuing learning, highlighting key questions for further developing
these new dimensions.
Abstract.
Chappell KA, Craft A, Rolfe L, Jobbins V (2009). Dance partners for creativity: Choreographing space for co-participative research into creativity and partnership in dance education. Research in Dance Education, 10(3), 177-197.
Craft A, Chappell K, Twining P (2008). Learners reconceptualising education: widening participation through creative engagement.
Journal of Innovation in Education and Teaching International,
45(3), 235-245.
Author URL.
Chappell, K. (2008). Mediating creativity and performativity policy tensions in dance education-based action research partnerships: insights from a mentor's self-study.
Thinking Skills and Creativity,
3(2), 94-103.
Author URL.
Chappell K, Craft A, Burnard P, Cremin T (2008). Question-posing & question-responding at the heart of possibility thinking in the early years. Early Years, 28(3), 267-286.
Chappell, K. (2008). Towards Humanising Creativity. UNESCO Observatory E-Journal, 1(3).
Chappell, K. (2007). Creativity in primary level dance education: Moving beyond assumption. Research in Dance Education, 8(1), 27-52.
Craft A, Cremin T, Burnard P, Chappell K (2007). Teacher Stance in Creative Learning:. A Study of Progression. Thinking Skills and Creativity, 2(2), 136-147.
Chappell, K. (2007). The Dilemmas of Teaching for Creativity: Insights from Expert Specialist\r
Dance Teachers.\r. Thinking Skills and Creativity, 2007(2), 39-56.
Chapters
Hetherington L, Chappell K, Ruck Keene H, Wren H (2020). Creative Pedagogy and Environmental Responsibility: a Diffractive Analysis of an Intra-Active Science|Arts Practice. In Burnard P, Colucci-Gray L (Eds.)
Why Science and Art Creativities Matter Re-configuring Steam for Future-making Education, Leiden: Brill - Sense, 271-299.
Abstract:
Creative Pedagogy and Environmental Responsibility: a Diffractive Analysis of an Intra-Active Science|Arts Practice
Abstract.
Chappell KA (2018). From wise humanising creativity to (post-humanising) creativity. In Snepvangers K, Thomson P, Harris A (Eds.)
In A. Harris, P. Thomson & K. Snepvangers Creativity Policy, Partnerships and Practice in Education. Palgrave Macmillan, Springer.
Abstract:
From wise humanising creativity to (post-humanising) creativity
Abstract.
Slade C, Chappell KA (2017). Next Choreography: Transformative potential for young people in choreographic practice. In (Ed)
Exploring identities in dance: Proceedings from 13th World Congress of Dance and the Child international, Australia: Ausdance.
Abstract:
Next Choreography: Transformative potential for young people in choreographic practice
Abstract.
Craft A, Horin OB, Sotiriou M, Stergiopoulos P, Sotiriou S, Hennessy S, Chappell K, Slade C, Greenwood M, Black A, et al (2016). CREAT-IT: Implementing Creative Strategies into Science Teaching. In (Ed) New Developments in Science and Technology Education, Springer Nature, 163-179.
Chappell K, Swinford E (2015). Improvisation in early years dance: artful humanising creativity. In (Ed) The Oxford Handbook of Improvisation in Dance.
Chappell K, Jobbins V (2015). Partnerships for Creativity. In (Ed) Dance Education Around the World, Taylor & Francis, 149-160.
Chappell KA, Jobbins V (2015). Partnerships for Creativity: Expanding Teaching Possibilities. In Svendler Nielsen C, Burridge S (Eds.) Dance Education around the World, Routledge.
Chappell K, Young S (2011). Inside-outside: Exploring learning and creativity in early years dance education. In Faulkner D, Coates E (Eds.) The expressive nature of creativity in childhood, Routledge.
Chappell, K. (2008). Embodied Narratives, in Parry, S. Nicholson, H. & Levinson, R. (Ed.), Creative Encounters. In (Ed)
, Wellcome Trust:.
Author URL.
Chappell, K. (2008). Facilitating creative learning in dance education in Craft, A. Cremin, T. & Burnard, P. (Eds), Creative Learning 3-11 and How We Document it: What How & Why?. In (Ed) , Trentham.
