Teaching creatively and teaching for creativity: distinctions and relationships

The 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...

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Vydané v:Educational studies Ročník 30; číslo 1; s. 77 - 87
Hlavní autori: Jeffrey, Bob, Craft, Anna
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Dorchester-on-Thames Taylor & Francis Ltd 01.03.2004
Taylor & Francis Group Journals
Predmet:
Advisory Committees
Creative Teaching
Creativity
Cultural Education
Cultural instruction
Early Childhood Education
Education
Educational Research
Innovations
Instructional Innovation
Integrated care
Interdependence
Learning
Ownership
Pedagogy
Primary education
Relevance (Education)
Research methodology
Schools
Teaching
Teaching Methods
Teaching Styles
United Kingdom
ISSN:0305-5698, 1465-3400
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Shrnutí:The 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 learning.
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ISSN:0305-5698
1465-3400
DOI:10.1080/0305569032000159750