Introduction

In this blog, I will be reflecting upon five key concepts of creativity, which are considered to be significant for twenty first century education. In order to reflect upon the five key concepts of creativity, it is first important to understand what creativity is. According to Lucas (2001) ‘Creativity is a state of mind where in which all our intelligences work together’.  Additionally I asked different members of my family and friends on what they believe is creativity; here are some of the ideas which they had written. I then used the website bubbl.us in order to create a mind map to visually show their ideas as a whole. 

Creativity is an important aspect of twenty first century education; waves of creativity can be seen in the Foundation Phase, which is the Curriculum for Wales. According to the Department for Children, Education, Lifelong Learning and Skills (2015, p.47), one of the seven key areas of learning in the Foundation Phase is called Creative Development. It is suggested that creativity ‘enables children to express themselves freely’. Therefore, in order to encourage children to freely express themselves, it is important for educators to use creative approaches within our education system. This is further discussed by Sir Ken Robinson in the video below.

Reference List

Robinson, K. (2012) Why is Creativity Important in Education? Sir Ken Robinson Video Series from Adobe Education. [Video] Available at: https://www.youtube.com/watch?v=ywIhJ2goiGE (Accessed: 19th April 2016). 

Lucas, B. (2001) ‘Creative Teaching, Teaching Creativity and Creative Learning’, in A. Craft, B. Jeffrey and M. Leibling (eds) Creativity in Education. London: Continuum, pp. 35-45.

Wales: Department for Children, Education, Lifelong Learning and Skills, (2015) Curriculum for Wales: Foundation Phase Framework. Cardiff: Welsh Assembly Government. [Online]. Available at: http://gov.wales/topics/educationandskills/earlyyearshome/foundation-phase/?lang=en (Accessed: 23 April 2016). 

Creative Approach 1: Drama

Drama is a creative approach which is shown to be beneficial for both Primary and Secondary schools. Some of the benefits of using drama as a creative approach in the twenty first century’s education system are highlighted in the video below.

When referring to a Primary school setting, according to Baldwin (2012), drama is essential for role play, which according to Vygotsky is essential for enhancing children’s communication and social interaction skills. This is further supported by New and Cochran (2007) who suggest that role play, which is a type of drama, provides children the medium to express their ideas creatively. 

As part of the Enquiring mind module, a guest speaker was brought in to discuss with us some of the activities which teachers can use in the classroom. The first activity which we took part in was an exercise in which we had to repeat random words as loud as we could after the guest speaker. Baldwin (2012) uses an image which suggests ways in which drama can be incorporated in schools, in the form of circle time. Some of the benefits of using circle time are highlighted in the image below.

Another activity which we carried out with the guest speaker involved first drawing a picture and then using it as a visual aid to tell a story. I drew a cat to retell the story of when I got my first pet as a child. As suggested by Shadiow (2013), using drama to tell stories can improve children’s key skills across the curriculum in Primary schools. Children can use this idea of drawing a picture to tell a story to help enhance their English Language skills. It can help children to practice presenting or speaking to their fellow peers. This therefore can improve social interaction skills. 

The video below demonstrates how role play can be linked with story writing; it highlights some of the benefits of using the creative approach of drama in today's education. 

Reference List 

Baldwin, P. (2012) With Drama in Mind: Real Learning in Imagined Worlds. New York: Continuum.

Department for Education (2012) Confidence through role play: Rhyl Primary School. [Video]. Available at: https://www.youtube.com/watch?v=yeW_PnOeMyU (Accessed: 22 April 2016).

JETSPressJCHS (2015) STEAM- The Importance of Arts in Education. [Video]. Available at: https://www.youtube.com/watch?v=Igu50uuGQ5Qm (Accessed: 23 April 2016). 

New, S.R. and Cochran, M. (2007) Early Childhood: An International Encyclopaedia London: Praeger.

Shadiow, K.L. (2013) What Our Stories Teach Us: A Guide to Critical Reflectionfor College Faculty. San Francisco: Jossey-Bass.

Creative Approach 2: Creative Writing

According to Palmer (2011) creative writing can be used in a variety of ways across the curriculum in twenty first century education. Learning to write is described as being one of the most difficult tasks in academic education. It is a skill which is required throughout an individual’s lifetime. The video below discusses the importance of using creative writing in education.

As part of the module, a guest speaker came to speak to the seminar group about the importance of creative writing. I took part in a creative writing exercise shown on the picture. The task required for me to think creatively and imaginatively as it involved creating new words out of existing words. The task which the guest speaker had prepared can be used in a Key Stage Two classroom in Primary schools and it can help children to learn about the core aspects of the English language in a fun and creative way. Language development is a key benefit of incorporating creative writing exercises into the National Curriculum. According to DCELLS (2010), this is supported by the Foundation Phase Wales Framework as it suggests that language is key for children’s social interaction, communication skills and speech. Additionally through the use of creative writing and language, children can ask questions which are essential for expressing their feelings and the overall wellbeing of the child.