Craft A, Chappell K (2007). Fostering Possibility Thinking through co-researching creative movement with 7-11 year olds. In Blenkinsop S (Ed) The Imagination in Education: Extending the boundaries of Theory in Practice, USA:.
Conferences
Rolfe L, Platt M, Jobbins V, Craft A, Chappell K, Wright H (2013). Co-participative Research in a Dance Education Partnership: Nurturing Critical Pedagogy and Social Constructivism.
Chappell, K. (2006). Creativity as Individual, Collaborative and Communal.
Chappell, K. (2006). Teaching for Creativity: Spectra of Approach.
Publications by year
In Press
Hetherington LEJ, Chappell K, Ruck Keene H, Wren H, Cukurova M, Hathway C, Sotiriou S, Bogner F (In Press). International Educators’ Perspectives on the Purpose of Science Education and the Relationship between School Science and Creativity. Research in Science and Technological Education
2023
Chappell K, Witt S, Wren H, Hampton L, Woods P, Swinford L, Hampton M (2023). Re‐Creating Higher Education Pedagogy by Making Materiality and Spatiality Matter.
The Journal of Creative BehaviorAbstract:
Re‐Creating Higher Education Pedagogy by Making Materiality and Spatiality Matter
ABSTRACTThis study marks a resting point within ongoing explorations of creativity, transdisciplinarity, materiality, and spatiality in Higher Education (HE) pedagogy. It interrogates how different materialities and spatialities shape learning to re‐create practices to better respond to societal challenges. This is situated within an imperative to move away from Western‐dominated approaches to pedagogy and research, where “Western” is characterized as onto‐epistemological rather than place‐based. The study draws on postqualitative enquiry into two creative, transdisciplinary HE courses, which entwined the arts, sciences, and entrepreneurship to facilitate responses to societal problems. Framed using posthumanizing creativity, the research aims to decenter the human and posit creativity as a dialogic, intra‐active process with the capacity to change education from within. A postqualitative approach works through three data diffractions. The first two involve glow moments used for collaging, cut through with theory. The third diffraction involves glow moments from which a short dance film was created. The study aims to stir readers/engagers to action their creativity as feeding forward into their own work in HE pedagogies, to consider how to move beyond the word, and the influences all of this can have on reimagining practices and changing structures.
Abstract.
2021
Chappell K, Natanel K, Wren H (2021). Letting the ghosts in: re-designing HE teaching and learning through posthumanism. Teaching in Higher Education, 28(8), 2066-2088.
Chappell K (2021). Researching Posthumanizing Creativity: Expanding, Shifting, and Disrupting.
Qualitative InquiryAbstract:
Researching Posthumanizing Creativity: Expanding, Shifting, and Disrupting
This article explores the affordances, challenges, and imperfections of researching “post”humanizing creativity, by offering two exemplars, sharing how we walk the talk, so to speak, as well as how we have been rewarded and challenged. This is all within the larger umbrella of exploring how a posthumanizing creative approach can expand pedagogical and methodological possibilities for educators, facilitators, environments, and other actants, and ultimately to see how this can disrupt established cultural and educational practice and research to address the challenges of the Anthropocene.
Abstract.
Chappell K, Redding E, Crickmay U, Stancliffe R, Jobbins V, Smith S (2021). The aesthetic, artistic and creative contributions of dance for health and wellbeing across the lifecourse: a systematic review.
Int J Qual Stud Health Well-being,
16(1).
Abstract:
The aesthetic, artistic and creative contributions of dance for health and wellbeing across the lifecourse: a systematic review.
