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Creative Learning 3-11
And How We Document It
The desirability of creativity in learning is being emphasized more and more in Europe, the East and the West. Creative learning derives its uniqueness from certain enabling conditions. Defining and documenting it is slippery and problematic, but has to be done if we are to develop it meaningfully in schools.
This book explores new theoretical, practical and methodological directions for engaging with creative learning and for documenting it by offering: evidence-based research by researchers and practitioners in the UK, US, China, South-East Asia, India and Europe; case study accounts of practitioner research work with children in a variety of settings; and theoretical chapters reviewing research methods, theorizing about these processes, synthesizing findings and insights, and drawing on themes arising from the case studies.
Creative Learning 3-11 is for everyone with an active interest in creativity in education–teachers, students, researchers, trainers, policy developers, and parents. It will be an essential reader on teacher education courses at all levels and will provide critical support material for schools seeking to understand creative learning and to develop more creative ways of teaching.
Acknowledgements; The Authors; Foreword: Documenting Creative Learning, Changing the World—David Henry Feldman, Tufts University; Opening Remarks: Creative Learning: An Emergent Concept—Anna Craft, Teresa Cremin, Pamela Burnard; PART ONE: WHAT IS CREATIVE LEARNING? Introduction—Pamela Burnard, Teresa Cremin, Anna Craft; 1) Creative Learning and Culture—Günseli Oral; 2) Creative Learning and New Pedagogies in China—Keang Ieng (Peggy) Vong; 4) The Role of Domains in Creative Learning in the USA—James Kaufman and John Baer; 5) Creative Learning in Europe: Making Use of Global Discourses—Bob Jeffrey; 6) Teachers’ Perceptions of Creative Learning in India—Mahender Reddy Sarsani; 7) Mixed-Methods Research in Documenting Creative Learning—David S. Martin; PART TWO: HOW DOES CREATIVE LEARNING HAPPEN? Introduction—Pamela Burnard, Teresa Cremin, Anna Craft; 8) Possibility Thinking with Children in England, aged 3-7—Anna Craft, Teresa Cremin, Pamela Burnard, Kerry Chappell; 9) Fostering Creative Learning for 3-5 Year-Olds in Four International Settings—Ruth Churchill Dower; 10) Facilitating Creative Learning in Dance Education—Kerry Chappell; 11) Promoting Children’s Creativity Through Teaching and Learning in Hong Kong—Veronica Wong Wai-Yum; 12) Using the AKTEV Imagination Repertoire to Support the Creative Learning of 5-11 Year-Olds—Pamela Smyth; 13) Metacognition and Creative Learning with American 3-8 Year-Olds—Ben Mardell, Salome Otami, Terri Turner; PART THREE: WHY UNDERSTANDING CREATIVE LEARNING IS SO IMPORTANT: Introduction—Pamela Burnard, Teresa Cremin, Anna Craft; 14) a Conversation About Creative Teaching and Learning—Jonathan Barnes, Gill Hope, Stephen Scoffham; 15) Creative Learning and Calypso: Documenting 10-11 Year-Olds’ Meaning-Making—Celia Burgess-Macey and Alex Loewenthal; 16) Linking Learning, Creativity and Identity-Formation with 8-Year Olds—Genie Gabel-Dunk; 17) Creative Learning in the Gulf Corporation Council Countries—Abdul Aziz-Al-Horr; 18) Consensual Assessment in Creative Learning—Vivian M.Y. Cheng; Concluding Remarks: The Edges of the Map?—Anna Craft, Teresa Cremin. Pamela Burnard; Glossary of Abbreviated Terms; Author Index; Subject Index.