Creativity in Schools : Tensions and Dilemmas

By Anna Craft. 2005

804 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/527d67467fe7549534d1c18ce5d39cc26b9168e9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Visual Arts and Performing Arts

Citations in the corpus

What core competencies are related to teachers' innovative teaching? (2013, background): “…and teaching strategies The use of innovative teaching methods and strategies refers to the need for a learnercentred pedagogy, personalisation and individualisation of learning, allowing pupils to have a say in the planning and implementation of the tasks (Craft, 2005; Williamson & Payton, 2009).”
Using Bloom's Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook's Questions (2015, background): “Many nations have become more concerned with the incorporation of the cognitive skills within their national curricula (Craft, 2005; Shaheen, 2010; Gallagher et al., 2012).”
Creativity and performativity in teaching and learning: tensions, dilemmas, constraints, accommodations and synthesis (2008, neutral): “Researchers in the UK in particular in the late 1990s and early twenty‐first century began to see creativity as something all are capable of, life‐wide and also domain‐wide, in part as a response to rapid social, technological, economic and environmental change (Craft, 2005 ; Claxton, 2006 ).”
Children and creativity: A most (un)likely pair? (2011, background): “…it comes to educational practices, it is quite obvious why recognising children’s creativity is better than the alternative: it manages to put it on the agenda of educators and encourages them to consider creative expression and foster all those behaviours and attitudes linked to it (Craft, 2005).”
The role of the arts and humanities in human flourishing: A conceptual model (2018, background): “The results of these psychological competencies are now being studied scientifically in workplaces (Amabile, 1988) and in schools (Craft, 2005).”
Creativity, uncertainty and discomfort: teachers as writers (2006, background): “If the current creativity agenda is to achieve its aspirations (Robinson, 2001; Craft, 2005), then arguably more support is needed to cultivate a culture of risk taking in literacy education.”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “…support of teachers can be enhanced, for example, by a concrete cooperation time and place for teachers (Vähäsantanen et al., 2008), training to adopt and further develop collaborative working methods (Craft, 2005) and technological solutions to monitor learning situations (Arvaja et al., 2009).”
Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States (2010, background): “Too much content could detriment the development of creative activities in the classroom, as it does not allow space for other activities which allow the development of deep understanding and transversal skills (Craft, 2005; NACCCE, 1999).”
Creative potential in educational settings: its nature, measure, and nurture (2015, background): “At the teacher level, there is a distinction between how to teach creatively, versus how to teach creativity (e.g. Craft 2005; Cremin, Burnard, and Craft 2006).”
Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy (2011, background): “…a clearer guideline of pedagogy in facilitating learner creativity, as well as to challenge the perceptions and ways of teaching/learning taken for granted in many Asian regions where creativity is often discouraged (Cheng, 2004; Craft, 2005; Lin, 2009; Ng & Smith, 2004; Rudowicz, 2004; Wu, 2004).”
A Problem and Project-Based Learning (PBL) Approach to Motivate Group Creativity in Engineering Education (2012, positive): “…involves an intricate blending of skills, temperaments, eﬀort and sometimes personalities to realize a shared vision of something new and useful [12]; or as emerging through dialogue and ‘being in relation-ship’ that is seen as the dynamic interaction based on studies of constructivism [7].”