PURPOSE: This review articulates current understanding of the aesthetic, artistic and creative contributions that Dance makes to Health and Wellbeing across the lifecourse within publications 2000-2019, an under-researched area. METHODS: Review Questions: What are the aesthetic, artistic and creative contributions that Dance makes to Health and Wellbeing across the lifecourse? and what methodologies are appropriate for investigating these contributions? a database keyword search identified 769 articles and 91 evaluations. 109 documents were identified for further in-depth analysis and rating, resulting in 24 papers (11 articles, 3 PhD studies, 10 evaluation reports), which were thematically analysed. RESULTS: Findings offer seven interrelated contributions that Dance makes to Health and Wellbeing: embodiment, identity, belonging, self-worth, aesthetics, affective responses and creativity. There was less insight regarding different methodologies, and discussions focused on quantitative data's limitations. There were insights into inclusion of embodied voices, subjective accounts, and lived experiences. CONCLUSION: Whilst acknowledging challenges, this paper illuminates the key contributions of dance to arts and health. It provides a future conceptual research agenda (prioritizing identity and creativity) and associated methodological developments. It recommends expanding geographical/lifecourse research, better defining terms, fuller epistemological critiques to open space for new methodologies, and continued attendance to appropriate rigour criteria.
Abstract.
Author URL.
2020
Hetherington L, Chappell K, Ruck Keene H, Wren H (2020). Creative Pedagogy and Environmental Responsibility: a Diffractive Analysis of an Intra-Active Science|Arts Practice. In Burnard P, Colucci-Gray L (Eds.)
Why Science and Art Creativities Matter Re-configuring Steam for Future-making Education, Leiden: Brill - Sense, 271-299.
Abstract:
Creative Pedagogy and Environmental Responsibility: a Diffractive Analysis of an Intra-Active Science|Arts Practice
Abstract.
2019
Chappell KA, Swinford E (2019). Artful Humanizing conversations: improvisation in early years dance.
Oxford Handbook of Improvisation in DanceAbstract:
Artful Humanizing conversations: improvisation in early years dance
This chapter focuses on improvisation in early years dance. It arises from the practice
and research interests of the chapter’s two authors. It articulates the dynamics of this
practice, drawing on practitioner, researcher, and parent reflections to develop three
themes: knowing yourself in your body, dialogues with children, and making and being
made. The authors express and illustrate the creative, social, and personal value of dance
experiences at an early age. They debate the questions and challenges which ensue from
an improvisational approach to this practice and give readers a taste of the newness and
joy of improvisation in this context.
Abstract.
Witt S (2019). Becoming lost within relational, democratic geographical fieldwork spaces.
Abstract:
Becoming lost within relational, democratic geographical fieldwork spaces.
In the spirit of exploration and enquiry that is embodied within the discipline of geography, this thesis sets out on an adventure into ‘terra incognita’ to experiment with coming to know geographical fieldwork practices within a primary education context. This is a thesis about how children could be brought into relation with the world through a different kind of geography fieldwork. The current National Curriculum for geography in England (Department for Education (DfE), 2013) foregrounds a knowledge-rich curriculum that makes distinctions between the physical and human, seeking to introduce children and young people to the world as an 'object of thought' rather than as a 'place of experience' (Lambert, Rawling, Hopkin and Kinder, 2012:7). This thesis seeks to unsettle dominant discourses and works with the tensions and discomfort this causes to propose an expanded notion of geographical fieldwork that places relational thinking and understanding at the heart of the subject.
Experimenting with posthumanist/new materialist possibilities for relational, democratic fieldwork I embrace an ethico-onto-epistemological stance that seeks to position geographers as ‘becoming’ within more-than-human assemblages. The thesis shares my commitment to thinking and doing geographical education research differently in these times of environmental crisis. It partially reveals the complexities and intricacies of encounters during a weekend residential geographical fieldwork event within the New Forest National Park around Minstead in Hampshire, United Kingdom in July 2017. It shares the happenings, beings and doings of 12 geography educators as they travel with ideas of place invitations. It follows the geographers’ journeys as they attune and attend to more-than-human/human encounters experimenting with emergent pedagogies that foster surprise and uncertainty. Recent developments in post-qualitative research inspires messy methodologies that seek to disrupt ‘research-as-usual’ (Gannon, 2016:129). I work with ‘getting lost’ as a way of knowing (Lather, 2007) and the notion of ‘productively failing’ (Koro-Ljungberg, 2016a) to invite critical and creative practices to emerge as I ‘befriend my data as an ontologically significant non-human’ (Rautio, 2017:23). Inspired by Bennett’s (2010) radical conception of materialism and matter and Barad’s (2007) ideas of intra-action, I conceptualise fieldwork spaces as alive, inter-connected and in the process of formation. This is a collaborative, hopeful project of attunement, openness, attention and entanglement. A diffractive analysis (Mazzei, 2014:743) is employed to purposefully ‘plug in’ data/theory/practice from a wide range of fields to honour ‘multiplicity, ambiguity’ and seek new connections. Through relational stories, experimental writing/poetry and collage some of the geographers’ sensory, embodied and affective encounters with stream, trees, bog, heath, ponies, fire, sticks, leaves, flowers and bracken are shared.
