Creativity is making a comeback in teaching. The Royal Society for the Arts (RSA) draws our attention to this in its recent focus on classroom creativity. Creativity, when considered on any large, systemic scale, is associated with collaboration, and collaboration between schools and teachers is a primary condition for creativity to flourish. Creative approaches to teaching and learning, and the unique role that the creative arts play in this, should be returned centre stage. Just as the question of creativity is never settled, nor is the question of education; living with this ambiguity should be embraced, rather than disguised.
Adams, Jeff; Arya-Manesh, Emma (Intellect, 2019-05-13)
This research explores the effects upon students’ doctoral research of the experience of engaging with a mandatory creativity component that was introduced into the second year of their EdD (educational doctorate) programme. The research focuses on the transformative potential of creative interventions upon the professional practices of students who previously had had little opportunity or experience of practising and theorising creatively. The course was run in collaboration with an international contemporary art gallery, which provided the stimulus and catalyst for the subsequent creative practices. Two case studies of students from diverse professional backgrounds, health and mathematics, disclose and discuss their personal experience of studying and utilising arts-based research methodologies, and consider the consequences of this for their subsequent approach to doctoral research.
Owens, Allan; Adams, Jeff (Hong Kong Federation, 2016-12-02)
This feature article is a response to the question " Can anyone be creative?"In dialogue with the Editor of the Hong Kong Youth Journal Elaine Morgan the argument is made that it is possible given the right environment. The significance of the creative arts in the establishment of social justice in education is highlighted.
The struggle to establish more democratic education pedagogies has a long history in the politics of mainstream education. This book argues for the significance of the creative arts in the establishment of social justice in education, using examples drawn from a selection of contemporary case studies including Japanese applied drama, Palestinian teacher education and Room 13 children’s contemporary art. Jeff Adams and Allan Owens use their research in practice to explore creativity conceptually, historically and metaphorically within a variety of UK and international contexts, which are analysed using political and social theories of democratic and relational education. Each chapter discusses the relationship between models of democratic creativity and the cultural conditions in which they are practised, with a focus on new critical pedagogies that have developed in response to neoliberalism and marketization in education. The book is structured throughout by the theories, practices and the ideals that were once considered to be foundational for education: democratic citizenship and a just society.
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