80

2012

Creativity and Imagination Curriculum Framework

Whole school approach

Initiating the power of creativity and imagination

Sophie Campbell S00091480 5/25/2012

Definition and rationale

It is important to understand the meaning of both creativity and imagination and there place in education. The two concepts can be defined as the following:

Imagination- ones ability to form original

ideas, mental images or concepts beyond the physical senses.

Creativity- the act of using ones imagination, to

produce or do something that is diverse and has significant value and meaning.

School education is a constantly changing feature of Australian society. In particular, Creativity and Imagination in education, focusing on innovation, originality and critical thinking, which now can be considered as essential as any other area of the curriculum such as literacy, science or mathematics. Creativity can be taught. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.-Sir Ken Robinson. The following curriculum framework can be used as a guide to implement creativity and imagination in education across all grades in the primary classroom. This curriculum encourages students to become more independent in their learning, gain an understanding of the processes of problem solving and learn to apply these skills in a range of methods. The Creativity and Imagination curriculum provides opportunities for challenging and stimulating learning experiences, students have an active role in their learning. This curriculum fulfils the diverse capabilities of all students and allowing them to explore and build on their talents. Explicit teaching and encouragement of critical thinking throughout education will compose students to engage in higher order thinking and apply these skills in many other aspects of their lives and future education. The place of Creativity and Imagination in the school curriculum goes well beyond producing a piece of artwork, creativity will be incorporated and fostered in all aspects of education, the whole curriculum not just part of it. Teachers who follow the Creativity and Imagination curriculum will equip students with the skills, knowledge and confidence to take advantage of opportunities and challenges of 21st century education, preparing students to be successful in the future workforce as well as schooling years. The Creativity and Imagination Curriculum encourages students to become more independent in their learning, students develop a deeper understanding of the processes of problem solving and learn to apply these skills in a range of methods. Students will undertake research and be guided about a particular learning area but have the freedom to express their findings in a diverse range of methods. The Creativity and Imagination curriculum provides opportunities for challenging and stimulating learning experiences,

students have an active role in their learning. This curriculum fulfils the diverse capabilities of all students and allowing them to explore and build on their talents. This Creativity and Imagination framework prepares educators of the 21st century to continue to recognise creative capacities of all students, and to implement vast opportunities in which they can be depicted over the curriculum. In reference to the Victorian Curriculum which embeds the idea that Every child has the ability to learn and develop. Teachers of the following curriculum will promote concepts of creativity and imagination for the purpose of each student to successfully develop the skills to become creative, independent thinkers by instilling children with the confidence and motivation to continually preserve their innate, boundless imaginations. Complimenting the goals of the Australian Curriculum which states that students develop the skills to become critical and creative thinkers, as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. All in which Contribute to providing a foundation for successful learning in all students.

The Creativity and Imagination framework, shares the vision of the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008). Goal 1: Australian schooling promotes equity and excellence. Goal 2: all young Australians become successful learners, confident and creative individuals, active and informed citizens- This Creativity and Imagination curriculum framework will strive to meet the goals by promoting a culture of excellence and inclusion of all citizens, the right to active participation and achieving equity in all aspects of daily life, responding to the uniqueness of individuals, increasing their sense of presence, access and participation in the learning environment. Teachers who follow the Creativity and Imagination curriculum will not only have the practical and theoretical knowledge but also the capacity to bring out the optimal levels of learning of a students.

This curriculum is designed and adapted

to fit a whole school approach,

which will equip young Australians with the necessary skills, competencies, and strategies to thrive in a globalised world beyond the classroom, prepare them for this perpetually changing society.

Mapping creativity and Imagination:

Anne Bamford, Director of the Engine Room project at the University of the Arts London, considers creativity as a way of thinking, a limitless form of expression which is present in every child. We all have creativity. Its the experiences you are exposed to which decide whether it will develop or not. Bamfords idea on creativity further supports why educators of the 21st century must facilitate and provide creative, experimental, learning environments, if we endeavour to maximise students abilities to think laterally and creatively. The following can be used as a channel for Educators within the primary classroom to map creative and imaginative learning:

The creativity wheel

This useful resource can be used across all curriculum areas. It can be used as an assessment tool for learning and also a personalised learning process which encompasses students to be involved in this ongoing assessment process. It is a way of sharing goals with students and their perpetual development as creative learners, involving both student and teacher to evaluate and reflect on creative development. The three themes within the creativity wheel are all important components: imagination with purpose, originality, and value. They each are useful in helping teachers plan for appropriate learning experiences which foster creativity and imagination. 1. Imagination with a purpose: this division is about having a purpose and then taking action to meet the objective. 2. Originality: directed to achieving the objective. Students tackle questions, solve
problems and have ideas that original.