Emerging from the thesis is the notion of fieldwork sites as lively and generative; meeting places for difference. Relational fieldwork is contingent, fluid and improvised in the moment. It fosters a pedagogical approach to geographical fieldwork through enchanting encounters with more-than-human elements that engages with ideas of equality, agency and democracy. A relational, enchanted geography entangles learners within a more-than-human community and offers possibilities to ‘turn up the colour and tune in to the world’ (Geoghegan and Woodyer 2014: 219) in order to rethink geographical fieldwork pedagogies.
Abstract.
Chappell K, Cremin T (2019). Creative pedagogies: a systematic review.
Research Papers in Education,
TBC(TBC), 1-33.
Abstract:
Creative pedagogies: a systematic review
This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990-2018. It responds to the increased international attention being afforded creativity and creative pedagogies in research, policy and practice and examines the evidence regarding creative pedagogical practices and the potential impact of these on students’ creativity. The methodology encompassed four stages. Firstly, an educational database keyword search was undertaken and 801 papers identified, manual searches added 12 further papers. Secondly, through applying inclusion/exclusion criteria, 89 papers were identified for closer scrutiny; these papers focused on students aged 0-18 years in formal educational settings and were peer-reviewed reports of empirical work. Thirdly, these papers were subjected to in-depth review and rating, this reduced the included selection to 35 papers. Finally these papers were subject to further analysis and synthesis. The findings reveal that seven interrelated features characterise creative pedagogical practice, namely: generating and exploring ideas; encouraging autonomy and agency; playfulness; problem-solving; risk-taking; co-constructing and collaborating; and teacher creativity. The paper also reveals that the evidence for the impact of these pedagogical practices on students’ creativity is inconclusive. It highlights the complexities and challenges of documenting creative pedagogies in the years of formal schooling and concludes with key recommendations and implications for research, policy and practice.
Abstract.
Chappell KA, Hathaway C (2019). Creativity and Dance Education.
Oxford Research Encyclopaedia of EducationAbstract:
Creativity and Dance Education
Research into creativity and dance education is increasingly in the spotlight as the community of dance education researchers is growing internationally. In the last fifteen years, the field has blossomed to include new cultural perspectives, voices and styles, and a consistently expanding range of definitions, epistemologies, and methodologies for researching the inter-relationship between “dance,” “education,” and “creativity.” Existing scholarship can be built on by exploring the historical perspective, moving to critically and thematically consider recent developments, and then looking ahead. In so doing, a range of definitions of creativity emerge which focus on cognition through to sociocultural perspectives and the post-human turn. Research into the facilitation of creativity is also pertinent and developing, including performativity and creativity pedagogic tensions, incorporation of technology and inclusion within teacher training, as well as a shift toward articulating creative and cultural dance practices themselves as key to understanding and developing creative pedagogy in dance. Also of interest is the range of methodologies that has been employed to research creativity in dance education and future possibilities in this area. Next steps in research include a focus on future influences from the ever-developing field of dance studies and its articulations of choreography and practice; from research into cultural and indigenous dance and emerging new multicultural ideas about creativity; from applications of advances in psychology and technological methods within dance science; and from the post-human turn in educational research shifting us toward more emergent re-organizations of how we think about and practice creativity in dance education.
Abstract.
Chappell KA, Hetherington L, Ruck Keene H, Wren H, Alexopoulos A, Ben-Horin O, Nikolopoulos K, Robberstad J, Sotiriou S, Bogner F, et al (2019). Dialogue and materiality/embodiment in science|arts creative pedagogy: Their role and manifestation.
