Creativity In Primary Education

Creativity in Primary Education

Creativity is something that is dominating the educational system and that is being embedded into our curriculum deeper and deeper. There’s a distinct relationship between teaching creatively and teaching for creativity, both of these aspects should be involved in children’s everyday learning. Parnes, (1963) p. 342-342 Identified that: 

“Like most behaviour, creative activity probably represents to some extent many learned skills. There may be limitations set on these skills by heredity; but I am convinced that through learning one can extend the skills within those limitations”.

This quote suggesting that although creativity can have its limitations certain skills are acquired from those limitations. The need for creativity has been recognised in recent legislation by Professor Graham Donaldson’s Independent Review of the Curriculum ‘Successful Futures’ (2015). Throughout the Welsh curriculum review, Donaldson riddles the paper with the word creativity, first introducing the word in the legislation section suggesting that the Review has aimed to create a balance between practitioners using professional and creative pedagogy to meet the needs of children and young people (Donaldson, 2015). Donaldson continues to state that the demand for young people with improved levels of creativity and problem solving, alongside other developmental skills had fuelled an international trend toward the curricula that provide greater emphasis on those developmental skills. 

Although fostering creativity in the class room is a positive notion there are implications that can be scrutinized into implementing creativity into the classroom. The first implication to draw upon is Teaching. Teachers may find it difficult to provide creative and innovative practices that can stimulate the development of multiple intelligences (Armstrong, 2000; Torrance & Myers, 1970). A second aspect to bring to attention is the Environment. The environment can provide both social and external situations for children and can help to support and stimulate learner’s motivation and enthusiasm which can be difficult depending on the situation of the learning environment and the health and safety of the children (Collins & Amabile, 1999; Hennesay, 2007; Woods & Jeffery, 1996). Thirdly another implication to be discussed is Teacher Ethos, in order for practitioners to teach and facilitate creativity effectively it requires an open attitude towards ideas, behaviours and valuing independence thinking (Chen, 2008; Cremin, Barnes & Scoffham, 2009; NACCCE, 1999). Undoubtedly this comes naturally to some practitioners, but more traditional teachers may find these approaches to pedagogy difficult. 

However, nowadays creativity Is a key skill for the twentieth century work force and is becoming increasingly significant as a desirable learning outcome in educational influences (Department for Children, Schools and Families, 2008). Sawyer (2011) identifies that the impact of assessment on creative education has because an issue and of great concern. Sir Ken Robinson comments that young people are being educated out of creativity as they progress through education. And along with this decline in creativity comes a lack of genuine interest and curiosity of the world around them (Robinson, 2009). This is down to a today’s educational systems that have programmed children’s brains into thinking that there is one answer and one way to find that answer rather than looking at performance and development skills. 

Sir Ken Robinson often speaks out on creativity and divergent thinking and its importance with children. Take a look at the video below where Robinson discusses a longitudinal study that was conducted with kindergarten pupils and then at the age of 13-15. The study provided evidence that children lost their ability to think creatively and Divergently and as a result weren’t considered to be ‘Genius’’ 

Divergent Thinking – Sir Ken Robinson: https://www.youtube.com/watch?v=BHMUXFdBzik

From personal experience of working with children in schools and working with children in University, it is clear that practitioners are making more of a conscious effort to try and encourage their children to be more creative with their work. In addition, practitioners are pushing themselves into teaching more creatively allowing their pedagogy to be freer flowing and less authoritative, allowing the children to take control over their learning. One area where this is especially evident is in Outdoor Learning and Forest School’s. Practitioners who lead these sessions have a natural free flow approach to their pedagogy which allows to spark children’s imagination and creativity. On completion of my Level 2 Forest school qualification I was able to reflect on the benefits of this for children’s holistic development. Research and experience were able to show the vast benefits that creative thinking and learning can have on children’s creative writing, literacy and even problem solving. 

In conclusion, the broadening range of literature and legislation highlights the importance of Creativity within the curriculum. Allowing children to be creative in the classroom can allow them to access lifelong learning and skills that can equip them for the working world. Educating children on creativity can allow them to broaden their thinking and guide them through their lives with problem solving and idea making all of which is essential to the cognitive and holistic development of a child. 

Reference List

Armstrong, T. (2000). Multiple intelligences in the classroom. Alexan- dria, VA: Association for Supervision and Curriculum Development. 

Chen, L. (2008). Theories and practices of teaching for creative thinking. Taipei: Psychological Publishing.

Collins, M. A., & Amabile, T. M. (1999). Motivation and creativity. In R. J. Sternberg (Ed.), Handbook of creativity. Cambridge: Cambridge University Press. 

Cremin, T., Barnes, J., & Scoffham, S. (2009). Creative teaching for tomorrow: Fostering a creative state of mind. Deal, Kent: Future Creative.

Department for Children, Schools and Families (2008). The early years foundation stage: Setting the standards for learning, development and care for children from birth to five. London: Author.

Donaldson, G. 2015 Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Available at: https://gov.wales/docs/dcells/publications/150225-successful-futures-en.pdf[Accessed 19 March 2019] 

Hennessey, B. A. (2007). Creativity and motivation in the classroom: A social psychological and multi-cultural perspective. In A. G. Tan (Ed.), Creativity: A handbook for teachers. Singapore City: World Scientific. 

National Advisory Committee on Creative and Cultural Education (1999). All our futures: Creativity, culture & education. Sudbury, Suffolk: Department for Education and Employment. 

Parnes, S. J. (1963). Education and creativity. In P. E. Vernon (Ed.) (1970), Creativity: Selected readings. Middlesex: Penguin Books Ltd. 

Robinson, K. (with Aronica, L.), (2009). The element: How finding your passion changes everything. New York: Viking Books.

Sawyer, R. K. (2011). What makes good teachers great? The artful balance of structure and improvisation. In R. K. Sawyer (Ed.), Structure and improvisation in creative teaching (pp. 1–24). Cambridge: Cambridge University Press.

Torrance, E. P., & Myers, R. E. (1970). Creative learning and teaching. New York, NY: Dodd, Mead & Company. 

Woods, P. & Jeffrey, B. (1996). Teachable moments: The art of crea- tive teaching in primary schools. Buckingham: Open University Press.