3. Value: must be something original which has value and is relevant, must address the purpose at hand.

Strategies effective teachers will utilise to encourage and foster creative learning across the curriculum.
When planning lessons it is important that teachers leave a significant amount of room for students to approach and respond to questions in a way that is a creative and unique. To generate this thinking, teachers may want to focus on questioning techniques, as what promotes creativity is a questioning learning environment. Where both teachers and students value diversity, appreciate and become familiar with making new connections, and ask unusual, open ended challenging questions. Creative thinking is shown when children generate ideas, show imagination and originality, and can judge the value of what they have done.

The following questions can be used as a resourceful guide for planning creative activities. Does this activity:
Have a wow factor, an element that excites and engages students from the commencement of the lesson or activity? e.g. having a prop and getting students to predict what they are going to do in the activity. Have an appropriate level of freedom in approaching the activity? yet still meeting the objective? Use their imaginations? Allow students to be original? Are they making new connections, and linking these connections with prior knowledge ? Are they encouraged to be involved in self reflecting on their own work? Is there opportunities for dialogue with peers? Are they able to lose the fear of being wrong and to recognise that creativity is also about the learning and developmental processes and that mistakes can be of assistance?

Teachers of this curriculum should ask pupils the following questions to assess their understanding and beliefs about Creativity and Imagination:
What does creativity mean to you? What does imagination mean to you? How could we use creativity in our lessons? And your learning? Through technology, painting?

When have you needed to use your imagination in school work? Did you enjoy having that opportunity?

What sort of jobs/careers may require creativity and imagination?

A creative classroom should encourage movement, hands on approach to learning, catering for all learning styles, (visual, kinaesthetic and auditory). A creative classroom is a place where bodies and minds actively pursue new knowledge. Having a creative classroom means that the teacher takes risks on a daily basis and allows students to also take risks and experience and embrace new challenges and obstacles. Again, this can be applied to all grades across the school. Being a creative teacher encourages students to be creative learners, teachers must identify students creative abilities and continue to encourage them by promoting and supporting creative learning, then providing students with the tools to further develop their own creative thinking.

Facilitating creativity and Imagination:

Teachers must endeavour to facilitate creativity and imagination in the classroom across the entire curriculum. A way to do this in a whole school approach would be to: Encourage students to believe in their creative identity. Identify students creative abilities

10

Foster creativity by developing some of the common capacities and sensitivities of creativity such as inquisitiveness and curiosity.

Encourage students to be involved with goal setting and planning, and the capacity for self monitoring, self assessment, this will help them become more independent in their learning.

Provide opportunities for students to be creative and have a hands on, tactile approach.

Encourage students to pose questions, identify problems and ways to tackle them. Allow opportunities to debate and discuss their thinking, dialogue with peers is very important.

Creative teachers will: Be generous in positive descriptions of children's work and ideas. Remain focused on the uniqueness of each child Appreciate the challenge to nurture pupils trust and creativity. Hold group meetings where children can freely express ideas, particularly in the area of problem solving.

Creative teachers will take note and implement the following: 1. Adaptable space for people to move around in, 2. More flexible time rather than restrictions of a tight timetable 3. Access to the internet (information and knowledge network). 4. Teachers who collaborate with young people rather than simply engaging them. -Warner, D. (2006). Schooling for the Knowledge Era. (pp. 90-106). Victoria: ACER Press.

The creativity and imagination curriculum framework, fosters the idea that a classroom which has a excellent feel and atmosphere will immediately encourage pupils to think

11

creatively and be ready to be involved in learning and challenges awaiting. This is where the role of space and place become integral. Warner and Myers (2010) suggest that environmental variables must be taken into consideration when facilitating creativity and imagination in education. They suggest the following for each factor:
1. Lighting Best option is natural lighting, from large windows.

2. Colour

Should be well planned, inviting, lighter colours such as green, blue or beige. Colours that make the learning environment feel more spacious.

3. Decorations

Artwork on display, posters, work samples,

4. Furniture 5. Resources

6. Class size

Should be arranged in a flexible manner, comfortable and safe Some suggestions are: -Printed material, such as books and magazines - Office supplies, tools, and equipment, including a copier - Computers, printers, scanners, and Internet connections - A telephone and digital cameras - Audio and video tapes and players/recorders -Art supplies 25 pupils or less,

7. Background music

At an appropriate level

Suggested activities which will promote creativity and imagination in education: 1. Encourage dance and movement as much as possible, even in lesson transition activities. 2. Role play 3. Imagine games: allow students to close their eyes and imagine something, this can prompt prior knowledge and generate new thought processes.