Thinking Skills and Creativity,
31, 296-322.
Abstract:
Dialogue and materiality/embodiment in science|arts creative pedagogy: Their role and manifestation
This paper responds to recent calls to explore the nuances of the interaction between the sciences, the arts and their inherent creativity to better understand their potential within teaching and learning. Building on previous arguments that the science-arts-creativity relationship is dialogic and relational, this research focuses on the question: How are dialogue and material/embodied activity manifested within creative pedagogy? We begin with a fusion of Bakhtinian-inspired and New-Materialist understandings of dialogue drawing out the importance of embodiment in order to revitalize how we articulate dialogue within creative educational practice. We then take on the challenge of a materialist diffractive analysis to conduct research which complements the theoretical framing and offers our outcomes in a way that appropriately makes the phenomena tangible. We present the outcomes of the diffractive analysis including the constitution of matter as well as meaning in the dialogic space; and the emergence of new assemblages of embodied teachers, students, ideas, and objects within transdisciplinary educational practice. We conclude by arguing for the benefits of diffractive analysis: that we have fore-fronted the entangled relationality of trans-disciplinary creative pedagogy; avoided bracketing out aspects of education that are often side-lined; opened out the space of pedagogical approaches that might be attempted; and begun to challenge what education is for. In so doing, the article aims to open up new ways for teachers, students and researchers to experience seeing, doing, feeling and researching science|arts creative pedagogy and provoke conversations about how this might develop in the future.
Abstract.
2018
Chappell KA (2018). From wise humanising creativity to (post-humanising) creativity. In Snepvangers K, Thomson P, Harris A (Eds.)
In A. Harris, P. Thomson & K. Snepvangers Creativity Policy, Partnerships and Practice in Education. Palgrave Macmillan, Springer.
Abstract:
From wise humanising creativity to (post-humanising) creativity
Abstract.
Bahari AA (2018). The implementation of dialogue-based pedagogy to improve written argumentation amongst secondary school students in Malaysia.
Abstract:
The implementation of dialogue-based pedagogy to improve written argumentation amongst secondary school students in Malaysia
The purpose of this study is to find solutions on how to improve secondary school students’ persuasive argumentative English essay writing. The participants of this study are groups of ESL students aged 13 and 17 who live and study in a sub-urban area in Malaysia. All students and teachers converse amongst themselves using the Malay language on a daily basis while English language is merely used during classroom interaction time. Not only do they have very little opportunity to communicate using English language in their daily lives and for academic purposes, they also have limited opportunity to learn how to argue persuasively in their English classroom. Thus, they have difficulties in writing two-sided argumentative essays in English. The teaching-to-the-test culture has taken its toll on students’ writing performance when writing argumentative essays. In order to help students to score well in examination, teachers often overlook the need to teach critical thinking skills for the English subject. They focus solely on writing narrative essays as these essays require less critical thinking skill from the students. The Design-Based Research is employed to solve this problem of writing persuasive argumentative essays. Based on the pre-intervention essays written by the participants, it is believed that their difficulties are because of two major factors; insufficient English language skills and no exposure to persuasive argumentation skills. The initial design framework asserts that students should improve their persuasive argumentative essay writing if they are initially exposed to face-to-face group argumentation. However, the findings from the exploratory study revealed that face-to-face group argumentation is unmanageable in the context studied. Hence, an online learning intervention was considered to support secondary school students to improve their written argument. It was developed underpinned by design principles based on Exploratory Talk to achieve persuasive argumentation. The prototype online intervention was tested and developed through a series of iterations. Findings from Iteration 1 show that only a small number of students manage to write two-sided essays because most of them have an extreme attitude when writing about an issue and display a lack of positive transfer from group to individual argumentation. Prior to Iteration 2, the prototype intervention was adapted to tackle the extreme attitude and negative transfer issues by highlighting five elements: face-to-face classroom practice, focus more on three main ground rules, argument game, role of teachers during group argumentation and the use of argument map during the post-intervention essay writing. The findings demonstrate that all students in the second iteration wrote argumentative essays which are more persuasive. The final design framework developed in this study suggests a design framework that could be used by future researchers and ESL teachers at secondary school level who are interested in improving students’ persuasive argumentative essays.
