Creative Teaching - Teaching Creativity

By Saebø, Aud Berggraf; McCammon, Laura A. et al. | Caribbean Quarterly, March-June 2007 | Go to article overview
Save to active project

Creative Teaching - Teaching Creativity


Saebø, Aud Berggraf, McCammon, Laura A., O'Farrell, Larry, Caribbean Quarterly


Background

The concept of creativity in education has arisen all over the world, particularly in the developed countries. There are two important reasons for this interest. In the industrial nations, where technological and manufacturing jobs are being outsourced to other countries, there is a need for a new generation of workers who are creative and innovative. Further on a growing knowledge of the value of creativity in developing a student's capacity to learn in a wide range of educational subjects. The concept of creativity in education is currently being stressed by European and global school assessment programmes, since no country wants its educational system to be rated below average.

In 2002 The USA Secretary of Education claimed that if USA and American youngsters are to succeed in turning into a "service-driven enterprise" instead of a "manufacturing-driven enterprise", they will need an education that develops imaginative, flexible and tough-minded dunking, and states that the arts powerfully nurture the ability to think in this manner (Fiske, 2002). Nevertheless an article in the New York Times by Sam Dillon, in March 2006, reported mat schools all over in USA had reduced arts programmes to emphasize reading, writing and mathematics for students with low test scores in these subjects. At the same time the senior associate for research at Art Education Partnership - AEP (www.aep-arts.org) says that the challenge to education must never be simply to raise test scores, which is a relatively recent and limited goal. The challenge must be to raise citizens who are capable of active participation in the community, and the arts can help in realizing a vision creating this kind of democracy (Stevensen, 2005, p. 5).

In England researchers have put creativity on the agenda as a central element in education (Craft, 2005; Craft, Jeffrey, & Leibling, 2001; Fisher & Williams, 2004; Wilson, 2005). In response to the British NACCCE report in 1999, "All our futures", which said that no education system can be world-class without valuing and integrating creativity in teaching and learning, research projects and research cooperation on the concept of creativity have been initiated (www.creative-partnership.com) in England.

UNESCO is committed to promoting the Arts in Education. It has proclaimed that "Creativity is our hope" and that the schools of the twenty-first century must be able to anticipate the new needs of children and youngsters in relation to adverse effects from changes in the family and in society, by according a special place to the teaching of artistic values and subjects in order to encourage creativity, which is a distinctive attribute of the human species. UNESCO held a world conference on "Arts in Education" in March 2006 to foster creative aesthetic work and creative thinking in education in both developed and developing countries (www.unesco.org).

It would appear that the discourse that creativity is good for the economy, good for the individual, good for society and good for education, is gaining ground and continually evolving. Later, we will examine the emergence of this argument in three countries represented by the authors of this article.

The concept of creativity in education - a short history

The focus on creativity in education is by no means a recent innovation. Research on creativity has, according to Jeffrey and Craft (2001, p. 2), developed in four themes from the 1950's to the present, each with its own distinctive focus. In the 1950's the focus was on the individual, on genius and giftedness, and on the personality of the person who creates. As a result of this trend, the focus in the 1960's concentrated on measurable outcome and tests of creative ability related to cognition. Then in the 1970's the emphasis shifted to connecting creativity with imaginativeness and the need to stimulate creativity. Finally, during the 1980's researchers looked toward environmental conditioning and social theory, to understand the concept of creativity.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Creative Teaching - Teaching Creativity
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?