Teaching creatively and teaching for creativity: distinctions and relationships
- 1 March 2004
- journal article
- Published by Informa UK Limited in Educational Studies
- Vol. 30 (1), 77-87
- https://doi.org/10.1080/0305569032000159750
Abstract
This is a postprint of an article whose final and definitive form has been published in Educational Studies© 2004 Copyright Taylor & Francis; Educational Studies is available online at http://www.informaworld.comThe distinction and relationship between teaching creatively and teaching for creativity identified in the report from the National Advisory Committee on Creative and Cultural Education (NACCCE, 1999), is examined by focusing on empirical research from an early years school, known for its creative approach. The examination uses four characteristics of creativity and pedagogy identified by Peter Woods (1990): relevance, ownership, control and innovation, to show the interdependence of the NACCCE distinctions. We conclude that although the NACCCE distinction between teaching creatively and teaching for creativity has been useful as an analytical tool, it may, at the same time, have dichotomised an integrated practice and we suggest that a more useful distinction for the study of creative pedagogies would be the relationship between teaching creatively and creative learningKeywords
This publication has 3 references indexed in Scilit:
- The Relevance of Creative TeachingPublished by Informa UK Limited ,2010
- The Creative SchoolPublished by Informa UK Limited ,2003
- Play and the Arts: The Importance of the “Unimportant”Childhood Education, 1997