Abstract.
2017
Walsh C, Chappell K, Craft A (2017). A co-creativity theoretical framework to foster and evaluate the presence of wise humanising creativity in virtual learning environments (VLEs). Thinking Skills and Creativity, 24, 228-241.
Ben-Horin O, Chappell KA, Halstead J, Espeland M (2017). Designing creative inter-disciplinary science and art interventions in schools: the case of Write a Science Opera (WASO).
Cogent Education,
4(1).
Abstract:
Designing creative inter-disciplinary science and art interventions in schools: the case of Write a Science Opera (WASO)
The goal of this qualitative study is to provide theoretical knowledge and design principles for a creative educational environment characterized by simultaneous study and exploration of science or math, and the arts: Write a Science Opera (WASO). To do so, we used a theory of creativity in education which links collaborative co-creation in creative activity, and identity: Wise Humanizing Creativity (WHC). Data were collected from teachers in interventions during which the WASO environment was implemented in two Norwegian primary schools. The topics of study were the multiplication table at the first school, and temperature at the second. Data relating to these participants’ experiences and perceptions were coded and analyzed in order to articulate the kind of creative activity witnessed. The data, which consisted of interviews and reflective notes, were analyzed based on Educational Design Research (EDR) theory in order to explore design principles which could enrich WASO in the future, as well as to provide theoretical knowledge to other educational researchers.
Abstract.
Slade C, Chappell KA (2017). Next Choreography: Transformative potential for young people in choreographic practice. In (Ed)
Exploring identities in dance: Proceedings from 13th World Congress of Dance and the Child international, Australia: Ausdance.
Abstract:
Next Choreography: Transformative potential for young people in choreographic practice
Abstract.
Chappell KA, Cremin T (2017). Remembering Anna Craft. Education 3-13: the professional journal for primary education, 6(42), 572-574.
Chappell KA, 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
2016
Craft A, Horin OB, Sotiriou M, Stergiopoulos P, Sotiriou S, Hennessy S, Chappell K, Slade C, Greenwood M, Black A, et al (2016). CREAT-IT: Implementing Creative Strategies into Science Teaching. In (Ed) New Developments in Science and Technology Education, Springer Nature, 163-179.
Chappell KA, Pender T, Swinford L, Ford K (2016). Making and being made: wise humanising creativity in interdisciplinary early years arts education.
International Journal of Early Years Education,
24(3), 254-278.
Abstract:
Making and being made: wise humanising creativity in interdisciplinary early years arts education.
This paper focuses on how wise humanising creativity (WHC) is manifested within early years interdisciplinary arts education. It draws on Arts Council-funded participatory research by Devon Carousel Project and University of Exeter’s Graduate School of Education. It is grounded in previous AHRC-funded research, which conceptualised WHC in the face of educational creativity/performativity tensions. WHC articulates the dialogic embodied interrelationship of creativity and identity – creators are ‘making and being made’; they are 'becoming'. The research used a qualitative methodology to create open-ended spaces of dialogue or ‘Living Dialogic Spaces’ framed by an ecological model to situate the team’s different positionings. Data collection included traditional qualitative techniques and arts-based techniques. Data analysis involved inductive/deductive conversations between existing theory and emergent themes. Analysis indicated that ‘making and being made’, and other key WHC features were manifested. We conclude by suggesting that WHC can help develop understanding of how creative arts practice supports the breadth of young children’s development, and the role of the creativity-identity dialogue within that, as well as indicating what the practice and research has to offer beyond the Early Years.
Abstract.
Craft AR, Chappell KA (2016). Possibility thinking and social change in primary schools.
Education 3-13,
44(4), 407-425.
Abstract:
Possibility thinking and social change in primary schools
This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested. With a focus on uniquely positioned professional wisdom, each school was engaged in change which rejected some assumptions while integrating new ideas relevant to their community, leading to quiet revolutions. Implications for primary schools that generate their own practices and narratives regarding educational futures are discussed.
Abstract.
