Innovative and creative children are important in educational systems. Existence of the creative environments is the essential parts of any school system mainly for students, because it provides different opportunities for them. Therefore, creativity is not forgettable in any educational program. Between the pressure of keeping up with the school curriculum, meeting with parents and running daily classes, it can be hard to make time for creativity in the. Learn how to use creativity in your classroom. In this module, watch interviews with renowned scholars in the field to see practice-based strategies to help you.


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Policy recommendations have argued for the need for context-specific, individualized practices and tools for developing and measuring creativity in schools, such as the Taking Design Thinking to Schools project Stanford University, Wide-ranging differences in definitions, approaches to, and assessment of creativity have thus made problematic the prospects of meta-analyses examining creativity across diverse education contexts.

While terms of reference to such studies include creative learning across the life span or view creative products from education as being aligned with creative industries, creativity in schools significant number of recent studies have enhanced the extant literature on creativity and the diverse educational research aspects afforded across this domain.

Internationally, governments, industry, and educational institutions continue to develop strategic objectives for creative learning, with aims of building successful education systems that can directly contribute to greater social and economic innovation and creativity, support the cultural capital of nations, and ultimately contribute to the development of creative, adaptable, and innovative professional workforces.

While progressive and integrated approaches between workforce, governing bodies, arts and cultural organizations, and education consortia have organized themselves through product driven policies aligned with creative industries, education and educators remain inconsistent as to what creativity is, how to imbue and develop creativity in students, and how to develop critical thinking and creative processes that can equip learners with the qualities required to adequately thrive and compete in future complex global environments.

Creative Environments Growing evidence from the literature indicates that creative school environments can positively influence creative abilities, dispositions, and educational development of students in classroom environments.

Creativity in Education

Numerous qualitative studies have uncovered more fine-grained and rich data sets regarding aspects of creativity in schools. Facets of environments that facilitate learning have explored the educative spaces used by teachers in their promotion of creative endeavors.

creativity in schools


Materials, in particular tools and resources at hand in the classroom, have been creativity in schools. The integration of art, design materials, as well as technological tools such as iPads, add-on devices, and a battalion of applications that hold the possibility of enhancing creativity have been explored.

Of significant interest are teaching strategies and interpersonal connections between teachers and students that stimulate learning, and the pedagogical environments that value, promote, and scaffold for creativity through dialogic as well as the modeling of creative behaviors.

A field survey of creative environments in education Davies et al.

This study found creativity in schools for the importance of flexible use of space and time, the availability of appropriate materials, extensions of learning beyond the classroom and school, the positive influence of games-based approaches to learning that reinforced learner autonomy, and the necessity for respectful relationships between teachers and learners in forging meaningful processes of creativity.

Reviews by Lovelesshave investigated creativity, new technologies, and learning.

creativity in schools These reviews surveyed a wide range of learning environments including preschool centers, primary and secondary schools, tertiary settings, and adult learning centers.

Most revealed similar networked strategies, but best practice implementation seems harder to achieve and document.

Overall, the creativity in schools suggest that creative learning initiatives generally conform to the structure of a critical event, passing through well-defined stages of conceptualization, preparation and planning, convergence, divergence, and consolidation of knowledge and experience Jeffrey, b.

A number of studies have evidenced classroom spaces as an important factor in fostering creativity.

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Research investigating creative environments has evinced qualities such as a sense of openness and spaciousness Bancroft et al. Small spaces that remained visually connected with the class were suggested as promoting microclimates of creativity in learners. The significance of visual stimuli Addison et al.

A number of studies provide strong support for a wide range of appropriate materials, tools, and other resources being made available to students Creativity in schools et al.

What creativity really is - and why schools need it

A case study by Dillon et al. Several studies throughout a number of European countries assert evidence that suggests creative learning environments can enhance the creative thinking of students, which can lead to greater levels of originality, particularly where students can immerse themselves in learning processes and reflect on outcomes Creativity in schools et al.

Studies have posited increased levels of student motivation, engagement, enthusiasm, enjoyment, concentration, attention, and focus associated with creativity initiatives in the learning environment Bancroft et al.

Environmental factors affecting creativity extend to the flexible use of class time Addison et al.

Creativity in Education - Oxford Research Encyclopedia of Education

Making connections between mentors, staff, and creativity in schools learners in out-of-school locations such as informal spaces, parks, or youth clubs has been found to increase engagement, motivation, and creative outcomes Halsey et al. Indeed, numerous studies have found that student involvement with wider arts agencies and organizations can significantly contribute to a creative learning environment Cumming, ; Gkolia et al.

Wider ramifications of developing communities of practice through out-of-school collaborations and contact with mentors, teaching artists, and connectivity to the workforce and industry are explored further in the Implications for Coordinated Structural Change section.

Educational research has also investigated trans- inter- and multidisciplinarity through learning experiences that provide interconnections between project-based learning PBL Christensen et al.

Organizational rethinking by teachers and researchers through multi- trans- and cross- disciplinary learning continues to highlight the need to dismantle the siloed nature of secondary and tertiary study.

While the powerful influence of co-curricular activities such as music, drama and visual arts is well-founded, critical creativity discourse questions the add-on approach to which many schools approach incorporating creativity involving these learning domains.

Classrooms that promote creativity, curiosity and divergent thinking creativity in schools effective teacher-student learning relationships that creativity in schools, motivate and improve creativity and student self-efficacy to creative outcomes.