| Unit name | Creativity and the Curriculum |
|---|---|
| Unit code | EDUCM0083 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Brownhill |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
This unit will explore the essential role that creativity plays in promoting quality learning and teaching and innovative curricula in educational contexts. It will critically examine theories and models of creativity and reflect on how these influence and shape both policy and practice with children, young people and adults. It will investigate the tensions and dilemmas associated with integrating creativity in the curriculum, evaluating ways to positively address these. This unit will examine the impact of creativity on learner thinking, resources, assessment practices and the learning environment, considering the implications at a local, national and international level.
The unit aims:
By the end of this unit students will be able to demonstrate that they:
1. have a deep awareness of what creativity is and its influence on quality learning and teaching and
curricula in educational contexts.
2. are able to critically evaluate creative approaches in relation to pedagogy and curricula that are
used in educational contexts.
3. are able to critically explore and reflect on theories, research and professional practice in relation to
a select aspect of creativity in educational contexts.
4. are able to reflectively develop ideas through peer-presentation, critical discussion and academic
writing.
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lecture-based input, reading, reflection, presentations and group discussions
Summative assessment
Students will prepare and deliver a small creative presentation for peers (25% weighting, 1500-words equivalent, ILOs 1-4). The presentation will focus on a select aspect of creativity and the curriculum, critically reflecting on its impact (notional/actual) in a chosen educational context.
Students will then submit a written creative report (75% weighting, 2500 words, ILOs 1-4) that builds on and extends the content of their presentation for peers in written form. This written report will be informed by critical discussion after the presentation with peers, through wider reading and reflection.
For both formative and summative assessments, students will be encouraged to embrace creative practices linked to planning, production, presentation and delivery of their submissions.
Bruce, T. (2011). Cultivating Creativity for Babies, Toddlers and Young Children (2nd ed.). Oxon: Hodder
Education.
Craft, A. (2005). Creativity in Schools: Tensions and Dilemmas. Oxon: Routledge.
Craft, A., Jeffrey, B., & Leibling, M. (Eds.) (2001). Creativity in education. London: Continuum.
Jones, R., & Wyse, D. (Eds.) (2013). Creativity in the Primary Curriculum (2nd ed.). Oxon: Routledge.
McIntosh, P., & Warren, D. (Eds.) (2013). Creativity in the Classroom: Case studies in using the arts in
teaching and learning in Higher Education. Bristol: Intellect.
Robinson, K., & Aronica, L. (2016). Creative Schools: Revolutionizing Education from the Ground Up. London: Penguin Books.
Savage, J., & Fautley, M. (2007). Creativity in Secondary Education. London: Learning Matters.
Starko, A. J. (2018). Creativity in the Classroom: Schools of Curious Delight (6th ed.). Oxon: Routledge.
Wilson, A. (Ed.) (2015). Creativity in Primary Education (3rd ed.). London: Sage Publications.
