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Bridging the gap between theory and practice in creativity education
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File | Description | Size | Format | |
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EAIRPresentationAug_2013.docx | 153.91 KB |
Author(s)
Date Issued
August 2013
Date Available
31T09:30:54Z October 2013
Abstract
This paper presents the findings of an inter-disciplinary literature review that seeks to provide an evidence-base from which discipline specific and cross-disciplinary modules aimed at nurturing and developing creativity can be developed. The review focuses on identifying theoretical frameworks guiding the pedagogy of creativity as well
as on the environmental conditions that are associated with greater levels of
creativity in student learning.
The paper will present an overview of key theoretical frameworks (e.g. investment
theory and design thinking) as well as an evaluation of the empirical research
on the environmental factors that have been demonstrated as influencing student
creative development. Amongst these are tolerance of and exposure to: risk, cycles of divergent and convergent thinking, an active learner-centred approach to education, rewarding originality, learning from failure and experimentation and an acceptance of
diversity. The paper will also discuss methods of assessment and their influence on student creativity. The paper will offer a critical reflection on our understanding of the pedagogy of creativity and point to directions for future work in this important area.
Type of Material
Conference Publication
Language
English
Status of Item
Peer reviewed
Description
EAIR 35th Annual Forum 2013, Rotterdam, the Netherlands, 28-31 August 2013
This item is made available under a Creative Commons License
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