Creativity in Education and Learning: A Guide for Teachers and Educators

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Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. The creative self (pp. 3–22). San Diego, CA: Academic Press.

When some time is set aside for creativity in between all the strenuous study times, it takes a lot of stress away from students.Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69. https://doi.org/10.1080/13598139.2014.905247.

Prisma learners complete a creative project every 6 weeks based on our interdisciplinary learning themes, and present their final projects during a celebratory “Expo Day.” LaShonda S., a Prisma parent, described how making a creative project for the first time impacted her son this way: “His sense of pride and accomplishment has gone through the roof. He has told all of our family and friends about his podcast.”This little known memo submitted to the Education Select Committee by two government departments is one of the most thorough, well-argued, consensual, fair-minded and broad ranging pieces of writing about creativity in schools in the last two decades. The memo covers the issue of creativity and cultural education, the nature of creativity, the contribution of the arts, creativity in the curriculum parents, creativity and standards, initial teacher training, assessment, creativity and the creative industries, diploma and the relationship to enterprise education. A curious mind always loves to learn more and the creative classrooms can build up a curious mindset in children through unconventional ways. Creative classrooms give an opportunity for students to learn with fun. The teaching activities such as storytelling and skits help them to learn without the pressure of learning. Beghetto, R. A. (2020). Creative learning and the possible. In V. P. Glăveanu (Ed.), The Palgrave Encyclopedia of the Possible (pp. 1–8). Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-98390-5_57-1. Personal Learning and Thinking Skills or PLTS as they became known marks a significant shift away from curricula dominated by knowledge towards those which also seek to promote wider skills. Developed by the Qualifications and Curriculum Development Agency (QCDA) and actively used in schools between 2009-2013, the PLTS described six groups of skills:

A creative approach to learning makes them more open with the puzzles that come their way and gives them a feeling of accomplishment and pride. Creative problem solving can be encouraged in classrooms that help students to think out of the box and be more imaginative and innovative. Despite recognition of the importance of these skills, funding, policy and provision in the UK has not yet caught up. We are commissioning new research on social and emotional skills to develop an understanding of ‘what works’ in building these skills, and we're exploring new approaches to bridge the gap between labour market demand and supply of skills. We are also funding low-cost, high-quality interventions which will support provision in schools.

Cultivating creativity in the classroom

In essence, teaching for creativity is the pedagogical practice that allows metacognition, or the act of learning to learn, to happen. Teaching for creativity Beghetto, R. A., & Corazza, G. E. (2019). Dynamic perspectives on creativity: New directions for theory, research, and practice. Cham, Switerland: Springer International Publishing. With the Durham Commission launching their long-awaited report next month, we believe there is an opportunity to build a revitalised coalition and consensus on the importance of creativity - and move from talk to action. We will be developing new partnerships and programmes supporting high-potential approaches, building on our expertise in both the creative economy and education. Kennedy, M. (2005). Inside teaching: How classroom life undermines reform. Cambridge, MA: Harvard University Press.

Teachers should encourage this quality in students from the lower classes itself and inspire them to believe in one’s own creativity. Beghetto, R. A. (2018b). What if?: Building students’ problem-solving skills through complex challenges. Alexandria, VA: ASCD. However, teaching for creativity is slightly different. It enables children to develop their own learning capacities. The following features summarise research into key aspects associated with teaching for creativity. Be playful with style and pace Over the last 18 months I’ve seen the weight of evidence growing for the way that creativity drives change, gives people agency and helps us navigate our way in theworld.

What is creativity?

The outcome: The outcome resulting from engagement with the activity (e.g., the solution to a problem, the products generated from completing a task, the result of resolving an issue or challenge, or any other demonstrated or experienced consequence of engaging in a learning activity).