Through tasks like this, children can work in teams to think outside of the norm to create new and exciting words. Another task which I took part in was in creating a profile for a character. This idea can also be transferred to the classroom to use as the building blocks as character and plot development in story writing in Primary schools. An example of a creative writing exercise for children in Primary school can be seen on the right. This exercise is useful as it allows the learner to write in a different perspective, therefore encouraging the learner to think creatively and to use their imagination. 

Reference List

JETSPressJCHS (2015) STEAM- The Importance of Arts in Education. [Video]. Available at: https://www.youtube.com/watch?v=Igu50uuGQ5Qm (Accessed: 23 April 2016).

Palmer, S. (2011) How to Teach Writing Across the Curriculum: Ages 8-14. 2^nd edn. Oxon: Routledge.

Wales: Department for Children, Education, Lifelong Learning and Skills, (2015) Curriculum for Wales: Foundation Phase Framework. Cardiff: Welsh Assembly Government. Available at: 

Creative Approach 3: Art

According to Mayesky (2009), it is important to include art within education and suggests that when children are learning about art in schools, it can lead to higher academic achievement and better reading and writing skills. It can be beneficial for children who have Additional Learning Needs as Art can help to ease stress and boost confidence. DCELLS (2010) suggests that the Creative Development key area of learning can be linked to the other six areas of learning in the Foundation Phase through the medium of Art. Children in the early years can learn to recognise shapes and patterns which is key for Mathematical Development. An example of how this can be incorporated in a nursery classroom is by children using a printing technique with a toilet paper roll, as pictured on the right, to help recognise the different shapes.  

As part of this module a team from the initiative Art Across The City, an art programme which is delivered by a charity called LOCWS, came to deliver a talk on their work. One of their works includes the Dyaln Thomas Pencil which is photographed on the right. According to LOCWS (2015), Art Across The City becomes the bridge between creative approaches such as art and education. Local schools within Swansea are able to collaborate with Art Across The City by participating in workshops to perhaps create a mural or a piece of work which can be displayed around the schools. This not only enhances the visual appearance of the school but also children are able to build upon their artistic skills. Though initiatives like this, children in Primary school are able to learn to work as a team and to overcome problems together. Therefore children’s problem solving skills and critical thinking skills are enhanced as they are required to think divergently. Workshops in Primary Schools can also help to encourage children to make new friends and as a result, this can increase their confidence and self esteem.  

 

Additionally, according to Kim (2011), there are Torrance Tests of Creative Thinking available to show how creative a person is. I carried out this test and elaborated on the drawings that were already there and drew a horse, fish and a smiley face. This test can be used in a Primary school setting to encourage students who may feel that they are not   artistic or creative. This is because the test shows that everyone is capable of being creative as we can all make a pattern or picture from the lines which are already drawn.

Reference List

JETSPressJCHS (2015) STEAM- The Importance of Arts in Education. [Video]. Available at: https://www.youtube.com/watch?v=Igu50uuGQ5Qm (Accessed: 23 April 2016).

Kim, H.K. (2011) ‘The Creativity Crisis: The Decrease in Creative Thinking Scores in the Torrance Test of Creative Thinking’, Creativity Research Journal, 23 (4), (November 2011), pp.285-295.

LOCWS (2015) Get Involved Available at: http://artacrossthecity.com/get-involved-2/ (Accessed: 22 April 2016).

Mayesky, M (2009) Creative Activities for Young Children. 9^th edn. New York: Cengage Learning. 

Creative Approach 4: Scientific Inquiry

According to Banks and Barlex (2014) Science and Mathematics are a part of the STEM subjects which are an important aspect of Secondary school education. Guest speakers from Techniquest arrived at our seminar for us to take part in different activities. They are a Science discovery centre which promote scientific inquiry across the curriculum. I took part in a series of mini activities which linked scientific inquiry with subjects such as maths, across the curriculum.  Additionally, the cycle of scientific inquiry shows how this creative approach can be used in academic education. I have created a mind-map using the scientific inquiry skills for conducting an independent research.

DCELLS (2010) suggests that the Mathematical Development in children in the Foundation Phase is considered to be one of the seven key areas of learning. Visual aids can be used in twenty first century education to enhance children’s learning; techniquest provides children the opportunity to link scientific inquiry and Mathematics together. Pupils are able to learn hands on about topics such as forces, mass, genes and volume in an interactive environment.

So how can this be used in the classroom? Techniquest provides schools with the opportunity to bring in guest speakers to teach children about science in a creative way. These workshops will help for students to work in teams to carry out activities which promote problem solving skills and critical thinking. By asking questions, pupils can have the opportunity to broaden their knowledge about Scientific learning.

