Teaching creatively and for creativity
Please click here to view the materials from this project, including video exemplars, on the Oxford Brookes University, ‘Illustrating aspects of creative practice in Primary Science’ website.
The Teaching Creatively and for Creativity project exemplifies the range of creative strategies that a teacher could employ, and the extent of the creative elements of learning in science that an imaginative child might produce.
There is a wide variety of contrasting descriptions of teaching, assessing and planning creatively as well as a huge variety of ways that children develop creativity through learning. However, there is a lack of clarity around categorising different pedagogic tools that teachers can specifically adopt and hone to be creative, e.g. how to question creatively, how to assess creatively or how to explain a new idea creatively. There is also a lack of clarity that distinctly defines learning creatively, children being creative and producing an outcome that is unique.
Through exploring creativity in different forms, at different moments and in different places in science education settings, the project captures key comments, views and illustrations of creativity in 'real' situations. This includes observation of teachers and reflective discussions with qualified scientists who were taught at the primary stage by teachers who used strategies to teach creatively and to encourage creativity in the learner.
Creativity in Primary Science
The free 'Creativity in Primary Science' Oxford Brookes booklet provides some insights into the PSTT funded work at Oxford Brookes University, with illustrative examples that we hope teachers will find useful in their practice. There are two key themes of activity and enquiry that contribute to the unique identity of Oxford Brookes University and which are the focus of their work in this booklet:
a. Defining it and promoting it.
b. Exploring how it appears in learning.
c. Developing, defining and sharing practice that supports it.
High quality thinking
a. Exploring how and when it supports learning.
b. Developing and relating practice that supports it through creativity.