12

4. Have open ended questions with an emphasis on enquiry and analysis, (see above). 5. Musical instruments, CDs, 6. Ipads 7. Ipods 8. Interactive whiteboard, 9. Allow students to self evaluate their own work, talk about the learning journey, the process of producing something, what they have learnt, this will allow them to recognise connections. 10. Photography, 11. Have painting tools accessible at all times, this could be as a brainstorming activity at the start of a lesson, e.g. students paint ideas and sketch their plan for their written report. 12. Solve problems in a different approach utilising a diverse range of resources. 13. Encourage learner centred approach. 14. Allow students to make a video or DVD

Assessing and evaluating creativity and imagination,

Assessment of student progress will be rigorous and comprehensive. It needs to reflect the curriculum- Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008). Assessment is a very important part of education for both student and teacher. Assessing creativity and imagination in the classroom can be conducted in several ways: Observational assessment, Creativity wheel Self assessment and evaluation

13

Peer assessment (pupils assess and evaluate each-others work), this provides an
opportunity for students to clarify and refine their understanding of concepts through discussion with peers. Also motivating for students.

Mentorship Checklists Interviews Work samples Produced items Sketches Concept mapping Formal assessment- material that is assessed towards a final grade.

Technology
The Creativity and Imagination Curriculum framework acknowledges the changing ways in which young people will learn and the challenges that will continue to outline their learning in the future. Shifting trends in statutory and further/ higher education require dynamic engagement with technology, inclusion and management of change in learning provision spanning home, school, work, and higher education (Craft 2006). With the increasing advances in technology, a growing array of computer resources is being made available to support the inclusion of all students in the learning process, such as interactive whiteboards, to networked PCs, etc. This growing range of technologies not only provides increased access to learning for students but also is of great assistance for teachers, to store, retrieve valuable information, as well as being a valuable time management tool. Technology in the 21st century classroom encourages creativity because of the diverse range of formats that

14

knowledge can be presented in such as a Word document, slideshow, pdf file. Teachers need to identify the complexities in creativity and imagination, with changing technology also comes the changing of creativity (Dronter, 2008) in order for students to reach their full

potential. Best practiced schooling creates opportunities for individuals based on their natural strengths and aptitudes. It has a culture that accepts and works with young people so that their skills are acknowledged and they have the disposition and skill to deal with the world as it is- (Warner 2006). Therefore teachers must ensure that ICT in the classroom is engaging and has valuable meaning which contributes to meeting the objective of the activity. To successfully incorporate technology into the classroom teachers must provide experiences that are stimulating, challenging, creative and allows higher order thinking. Students undertake research on the internet, which not only connects students to experts, research, information in the real world, it also provides numerous opportunities for expressing understanding through images, sound, and text. They could then present their findings as a website, PowerPoint presentation to the class. Computers support the variety of ways learners construct their own understandings. Students who gather information from the Internet use the skills of being be self-directed and independent. They can choose what sources to examine and what connections to pursue.

Technology can be used as a Creative tool across all areas of the curriculum and across the whole school. Such as in mathematics computers are a efficient
tool, in creating shapes, graphs, tables, data plotting, tessellations. In

Art:

designing/creating something completely new or uploading digital photographs. Technology can be useful in music

and drama, students can use programs to modify sounds,

record audio, mix songs, adjust tones and tunes when creating music.

15

Teachers can also make use of:

- Lighting and sound effects when teaching with technology: -Playing music, -Portray videos from web based programs, - use digital cameras, webcams, etc -video recorders -interactive whiteboard -photo copiers, scanners etc, - software programs,

Podcasting is also useful to use in the classroom, especially for older grades.
- allow students to be involved in a

Web 2.0 site which allows users to interact and

collaborate with others online, this can also be great to use in fostering creativity and imagination in education, and pupils are still developing technological skills. It is clear that technology is an effective resource which needs to be taught properly in order to accommodate and prepare 21st century learners for a society and workforce so dependent on this.

16

References:

Dronter, K. (2008). Leisure is Hard Work: Digital Practices and Future Competencies. In D. Buckingham (Ed), Youth, Identity, and Digital Media. Massachusetts: Massachusetts Institute of Technology. pp. 167-184

The Creativity Wheel. (2008). Creative partnerships. Retrieved May 10, 2012, from http://www.creativepartnerships.com/in-your-area/durham-sunderland/resources/thecreativity-wheel-resource-for-teachers,217,ART.html

Craft, A. (2005). A Language for Creativity. Creativity in Schools: Tensions and Dilemmas (pp. 17-25). Oxon: Routledge.

17

Warner, D. (2006). Schooling for the Knowledge Era. (pp.90-106). Victoria: ACER Press.

Warner, S., & Myers, K. (2010). The Creative Classroom: The Role of Space and Place Towards Facilitating Creativity. The Technology Teacher, 69 (4), 28-34.

Australian Curriculum, Assessment and Reporting Authority. (2012). Critical and Creative thinking. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creativethinking/Introduction/Introduction.

Australian Curriculum, Assessment and Reporting Authority. (2012). Curriculum Design. Retrieved from www.acara.edu.au/verve/_resources/Currriculum_Design_Paper.pdf

Melbourne Declaration on Educational Goals for Young Australians. (2008).retrieved from:

http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_f or_Young_Australians.pdf

International Baccalaureate, Creativity its not what you know. (2011). Retrieved from http://www.ibo.org/ibworld/may2011/leadfeaturecreativity.cfm

18

19