Reference List

Banks, F. and Barlex, D (2014) Teaching STEM in the Secondary School: Helping Teachers Meet The Challenge. London: Routledge.

Wales: Department for Children, Education, Lifelong Learning and Skills, (2015) Curriculum for Wales: Foundation Phase Framework. Cardiff: Welsh Assembly Government. Available at: http://gov.wales/topics/educationandskills/earlyyearshome/foundation-phase/?lang=en (Accessed: 23 April 2016). 

Creative Approach 5: The Outdoor Classroom

The outdoor classroom’s ethos links with the principles of scientific enquiry.  This is because when children are exploring the natural outdoor environment, they are asking questions about unfamiliar locations or objects. Children learn by the principles of taking risks, experience and trial and error. For example, with the help of an adult they may learn that wood from branches and twigs are better suited than soil and earth to build a campfire (DCELLS 2015). This therefore promotes problem solving, critical thinking, increased motor skills and physical skills, which are some of the key skills which link to the seven areas of learning in the Foundation Phase Framework. An example of outdoor learning can be seen in the video above with Seattle Waldorf School.

Magraw (2014) suggests that Forest School initiatives can help schools to link outdoor learning and the National Curriculum together, through experiential learning. This type of creative approach to education allows the explorative environment to encourage children to engage with their learning. O’Brien and Murray (2006) suggest  that taking part in imaginative and creative activities can be particularly beneficial for children who may not engage with their learning in a traditional classroom. Forest Schools provide the opportunity for learning to be child initiated, allowing children to use their creativity to build, create and take risks in a safe and controlled environment, whilst receiving all the benefits of being in an exciting outdoor learning environment.  As suggested by Forest schools education (2015), children can improve their inter-personal and intra-personal skills through a variety of independent and team building exercises such as building dens. This can help to increase their self esteem and confidence as children will be negotiating with each other to complete tasks. 

An activity which I took part in involved an outdoors alphabet scavenger hunt. We were required to work in teams to find an object or an item outside beginning with each letter of the alphabet. An exercise like this can also be used in a Primary schools setting, such as in their garden. Children in Key Stage Two can take part in an alphabet scavenger hunt. On the other hand, the children in Key Stage One can carry out a colour scavenger hunt instead, where they need to find different coloured items outside, for example a green leaf or a pink flower. Activities like this can improve linguistic abilities as children will be interacting with more competent language users.

Reference List

Magraw, L. (2014) Links between the Forest School ethos, the National Curriculum (NC) and other National Frameworks. [Online]. Available at: http://www.leics.gov.uk/links_to_the_curriculum_and_other_national_framework.pdf (Accessed: 25 April 2016).

O’Brien, L. and Murray, R. (2006) A marvellous  opportunity for children to learn: a participatory evaluation of forest school in England and Wales. Surrey: Forest Research. [Online]. Available at: http://www.forestry.gov.uk/pdf/fr0112forestschoolsreport.pdf/$FILE/fr0112forestschoolsreport.pdf (Accessed: 20 April 2016).

Seattle Waldorf School (2013) Outdoor Learning at Seattle Waldorf School. [Video] Available at: https://www.youtube.com/watch?v=QVhvObbeVOw (Accessed: 21 April 2016). 

Surrey County Council (2013) Forest School in practice. [Video] Available at: https://www.youtube.com/watch?v=WnFHZLu90Go (Accessed 21 April 2016).  

Wales: Department for Children, Education, Lifelong Learning and Skills, (2015) Curriculum for Wales: Foundation Phase Framework. Cardiff: Welsh Assembly Government. Available at: http://gov.wales/topics/educationandskills/earlyyearshome/foundation-phase/?lang=en (Accessed: 21 April 2016). 

Conclusion

In conclusion, for twenty first century education the five different creative approaches which have been referred to in this blog can be used in Primary school education. The guest speakers and activities which have been referred to all suggest different ways in which Primary schools can link enquiry and creative learning together.

Examples of activities of the five different creative approaches have also been included and in my opinion, their significance to the twenty first century is important. This is because the different approaches to education have shown that creativity and enquiry are essential for children to not only enhance their skills in the arts but also in other aspects of the National Curriculum. The transferable skills which are learned are useful for Primary school education and beyond. These child initiated approaches help to encourage children to ask questions, explore, investigate, problem solve and imagine, all of which are skills  that are significant and  are necessary to flourish in all aspects of twenty first century education.

The creative approach which I have found to be most relevant to twenty first century education is the outdoor classroom. This is because the outdoor classroom is essential for our education system today as not only is it important for the Foundation Phase in Wales, but this approach promotes creativity to its maximum. The skills which are achieved in the other four creative approaches can be acquired though the use of outdoor learning. Therefore I feel that outdoor learning is most significant.