Creativity Across The Primary Curriculum: Framing and by Anna Craft

By Anna Craft

This publication takes an inspirational examine easy methods to foster kid's creativity in addition to following the tips within the nationwide Curriculum. The book:

  • explores the character of the inventive mind
  • investigates the position of play and the concept that of creativity
  • examines applicable carrying on with expert improvement for teachers
  • looks on the own identities of teachers
  • considers methods of analysing and describing inventive practice.

This textual content appears to be like on the higher photograph in schooling, asking what kind of structures must be designed to enhance kid's studying within the twenty first century. will probably be a source to lecturers, head academics and advisory employees dedicated to asking questions, encouraging play and never permitting difficulties or conditions to dam action.

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Extra resources for Creativity Across The Primary Curriculum: Framing and Developing Pratice

Sample text

I have explored several interwoven processes of creativity: • the bedrock of impulse; • the unconscious, intuitive, spiritual and emotional which it feeds; • being imaginative: problem finding/solving, thinking, which these in turn feed; • risk-taking, and the creativity cycle, which these in turn feed, ultimately supporting creativity as a way of life. Creativity across the primary curriculum 36 Third, I have discussed domains as the medium in which a person is creative. Finally, I have looked at how the framework as a whole might help us to interpret the creative experiences (or lack of them) for individual learners in classrooms, suggesting that in fostering relationship as an aspect of creativity, mentoring by both children and adults can form an important aspect of a creative classroom.

A final aspect of the creative cycle is that creativity increases and multiplies. Creativity leads to more creativity. Thus the cycle begins again, only this time there is more than one cycle generated by the previous one. Having invented one starter, Jason then went on to compile a whole series of them, getting permission to prepare them for his family in addition to the main course during the half term week—a different one every other night. And he began to wonder about catering the starters for my dinner parties.

Gardner has, however, as indicated earlier, in more recent writing (1996) suggested that there may be many more intelligences than the original seven which he identified. 5 OVERALL SELECTION OF CRITERIA White notes that Gardner gives no explanation for having chosen these criteria. This I accept—and it is potentially a much more serious problem. On the other hand, perhaps what is significant about Gardner’s account is that it has opened up discussion about what counts as being intelligent action.

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