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Creativity in Education and Learning: A Guide for Teachers and Educators

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Kennedy, M. (2005). Inside teaching: How classroom life undermines reform. Cambridge, MA: Harvard University Press. Renzulli, J. (2017). Developing creativity across all areas of the curriculum. In R. A. Beghetto & J. C. Kaufman (Eds.), Nurturing creativity in the classroom (2nd ed., pp. 23–44). New York: Cambridge University Press.

Students are always fun loving and including creative activities along with curriculum gains their interest for learning. Beghetto, R. A. (2017a). Creative openings in the social interactions of teaching. Creativity: Theories-Research-Applications, 3, 261–273.

Creative learning can also extend beyond the walls of the classroom. When students have the opportunity and support to identify their own problems to solve and their own ways of solving them, they can make positive and lasting contributions in their schools, communities, and beyond. Legacy projects represent an example of such efforts. Legacy projects refer to creative learning endeavours that provide students with opportunities to engage with uncetainty and attempt to develop sustainable solutions to complex and ill-defined problems (Beghetto, 2017c, 2018b). Such projects involve a blend between learning and creative expression with the aim of making a creative contribution. A group of fourth graders who learned about an endangered freshwater shrimp and then worked to restore the habitat by launching a project that spanned across multiple years and multiple networks of teachers, students, and external partners is an example of a legacy project (see Stone & Barlow, 2010). Paek, S. H., & Sumners, S. E. (2019). The indirect effect of teachers’ creative mindsets on teaching creativity. Journal of Creative Behavior, 53, 298–311. https://doi.org/10.1002/jocb.180. A curious mind always loves to learn more and the creative classrooms can build up a curious mindset in children through unconventional ways. We must use and apply this labour market research to education. What transferable skills are employers looking for and what are the most effective ways of giving young people the creative skills needed to thrive now and in the future.

He also quotes Kimsey-House et al when he writes “People are naturally creative, resourceful and whole.” This is an important point as people sometimes believe that they are not creative when being creative is an inherently human trait that often simply hasn’t been developed. Continued professional learning and development can support head teachers and staff in fostering creative processes so that they can use them both in their approach to management and their teaching practice. Expressing creativity in teaching Setting aside time for such activities is really going to help them develop their creative talents in addition to academic brilliance. Students who rightly use these opportunities can come out of the school with flying colors. The same can be said for the school context. The kinds of explicit and tacit supports for creative learning in schools likely play an important role in whether and how teachers and students feel supported in their creative expression (Amabile, 1996; Beghetto & Kaufman, 2014; Renzulli, 2017; Schacter, Thum, & Zifkin, 2006). Theoretically speaking, if teachers feel supported by their colleagues and administrators and are actively encouraged to take creative risks, then it seems likely that they would have the confidence and willingness to try. Indeed, this type of social support and modelling can have a cascading influence in and across classrooms and schools (Bandura, 1997). Although creativity researchers have theorized and explored the role of context on creative expression (Amabile, 1996; Beghetto & Kaufman, 2014), research specifically exploring the collective, cascading, and reciprocal effects of school and classroom contexts on creative learning is a promising and needed area of research. The education system has not always prioritized creativity. In fact, many education systems around the world have placed a greater emphasis on rote learning and standardized testing than on creativity and innovation.The pleasure of creativity also contributes a lot to improved health and this helps them to have a continued growth in academics as well as world of creativity. At its core, creativity is the expression of our most essential human qualities: our curiosity, our inventiveness, and our desire to explore the unknown. Using creativity, we are able to push the boundaries of what is possible, imagine new worlds, and find solutions to the most pressing problems facing our society.

First, teachers need to believe that they can support student creativity in their classroom. This has less to do with whether or not they value student creativity, as previous research indicates most generally do value creativity, and more about whether teachers have the autonomy, curricular time, and knowledge of how to support student creativity (Mullet, Willerson, Lamb, & Kettler, 2016). In many schools and classrooms, the primary aim of education is to support students’ academic learning. If teachers view creativity as being in competition or incompatible with that goal, then they will understandably feel that they should focus their curricular time on meeting academic learning goals, even if they otherwise value and would like to support students’ creative potential (Beghetto, 2013). Thus, an important first step in supporting the development of students’ creative potential is for teachers to recognize that supporting creative and academic learning can be compatible goals. When teachers recognize that they can simultaneously support creative and academic learning then they are in a better position to more productively plan for and respond to opportunities for students’ creative expression in their everyday lessons. In addition, there are a variety of questions that can guide future research on creative learning, including: When creativity is taught effectively, it’s structured, disciplined and robust. The model below outlines a creative process developed by CapeUK (now IVE). It aims to recognise different dimensions that a creative process might go through. All people have creative abilities and we all have them differently. When individuals find their creative strengths, it can have an enormous impact on self-esteem and on overall achievement.’ Creativity can be thought of as the colour that brings Curriculum for Excellence to life. The four core creativity skills run throughout the four capacities and are integral to the meta skills which are increasingly important in today’s workplace.Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69. https://doi.org/10.1080/13598139.2014.905247. This also triggers group problem solving and shared learning that gives them a feeling of togetherness. Mullet, D. R., Willerson, A., Lamb, K. N., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9–30. https://doi.org/10.1016/j.tsc.2016.05.001. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education: A systematic literature review. Thinking Skills and Creativity, 8, 80–91. https://doi.org/10.1016/j.tsc.2012.07.004.

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