2015
Chappell K, Swinford E (2015). Improvisation in early years dance: artful humanising creativity. In (Ed) The Oxford Handbook of Improvisation in Dance.
Chappell K, Jobbins V (2015). Partnerships for Creativity. In (Ed) Dance Education Around the World, Taylor & Francis, 149-160.
Chappell KA, Jobbins V (2015). Partnerships for Creativity: Expanding Teaching Possibilities. In Svendler Nielsen C, Burridge S (Eds.) Dance Education around the World, Routledge.
2014
Chappell KA, Cremin T (2014). Anna Craft and beyond. Thinking Skills and Creativity, 14
2013
Rolfe L, Platt M, Jobbins V, Craft A, Chappell K, Wright H (2013). Co-participative Research in a Dance Education Partnership: Nurturing Critical Pedagogy and Social Constructivism.
Chappell K (2013). R.K.SawyerStructure and Improvisation in Creative Teaching2011Cambridge University Press978-0-521-74632-8301 pp. Paperback, Price: £ 21.99. Thinking Skills and Creativity, 8, 120-121.
Cremin T, Chappell K, Craft A (2013). Reciprocity between narrative, questioning and imagination in the early and primary years:. examining the role of narrative in possibility thinking. Thinking Skills and Creativity, 9, 135-151.
2012
Watson DE, Nordin-Bates SM, Chappell KA (2012). Facilitating and nurturing creativity in pre-vocational dancers: Findings from the UK Centres for Advanced Training.
Research in Dance Education,
13(2), 153-173.
Abstract:
Facilitating and nurturing creativity in pre-vocational dancers: Findings from the UK Centres for Advanced Training
This is a case study investigation into creativity involving young dancers and faculty members on the UK government-funded pre-vocational contemporary dance training programme. Qualitative research techniques were used to gather and interpret data on how individuals nurtured and viewed creativity at an individual level, as well as how the facilitation of creativity was perceived and manifested at a teaching and institutional level. Findings suggest that nurturing creativity at a within-person level involves the evolution and development of personality characteristics and abilities in both direct and indirect ways. Two other factors were influential at this level, namely inspiration and motivation. At an interpersonal and environmental level, the study found that a communal and collaborative approach underpinned the nurture of creativity in the setting. Additionally, teaching styles which supported the development of dancers' own voice alongside dance skills were critical in helping to encourage and realise creativity in young people. The study sheds light on the constantly evolving and dynamic processes involved when nurturing and facilitating creativity. © 2012 Copyright Taylor and Francis Group, LLC.
Abstract.
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
Craft A, Chappell K, Rolfe L, Jobbins V (2012). Reflective creative partnerships as
‘meddling in the middle’: developing
practice. Reflective Practice: International and Multidisciplinary Perspectives
Craft AR, Chappell K, Rolfe L, Jobbins V (2012). Reflective creative partnerships as 'meddling in the middle':. developing practice. Reflective Practice, 13(4), 579-595.
Chappell KA, Craft A, Rolfe L, Jobbins V (2012). Valuing our journeys of becoming: humanising creativity. International Journal of Education and the Arts, 13(8).
2011
Chappell KA, Rolfe L, Craft A, Jobbins V (2011).
Close encounters: Dance partners for creativity., Stoke on Trent: Trentham.
Abstract:
Close encounters: Dance partners for creativity
Abstract.
Chappell KA, Craft A (2011). Creative learning conversations: producing living dialogic spaces.
Educational Research(3), 363-385.
Abstract:
Creative learning conversations: producing living dialogic spaces
Background
‘Creative learning conversations’, are methodological devices developed in two co-participative qualitative research projects exploring creativity and educational futures at the University of Exeter in England.
Sources of evidence
Framed by Critical Theory, the projects, one on dance education partnership, the other on student voice and transformation, sought to open space between creativity and performativity to initiate emancipatory educational change. This was undertaken over the course of five years in English primary and secondary schools, prioritising humanising, wise creativity (Chappell, 2008; Craft, 2008).
Purpose
This paper re-analyses data and methodological processes to characterise and theorise creative learning conversations in terms of social spatiality and dialogue. The characteristics are: partiality, emancipation, working from the ‘bottom up’, participation, debate and difference, openness to action, and embodied and verbalised idea exchange.
