Creative Children, Imaginative Teaching

Creative Children, Imaginative Teaching

Creative Children, Imaginative Teaching

Creative Children, Imaginative Teaching

Synopsis

• What does creativity mean in theory and in practice?

• Can all children and teachers respond creatively?

• What sorts of strategies can we adopt to promote a creative approach?

Creativity is a term often discussed in relation to education, particularly in primary schools. This book sets out to explore what it means in both practical and theoretical terms for children, teachers and the context in which they work. The key areas of planning, resourcing, organizing, managing and assessing creativity are dealt with in an accessible and readable style. Cameos and classroom examples are used in order to indicate effective strategies for promoting creativity within and across curriculum subjects. Creativity is shown to be a powerful force which can be harnessed to increase the learning potential of both teachers and children.

Excerpt

Glenn has taught across the age range in different primary
schools for the last 15 years, specializing in art. In that time, he
has had to make many adjustments in his thinking. The
emphasis now appears to have shifted significantly from
considering the learning needs of children as paramount, to
'delivering' a curriculum over which he feels little ownership
and about which he feels even less real enthusiasm! The
National Curriculum, with its individual subjects and language
of 'teaching', not to mention an impending Office for Standards
in Education (Ofsted) inspection, has shaken his confidence
somewhat in his own understanding of what primary education
is all about. It has also meant that he feels he is doing most of
the learning, rather than the children — all those detailed plans
and topic packs for individual subjects which teachers have
been developing within the school seem to Glenn to leave
little for children to actually do except explore the occasional
artefact and fill in worksheets.

Yet he knows that he enjoys the 'buzz' of teaching, revels in
being part of children's progress and achievements, delights in
those rare times when he can indulge in art activities with
children, is appreciated by parents and colleagues for the
quality of his work and, generally, still finds his real heart lies in
being an educator and doing something worthwhile. His
constant question to himself is 'How can I work with children
in ways I feel and know are appropriate and yet meet the
outside demands made on me?'

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