What is creativity and how can it impact within the classroom? - Jade Staniforth

Blog post 2 – what is creativity and how can it impact within the classroom

Hi University Bloggers! This blog post will be closely linked with my first post which discusses my pedagogical beliefs and looks at creativity being central to teaching.   

     
There has been much debate over the years about how the term ‘creativity’ can be defined. Runco (2012) suggests that there are no clear definitions for creativity but a variety of interpretations which together attempt to give clarification to the term.

The Oxford Dictionary (2017) gives a definition that creativity is ‘The use of imagination or original ideas to create something; inventiveness’. Similarly, Freund (2008) argues that creativity is crucial within the classroom and for life beyond the classroom. The Berlin Intelligence Structure (BIS) model, which is discussed at length within the article describes creative people as ‘fluid, flexible, with the ability to produce original ideas, having a wealth of ideas and the ability to see many different sides, variations and reasons to problems’ and they are not ‘just purely imaginative’. Young (1985) on the other hand explains that when we are creative 'we use our imaginations to "make-up" something new and valuable, thus transforming what is into something better'. 

Selkrig (2017) suggests that traditionally ‘creativity’ has been heavily associated with the arts leading to a common misconception that only children particularly gifted in this area were ‘creatively gifted’. Further research and knowledge now shows that creativity extends across all areas and can be used across the entire curriculum.

The Schools of Wales review recommend that the new curriculum should flourish with creativity which will enhance the curriculum which is already in place. The creativity aspects of the curriculum will work alongside subjects such as numeracy and literacy and in turn will be central in children’s experience at school as a whole (Donaldson, 2015. p. 24) Being creative is fundamental to many parts of the new curriculum. The review states that it is working towards moving away from ‘learning about’ to ‘learning to’, with the review suggesting a particular emphasis on creativity & entrepreneurship (Donaldson, 2015. p.18). The review also recognises the need for children to be learning a wider range of skills as well as the core subjects they learn in school. These skills are; critical thinking and problem solving, planning and organising, creativity and innovation and personal effectiveness. The creative section of these skills encourages children to be autonomous with their thinking and learning and to encourage them to have the confidence to express their opinions and to have the courage to explore their own ideas (Donaldson, 2015. P. 42).

Cremin (2015) supports this idea by stating that creative learners encourage ‘flow’ by having the learner be more creative with their own learning, will allow them to become more self-directed (agency) learners. Thus, creating a passion for their own learning allowing them to become autonomous. Giving children the opportunity to become creative with their own work and their own learning will create a significance to each individual learner and allow them to learn effectively. As well as encouraging the children to use autonomy with their own work, creative practitioners also adopt autonomy and ownership with their own work. A creative teacher will demonstrate flexibility with their planning and will allow the learners to build upon their own interests into curriculum giving the teacher and learner ownership. Encouraging the children to want to learn about topics they have chosen themselves (Cremin, 2015). Creative professionals see high value in characteristics such as curiosity and will encourage autonomy. A creative professional, considers making connections with others vital to learning and perceive teaching individually to each learner crucial to their practice. They will also aim to avoid the limitations of subject boundaries and where possible interlink subjects and push the limits even further to their life outside the school gates. (Cremin, 2015). This supports Donaldson’s (2015) new purposes for the curriculum; Enterprising creative contributors, which are ready to play a full part in life and work, ethical, informed citizens of Wales and the world. It also closely links with Donaldson’s (2015) idea that all subjects should be taught cross-curricular and will continually interlink with each other, making learning more effective and engaging for the learner. Donaldson (2015, P. 7) suggests that the need for creative learners has become more apparent and crucial with recent years. He has demonstrated this by the implementation of the new curriculum ‘successful futures’. 

                                      

The impact that creativity can have in the classroom does not just stop at the learners, it can also positively impact on the teacher. Having positive and trusting relationships are essential to having a creative ethos. These types of relationships will likely be mirrored within the school environment, thus having a positive creative effect on the learners. It has been shown that creative professionals will provide the learners with more time and resources, which in turn will encourage their own creativity. Showing that having a creative ethos in the school environment will have a positive creative impact on the entire school. (Cremin, 2015). The new curriculum and the four purposes will require the teachers to develop a variety of teaching and learning approaches. The purpose of this is to encourage the creativity of the teacher which will in turn provide the learners with a rich environment to learn in (Donaldson, 2015. P. 64). As discussed earlier, creativity will encourage the individual to become autonomous (Cremin, 2015), which will also be reflected with the practitioners. Becoming autonomous and developing a sense of ownership over their own work and planning will create teachers that will think critically. Although creativity is becoming increasingly popular within the classrooms, Cremin (2015) also discusses the fact that during the 90’s, education was mainly based around the more traditional subjects of literacy and numeracy, but teachers are moving towards the more creative side of education therefore encouraging the creativity in the children. 

Creativity has become central to learning over recent years and will continue to grow with the implementation of the new curriculum which shows in every aspect, that creativity is crucial to not only learning, but beyond the classroom. Being a creative individual will encourage a multitude of positive qualities in both the learner and practitioner. With an increasing demand for learners to be creative as well as improving the more traditional skills such as literacy and numeracy, which is reflected in the review for the new curriculum. The review clearly discusses the importance for creativity and seeks to address the growing need for learners to become more creative with their learning and encourage the practitioners to be more creative as a result. Being a creative individual will in turn, lead to them becoming more adaptable, helping learners to develop and ultimately equip them for life beyond the classroom. Young (1985) also supports the idea that creativity is necessary and should become an 'integration of doing and being'. 



Cremin, T (2015) ‘Creative teaching and creative teachers’ ‘in’ Wilson, Anthony ed. Creativity in Primary Education. London:SAGE. pp. 33-44

Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment arrangements in Wales. Welsh Government. 

Freund, A. (2008) ‘Creativity in the Classroom: A Multilevel Analysis Investigating the Impact of Creativity and Reasoning Ability on GPA’, Creativity Research Journal. 20(3) pp. 309-318

Oxford Dictionary (2017) English Oxford Dictionary. Available at: https://en.oxforddictionaries.com/definition/creativity (Accessed: 15.11.2017)

Runco, M (2012) ‘The Standard Definition of Creativity’, Creativity Research Journal. 24(1) pp. 92-96

Selkrig, M (2017) ‘Creative pedagogy: a case for teachers’ creative learning being at the centre’, Teaching Education, 28(3), pp.317-332

Young, J. (1985) ‘What is Creativity?’, The Journal of Creative Behaviour. 19(2) pp. 77-150