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

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Beghetto, R. A. (2009). Correlates of intellectual risk taking in elementary school science. Journal of Research in Science Teaching, 46, 210–223. Beghetto, R. A., Karwowski, M., & Reiter-Palmon, R. (2020). Intellectual Risk taking: A moderating link between creative confidence and creative behavior? Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000323. A curious mind always loves to learn more and the creative classrooms can build up a curious mindset in children through unconventional ways. How might researchers across different research traditions in positive education and creativity studies collaborate to develop and explore broader models of wellbeing? What are the best methodological approaches for testing and refining these models? How might such work promote student and teacher wellbeing in and beyond the classroom?

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.” Alexander, P. A., Schallert, D. L., & Reynolds, R. E. (2009). What is learning anyway? A topographical perspective considered. Educational Psychologist, 44, 176–192. Unlike the conventional teaching methods, the creative classrooms give them the opportunity to express themselves. Lucas, B., Claxton, G. and Spencer, E. (2013) Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments. Paris: OECD Publishing. This also triggers group problem solving and shared learning that gives them a feeling of togetherness.We are living in a world during exponential times of change, which has been described by Warren Bennis and Burt Nanus as VUCA - Volatile, Uncertain, Complex and Ambiguous. A world in which: 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. Nurturing Creativity in Young People. A report to Government to inform future policy, also known as the Roberts Report after its author, Paul Roberts, found that there was a ‘rich array of creativity work in pre- and main-school activity strongly, but not systemically, supported by the many creative programmes, projects and agencies.’ In 2015, the Organisation for Economic Cooperation and Development launched Future of Education and Skills 2030 - a project that, among other things, argues that education must focus on helping students develop the skill of creativity to ensure they are well prepared for an uncertain future. What are the most promising intersections among efforts aimed at promoting creative learning and student wellbeing? What are the key complementary areas of overlap and where might there be potential points of tension?

Teaching for creativity: Explicitly using pedagogies and practices that cultivate creativity in young people.Creativity: The capacity to imagine, conceive, express, or make something that was not there before. The recommendations the Commission has developed are aspirational and long term. They will require a great deal of collaboration and leadership to make themhappen.