It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into the curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes; putting young people’s voices at the heart of learning. There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students. Book Cover Title Copyright Contents Contributors Acknowledgements Chapter 1: Introduction Part 1: What are the practices of creative learning? Chapter 2: Capturing the ‘plaid’ moment: The use of practitioner research and student researchers in researching experiences with the arts Chapter 3: From the other side of the fence: The experience of being researched from a headteacher’s point of view Chapter 4: What’s with the artist?: Researching practice with visual arts practitioners Chapter 5: Supporting schools to do action research into creative learning Chapter 6: Towards the creative teaching of mathematics: A design research approach Part 2: Can researchers ‘see’ creative learning and can their research help others to ‘see’ it? Chapter 7: A conversation with Kathleen Gallagher Chapter 8: The promise of ethnography for exploring creative learning Chapter 9: ‘Now it’s up to us to interpret it’: Youth voice and visual methods in creative learning and research Chapter 10: When only the visual will do Chapter 11: Less elusive, more explicit: The challenge of ‘seeing’ creativity in action Chapter 12: Snapshots and portraits: The re-presentation of case-study research findings about creative learning and change Part 3: Can creative learning be measured and evaluated? Chapter 13: An interview with John Harland Chapter 14: Quantitative research on creativity Chapter 15: From voice to choice: Evaluation and action research into creativity Chapter 16: Research methods for Web Two dot whoah Chapter 17: Baselines and mosaics: The challenges of researching a flagship national programme Index This title guides readers in making children more creative and explores creativity itself. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a text book for this range of courses and initiatives
