Creativity in education

During this blog post I will be demonstrating different definitions of the word ‘creativity’ and explaining how it can enrich a child’s experience whilst learning within the classroom but also through outside activities. Examples of my own practical experiences will be used throughout, to demonstrate how being creative and imaginative impacts on a child’s thirst for knowledge.

‘Creativity’ can be a difficult term to define as it can be used in many contexts. According to a YouTube video created by OnSide Learning (2013), creativity is “the ability to express, apply and put into action thoughts and/or ideas from the imagination”, they then gave a definition of the word ‘imagination’ meaning “seeing and thinking of the unknown”.  Creativity is not as simple as just ‘having ideas’, it is necessary for connections to be made between old and new ideas and utilising those ideas, turning them into something practical and valuable. This view resonates with Koestler (1964, p. 95) who states that creativity is “the ability to make connections between previously unconnected ideas” and the National Advisory Committee on Creative and Cultural Education report (1999, p. 30) expresses creativity as “imaginative activity fashioned to produce outcomes that are both original and of value”.

*I have attached the full version of the creativity video below for your perusal*
https://www.youtube.com/watch?v=3khcyilcpjE

Although it is helpful to understand words by their definitions, whether that be by one definition or several, ‘creativity’ is different, as it can sometimes be problematic when defining it. Duffy (2006, p.16) suggests that defining creativity can “restrict creativity to being only related to the arts e.g. painting, music.” Some of the more artistic children would find this definition sufficient but the children who are more creative in an academic sense, may feel as though they are being overlooked. Duffy also proposes that some definitions of ‘creativity’ may “Include stereotypical ideas e.g. that certain groups of people are naturally creative”, a lot of definitions state that creativity is a talent that some children are born with and others are not however, that is not the case as creativity can be taught in some circumstances, “if you train yourself, and there are different methods for doing this, you can become more creative” (Schrift, 2014).

“Authentic learning is a process that focuses on real-world, complex problems and potential solutions, utilizing role-playing exercises, alternative thinking, case presentations, and participation in both virtual and real communities of practice” (Swartz, 2016). Outdoor Matters (2011) agrees with Swartz by asserting that the benefits of outdoor learning creates a positive impact on well-being, you can gain more experiences, natural play materials are at hand and the environment provides the children with opportunities for imagination and creativity. In 2011, Estyn inspectors tried to urge schools in Wales to promote more outdoor learning (BBC News, 2011). Since then, forest schools are used in a wide variety of schools that have access to a forest environment and these sessions are driven by the students to encourage them to follow their interests and learn whilst doing so (Outdoor Learning Wales, 2015).

In Wales, forest schools have become a huge phenomenon and rightly so, due to the amazing benefits that come with learning outdoors. During a seminar we joined Year 5 students in our outdoor learning center to observe authentic learning first hand. We carried out different tasks using natural resources only to try and allow the children to be one with nature and they all took to it extremely well. One task that we carried out; the children had to find an object within the woods for example; a stick and ask themselves ‘if this was not a stick, then what would it be?’ some of the answers that the children came up with were; a gun, a wand or a sword. Another task that was set was; all the children had to become someone or somethings else for example; a mythical creature, a king or even a queen, they then had to ask each other questions about the character that they were pretending to be, an example of this is; one child decided to become a dragon, one of the questions the ‘dragon’ was asked was ‘do you breathe fire?’ but the child responded ‘no, I breathe ice’. By completing this task, the children were able to role play and expand their imagination as much as they wanted to as there were no right or wrong answers.

Throughout the session the children were engaged and having fun, and this benefits the students as it allows them to gain more knowledge, as they will subconsciously associate an object or a fun memory with positive feelings and therefore remember the topic and the facts that they are learning (Schiefele, 1991).

In conclusion, ‘creativity’ has more than one definition however, it is preferred that the word is not defined, as it may affect how children decide to use it in and out of the classroom. Having an open definition allows the child to decide for themselves what ‘creativity’ means to them alone, even if it means different things to each of them. Also, creativity allows for authenticity, especially when they are leaning outdoors, as they can broaden their imagination and enable all of their ‘real-life’ worries to subside.

Our heart logo made from natural resources 

 (Outdoor Learning Wales, 2017)

Our fairy house in the woods

                        

References

BBC News (2011) Estyn calls for more outdoor learning in Welsh schools. Available at: http://www.bbc.co.uk/news/uk-wales-politics-14793794 (Accessed: 17/11/2017).

Duffy, B (2006) Supporting creativity and imagination in the early years. 2^nd Edn. Berkshire: Open University Press.

Koestler, A. (1964)  The act of creation.  London: Hutchinson & Co

N.A.C.C.C.E. (1999)  All our futures: creativity, culture and education. London: DfEE

OnSide Learning (2013) Education- Creativity. Available at: https://www.youtube.com/watch?v=3khcyilcpjE (Accessed: 14/11/2017).

Outdoor Learning Wales (2015) A guide to forest schools in Wales. Available at: http://www.outdoorlearningwales.org/images/uploads/resources/files/Guide_to_Forest_School_Booklet(Eng)FINAL.pdf (Accessed: 17/11/17).

Outdoor Learning Wales (2017) Outdoor Learning Wales Network Group. Available at: http://www.outdoorlearningwales.org/network-groups/gwynedd_fei_cluster_group (Accessed: 17/11/2017).

Outdoor Matters (2011) Effective Practice: Outdoor Learning. Available at: http://outdoormatters.co.uk/wp-content/uploads/2011/03/EYFS-Effective-PracticeOutdoor-Learning.pdf (Accessed: 17/11/2017).

Schiefele, U. (1991) 'Interest, Learning and Motivation', Educational Psychologist, 26 (3-4), pp. 299-323. Available at: http://www.tandfonline.com/doi/abs/10.1080/00461520.1991.9653136 (Accessed:17/11/2017)

Schrift, R. (2014) Can Creativity be taught?. Available at: http://knowledge.wharton.upenn.edu/article/can-creativity-be-taught/ (Accessed: 14/11/2017).

Swartz, M. (2016) 'Promoting Authentic Learning for Our Students ', Journal of Paediatric Health and Care, 30 (5), pp. 405.