Creating creative classrooms


Autoria(s): Lassig, Carly J.
Data(s)

01/06/2012

Resumo

My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. (Robinson, 2006) This bold assertion from Sir Ken Robinson, a leading expert and speaker on creativity, is perhaps even truer now than it was six years ago. Literacy (and numeracy) have always been, and should remain, fundamental to education. However, creativity is not a rival to literacy or numeracy education; it is not an addition to these (or any other) areas of the curriculum. Creativity should be a core, integrated element of teaching and learning throughout the curriculum and the school environment. In the new national curriculum, “critical and creative thinking” are highlighted as general capabilities “that can be developed and applied across the curriculum” (ACARA, 2011, p. 15). Moreover, an aim of education noted by the 2008 Melbourne Declaration on Educational Goals for Young Australians is “to support all young Australians to become ... confident and creative individuals” (MCEETYA, 2008, p. 8). These are confirmation that creativity should have high “status” in Australian education.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/50586/

Publicador

The Australian Council for Educational Leaders

Relação

http://eprints.qut.edu.au/50586/3/50586.pdf

http://www.acelleadership.org.au/acel-online/evidence-and-practice/australian-educational-leader

Lassig, Carly J. (2012) Creating creative classrooms. The Australian Educational Leader, 34(2), pp. 8-13.

Fonte

Faculty of Education

Palavras-Chave #130200 CURRICULUM AND PEDAGOGY #creativity #education #teacher #student #creative self-efficacy
Tipo

Journal Article