Creativity in the Curriculum ... An Introduction

'The more perspective a curriculum, the greater the need to be explicit about creativity and not leave it to chance' (Design Council in NACCCE 1999: 83 cited in Arthur, Grainger and Wray, 2006: 209). This quotes highlights the importance of creativity in the current high perspective curriculum. Robinson (2001 in Arthur, Grainger and Wray, 2006: 209) argues that creativity is an ‘critical component’ in the curriculum as 21^st century is dominated by advancing technology. He states that creativity should be at the top of teacher’s priorities in order to develop children’s imagination and their awareness of the importance of creativity which for Robinson are the key resources in the current economy.

Example of Creativity in
the Foundation Stage 

Through Plowden Report creativity has become associated with child centered pedagogy, their exploration and experimentation. Current Education sees creativity as an essential part of children’s lives thus includes creativity in everyday lessons through different approaches, which some will be discussed in this blog. All of the approaches are highly focused on encouraging children and young people to follow their interest and develop various skills that they need in rapidly changing surroundings around them. Teachers believe that through creative approaches in education, children and older students can improve their motivation, achievement and self-esteem. Foundation Stage (children up to seven years of age) focuses on ‘creative development’ and experiential learning and is named as an Early Learning Goal, (DfEE, 2000 in Arthur, Grainger and Wray, 2006: 209) whereas the National Curriculum focuses on ‘creative thinking’ and the view that curriculum does not only apply to art but it is cross curricular.

Resources

Arthur J, Grainger, T & Wray, D (2006) Learning to Teach in the Primary School. London: Routledge