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Unlocking Creativity in Schools
DAPH Conference
October 2011
What does CCE do?
CCE designs and supports programmes intended to develop the creativity of children and young people in schools:
• England – Creative Partnerships• Lithuania• Hamburg, Germany• Amsterdam• Drammen, Norway• Western Australia• OECD
Why do we do this?
We do this because we think that it is possible to enhance and strengthen the creativity of children and young people
And because we believe that we must …
Why is it important?
“We want to change perceptions and challenge stereotypes, and create a new vision for young people”Teacher, Creative Partnerships – Durham and Sunderland
But is this an education for the
21st Century?
Employment Prospects
60% of the jobs kids in school today will do have not yet been invented
Creative Partnerships London East Raw Skills Dance projectPhotographer: Dee Conway
Creative Partnerships London South Drawing with Light Photographer: Robert Taylor
Using images with text
Not job seekers but job creators
So what should we teach children?
“We want to change perceptions and challenge stereotypes, and create a new vision for young people”Teacher, Creative Partnerships – Durham and Sunderland
Teach them to see
Its how you teach the curriculum, not what’s in it.
“It has helped me because I
now concentrate more than
I used to. It’s been the best
experience of my life”
Student, Creative Partnerships – Kent
But what do we teach children?
Creative Partnerships Cornwall Seeds of TrebahPhotography: Neale & Neale
UK Curriculum 2011
English
Maths
History
Geography
Science
Foreign Language
Art and Design
Music
Curriculum 1902
English
Maths
History
Geography
Science
Foreign Language
Drawing Creative Partnerships Bristol Chatterbox project Photography: Pickled Image
Creative Partnerships London South Drawing with Light Photographer: Robert Taylor
‘Progressive’Curriculum 1750
English
Maths
History
Geography
Science
Latin and Greek
Drawing + Fortification
Motivation
THE TEST-SCORE / INTEREST / SELF CONCEPT PARADOX
The Test-Score/Interest Paradox
The Test Score/Self Concept Paradox
A Logical Fallacy?
“They have already displayed thinking and team working skills which are far beyond those of their peers; there is no question that they have a head start!”Teacher, Creative Partnerships – Kent
So how do develop interest and confidence?
Give the pupils responsibilityKingsland Primary, Stoke
Put them in charge
“We want to change perceptions and challenge stereotypes, and create a new vision for young people”Teacher, Creative Partnerships – Durham and Sunderland
What impact does this approach have?
Creative Partnerships Manchester SalfordCreative Thinking and MePhotographer: Anne Worthington
Attainment• NFER – Despite coming from economically and socially challenged communities, young people who have participated in Creative Partnerships activities out-perform the national average at Key Stages 3 and 4.
Attainment
Ofsted 2010 - There is not a conflict between the National Curriculum, national standards in core subjects and creative approaches to learning. In the schools which were visited for this survey, careful planning had ensured that the prescribed curriculum content for each subject was covered within a broad and flexible framework and key skills were developed. These examples were accompanied by better than average achievement and standards or a marked upward trend.”
Pupil Attainment
Ofsted 2010 - Schools in challenging circumstances ̶ those with a higher than average proportion of pupils eligible for free schools meals, low attainment on entry and high rates of pupil mobility ̶ showed the greatest improvements in pupils’ ability
Attainment
• Ofsted 2007 Improvements in literacy, particularly writing, and speaking were significant in the majority of schools visited.
• Ofsted 2010 That Creative Partnerships had demonstrated how even the most reluctant pupils could be engaged and excited.
Creative Partnerships BDRDigital Photo Mosaic SystemPhotographer: Gavin Joynt
Pupil Behaviour
•CLPE – Creative Partnerships programmesengage parents in their children’s education
•NFER – Creative Partnerships programmesare associated with significant reductions in truancy rates
“We want to change perceptions and
challenge stereotypes, and create a
new vision for young people”
Teacher, Creative Partnerships – Durham and Sunderland
So what have we learnt?
To nurture creativity you have to know what it looks like!
Habit of Mind Sub-Habits of Mind
1. Inquisitive Wondering and QuestioningExploring and InvestigatingChallenging assumptions
2. Persistent Managing uncertaintySticking with difficultyDaring to be different(Managing risk)
Defining Creativity
Habit of Mind Sub-Habits of Mind
3. Imaginative Playing with possibilitiesMaking connectionsUsing intuition
4. Disciplined Crafting and ImprovingDeveloping techniquesReflecting critically
Defining Creativity
Habit of Mind Sub-Habits of Mind
5. Collaborative Cooperating appropriatelyGiving and receiving feedbackSharing the ‘product’(Emotionally literate)
Defining Creativity
Creative Partnerships Bristol Chatterbox project Photography: Pickled Image
We asked our teams to describe successful creative schools and
they said that they were:
-Imaginative-Confident decision makers-Good at taking and managing risk-Full of questions-Bursting with ideas-Emotionally intelligent-Persistent and Resilient-Critical Reflectors
To nurture children’s creativity you have to model the behaviouryourself
InquisitivePersistentImaginativeDisciplinedCollaborative
Living Creativity
“It has helped me because I now concentrate more than I used to. It’s been the best experience of my life”Student, Creative Partnerships – Kent
Is this just about using creativity to deliver the same old agenda?
Teachers learnt new skills and built it into their practice
I had no idea my children could do that
Put them in charge
Role Play
Enjoyment
In earlier studies (Galton & MacBeath, 2008) we found most primary teachers were compliant whileunenthusiastic when delivering the National Curriculum. They complained about curriculum overload, the effects of having to teach to the test on pupils and the feeling that they were no longer trusted as professionals. One of those interviewed described the love of teaching as being, ‘squashed’ out of people (Galton & MacBeath, 2008:31).
Creative Partnerships SloughMontem School projectPhotographer: Lesley Young
What is happening in schools now
•Our current experience suggests that this pessimistic vocabulary of embattlement has changed to one where there is now frequent reference to spontaneity and creativity. Whether a CP activity or an initiative such as Forest Schools in a control has acted as the catalyst for this reversal, we found head teachers and their staff determined to exploit the newly gained freedoms in lesson planning even at the cost of defying the government should they seek to re-impose a subject based curriculum.
The Change in Pupils
This resilience has arisen from the changes in pupil behaviour and engagement observed when the curriculum is designed to promote active and meaningful learning. In particular, teachers spoke of having their expectations about the capabilities of pupils previously categorised as ‘slow or difficult’being ‘changed enormously.’
… it is in your hands
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