Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy
By Yu-sien Lin. 2011
341 citations recorded by the source corpus.
Capacities and qualities of creativity have been identified by researchers and strategies in fostering children’s creative thinking skills were proposed to create supportive environments in an educational setting. There is little consistent rhetoric, however, among these insights and strategies concerning different aspects of fostering creativity. In light of this, a three-element framework of creative pedagogy is proposed to offer a more holistic view of enhancing creativity through teaching, to cover the aspect of creative learning which was overlooked in the past, and to provide a different explanation to some arguments about teaching creativity. This framework is also a starting point for studies which intend to understand the teachers and pupils’ responses to creative pedagogy, and to provide implications for applying creative pedagogy in a classroom and in Asian context as well. In the end, several possible routes are suggested for future research in creative pedagogy.
Subfields: Experimental and Cognitive Psychology, Visual Arts and Performing Arts
View Paper: https://www.semanticscholar.org/paper/2841c2203e2d4459247e54ee1f7050f671e9cb70
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In Experimental and Cognitive Psychology
In Visual Arts and Performing Arts
Citations in the corpus
- Using Bloom's Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook's Questions (2015, background): “Curriculum reforms have been carried out and higher-order thinking skills (HOTS) have been included in educational policies in many countries (Shaheen, 2010; Lin, 2011).”