Main argument
This re-analysis theoretically adapts Bronfenbrenner’s. (1979) ecological model to situate layered engagement. Utilising Lefebvre’s (1991) conceptualisation of Lived space and Bakhtin’s (1984) work on open-ended dialogue, the paper theorises creative learning conversations as producing living dialogic spaces.
Conclusions
Creative learning conversations are a way of contributing to change which moves us towards an education future fit for the twenty-first century. From a living dialogic space perspective a creative learning conversation is the ongoing process without forced closure of those in the roles of University academic, teachers, artists, students co-participatively researching and developing knowledge of their ‘lived space’ together. Given traditional lethargy in the educational system as a whole commitment to changing education for better futures demands active involvement in living dialogic space, where our humanity both emerges from and guides our shared learning.
Abstract.
Author URL.
Chappell K, Young S (2011). Inside-outside: Exploring learning and creativity in early years dance education. In Faulkner D, Coates E (Eds.) The expressive nature of creativity in childhood, Routledge.
2009
Chappell KA, Craft A (2009). Creative Science Teaching: New Dimensions in CPD.
Thinking Skills and Creativity,
4(1), 44-59.
Abstract:
Creative Science Teaching: New Dimensions in CPD
This paper offers analysis and evaluation of ‘Creative Science Teaching (CST) Labs III’, a
unique and immersive approach to science teachers’ continuing professional development
(CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving
specialists fromthe arts, science and technology as integral. Articulating the key features
of the experience and its perceived influences and by setting these in the wider context of
the literatures in continuing professional development and creative teaching and learning,
the paper seeks to demonstrate novel dimensions that this initiative has to offer CPD in creative
teaching and the ensuing learning, highlighting key questions for further developing
these new dimensions.
Abstract.
Chappell KA, Craft A, Rolfe L, Jobbins V (2009). Dance partners for creativity: Choreographing space for co-participative research into creativity and partnership in dance education. Research in Dance Education, 10(3), 177-197.
2008
Chappell, K. (2008). Embodied Narratives, in Parry, S. Nicholson, H. & Levinson, R. (Ed.), Creative Encounters. In (Ed)
, Wellcome Trust:.
Author URL.
Chappell, K. (2008). Facilitating creative learning in dance education in Craft, A. Cremin, T. & Burnard, P. (Eds), Creative Learning 3-11 and How We Document it: What How & Why?. In (Ed) , Trentham.
Craft A, Chappell K, Twining P (2008). Learners reconceptualising education: widening participation through creative engagement.
Journal of Innovation in Education and Teaching International,
45(3), 235-245.
Author URL.
Chappell, K. (2008). Mediating creativity and performativity policy tensions in dance education-based action research partnerships: insights from a mentor's self-study.
Thinking Skills and Creativity,
3(2), 94-103.
Author URL.
Chappell K, Craft A, Burnard P, Cremin T (2008). Question-posing & question-responding at the heart of possibility thinking in the early years. Early Years, 28(3), 267-286.
Chappell, K. (2008). Towards Humanising Creativity. UNESCO Observatory E-Journal, 1(3).
2007
Chappell, K. (2007). Creativity in primary level dance education: Moving beyond assumption. Research in Dance Education, 8(1), 27-52.
Craft A, Chappell K (2007). Fostering Possibility Thinking through co-researching creative movement with 7-11 year olds. In Blenkinsop S (Ed) The Imagination in Education: Extending the boundaries of Theory in Practice, USA:.
Craft A, Cremin T, Burnard P, Chappell K (2007). Teacher Stance in Creative Learning:. A Study of Progression. Thinking Skills and Creativity, 2(2), 136-147.
Chappell, K. (2007). The Dilemmas of Teaching for Creativity: Insights from Expert Specialist\r
Dance Teachers.\r. Thinking Skills and Creativity, 2007(2), 39-56.
2006
Chappell, K. (2006). Creativity as Individual, Collaborative and Communal.
Chappell, K. (2006). Teaching for Creativity: Spectra of Approach.
