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Creativity in Education: Valuing, Facilitating and Assessing It

Module title	Creativity in Education: Valuing, Facilitating and Assessing It
Module code	EFPM907
Academic year	2024/5
Credits	30
Module staff	Dr Kerry Chappell (Convenor)

Duration: Term	1	2	3
Duration: Weeks		11

Number students taking module (anticipated)	25

Module description

What is creativity in education and how can we facilitate and assess it? In this module we explore the value of creativity in education, how it manifests and can be facilitated in different disciplines including how we can assess it. The module draws on research and practice within the arts, social sciences and science educational research. It is taught by a team of specialists in creativity, the arts and interdisciplinarity in relation to education. You will develop your understanding of accounts of creativity with particular reference to key theoretical approaches and will explore pedagogical issues for creativity in learning and teaching, including assessment. The module includes a focus on theory, policy and practice and gives you opportunities to discuss these with reference to varied disciplinary, cultural and educational contexts.

 

This module is suitable for specialist or non-specialist students. It is a core module on the MA Creative Arts Programme and is open optionally to students on other SoE MA Programmes. There are no pre-requisite modules.

Module aims - intentions of the module

• To develop understanding of the key concept of creativity and its value in education.
• To provide an introduction to a range of philosophical standpoints towards creativity within and across disciplines.
• To provide an introduction to important pedagogical issues for creativity in learning and teaching
• To consider creativity within and across disciplines including the arts and sciences in different cultural contexts from the stances of theory, policy and practice.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. demonstrate a critical understanding of the nature and value of creativity in education;
• 2. demonstrate a critical understanding of creativity in relation to learning in different disciplines;

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 3. critically reflect upon and evaluate your own approach or that of other specialist practitioners to fostering creativity in learning and teaching;
• 4. critically appraise the module content in order to question and inform your own research interests or professional practice;

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 5. synthesise and organise ideas to present an argument;
• 6. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate to practice;
• 7. work collaboratively in small groups with peers; and
• 8. present ideas verbally and through writing and engage in critical reflective debate.

Syllabus plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

• understanding creativity and how it can be framed and is valued across disciplines in education
• considering the varied rhetorics of creativity including Possibility Thinking, Wise Humanising Creativity and (post-humanising) creativity as ways of understanding and nurturing creativity;
• exploring characteristics of different disciplines, discussing misapprehensions and raising questions about how creativity manifests within and across disciplines (including interdisciplinary) in various cultural contexts;
• researching children’s creativity;
• documenting and assessing creativity within and across disciplines;
• developing knowledge and understanding of creative teaching and learning;
• gaining an introduction to different creative pedagogical perspectives and the implications for different teaching contexts and cultures.

The module seeks to enable you to apply approaches to creativity through active reflection on practice (your own or that of others) and theory. Independent, collaborative and peer to peer learning is also encouraged, face to face and online. The module staff are well-connected to regional and international creativity specialists and practitioners and the module usually includes an experience with a creative educational setting (this is dependent on mode of study).

This module descriptor captures two modes of delivery: campus-based (C) and blended (B). In the Learning and Teaching section below there are two sets of numbers: one pertains to campus-based delivery and one to blended delivery. Students enrolled on the blended mode will be expected to undertake more independent guided study than those on the campus-based mode.

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
24 (C) 6(B)	270 (C) 282 (B)	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled Learning and Teaching Activities	24 (C)	(C): 2 x 1.5 hr lecture, 4 x 1.5 hr workshops, 2 x 1.5hr seminar (2 Saturdays with (B) students) AND 8 x 1.5 hr lecture/seminars
Scheduled Learning and Teaching Activities	12 (B)	(B): 2 x 1.5 hr lectures, 4 x 1.5 hr workshops, 2 x 1.5hr seminars (2 Saturdays with (C) students)
Scheduled Learning and Teaching activities	3 (C) 3 (B)	Supervision by academic tutor, face to face or online.
Scheduled Learning and Teaching activities	3 (C) 3 (B)	Face to face or online debates facilitated by tutors
Guided Independent Study	32 (B)	Independent Study using online directed tasks to study key aspects of creativity in practice
Guided Independent Study	80 (C) 60 (B)	Directed study: preparatory work for taught sessions including reading; research tasks; collaborative tasks
Guided Independent Study	90 (C) (B)	Assignment preparation
Guided Independent Study	100 (C) (B)	Self-directed study

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Structured critical discussion	900 words	1-8	Written from tutors
Face to face or online presentation	1000 word equivalence/ 10 minutes in length	1-8	Verbal from tutor or peers

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
100	0	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
	0
Reflective portfolio and commentary	80	4,000 words (1,500 portfolio equivalence, 2500 word commentary)	1-6, 8	Written and verbal from tutor
Reflective summary of contributions to online discussions	20	500 words	1-8	Written from tutor
	0
	0
	0

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Written Assignment	4,000 words	1-6, 8	6 weeks
Reflective summary of contributions to online discussions	500 words	1 - 8	6 weeks

Indicative learning resources - Basic reading

Harris, D., & Holman Jones, S. (2022). A Manifesto for Posthuman Creativity Studies. Qualitative Inquiry, 28(5), 522-530. https://doi.org/10.1177/10778004211066632

 

Jeffrey, B. & Craft, A. (2004), Teaching Creatively and Teaching for Creativity: distinctions and relationships, Educational Studies, 30 (1), 77-87.

 

Hadjigeorgiou, Y., Fokialis, P. and Kabouropoulou, M. (2012) Thinking about Creativity in Science Education. Creative Education, 3, 603-611.

 

Honey, M. & Kanter, D. 2013. Design-make-play: Growing the next generation of science innovators, New York, New York Hall of Science.

 

Meyer, A. A. And Lederman, N. G. (2013) Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms School Science and Mathematics, 113, (8)  400-410.

 

National Advisory Committee on Creative and Cultural Education (NACCCE) (1999) All Our Futures: Creativity, Culture and Education. London: DfEE

 

McLellan, R., Galton, M., Steward, S., Page, C. (2012) . The impact of creative initiatives on well-being: a literature review. Newcastle Upon Tyne: Creativity, Culture and Education.

 

Spencer, E., Lucas, B., Claxton, G. (2012). Progression in Creativity: developing new forms of assessment. Newcastle: CCE http://www.creativitycultureeducation.org/wp-content/uploads/Progression-in-Creativity-Final-Report-April-2012.pdf 7  July 2012)

Thomson, P., Hall, C., Jones, K. & Sefton-Green, J. (2012) The signature pedagogies project Final Report. Newcastle upon Tyne: Creativity, Culture and Education. Available at: http://www.creativitycultureeducation.org/wp- content/uploads/Signature_Pedagogies_Final_Report_April_2012.pdf

Key words search

Creativity, creative pedagogy

Credit value	30
Module ECTS	15
Module pre-requisites	None
Module co-requisites	None
NQF level (module)	7
Available as distance learning?	Yes
Origin date	01/05/2018
Last revision date	26/05/2023