In Creativities in Arts Education, Research and Practice: International Perspectives for the Future of Learning and Teaching, Leon de Bruin, Pamela Burnard and Susan Davis highlight innovative arts practices and practices of enquiry that activate diverse creativities and transform learning and teaching across a variety of places, spaces and settings.
Musical Creativities in Practice explores the social and the cultural contexts in which creativity in music occurs. It begins by considering what constitutes creativity - taking a cross cultural view of music, while investigating creative processes far beyond just the classical music genre - including electronic media, popular music, and improvised music. In addition it looks at creativity in both writing and performing. The field of musical education is a key focus - examining why creativity is important within the educational environment, and looking at how schools might sometimes stifle creativity in their music teaching, rather than encourage it. The book is packed with case studies and real-life examples taken from studies across the world, providing a powerful corrective to myths and outmoded conceptions which privilege the creative practice of individual artists. Musical Creativity in Practice argues the need for conceptual expansion of musical creativities in line with vital contemporary real world practices. It explores how different types of musical creativities are recognised and communicated in the real world practices of a diversity of professional musicians. The book covers creative practice issues underlying composing, improvising, singer songwriting, originals bands, DJ cultures, live coding and interactive sound designing and the implications of creativity research for music education and for the assessment of creativities in industry and education. Musical Creativities in Practice will be valuable for those in fields of music psychology and music education, from advanced undergraduate level upwards.
This accessible and timely edited volume is at once provocative and original in shedding new light on the roles of science and arts creativities for 'future-making education'. An international set of expert authors grapple with innovative ways of thinking about the complex, textured and contested entanglements of knowledge and practice reconfigurings in STEAM education.
This book introduces the new term ‘creativities’ with cutting-edge examples of creativities research that has influenced the thinking and work of teachers and school leaders in their practice. Co-edited by one of the leading international experts in creativity and the arts, this book is packed with imaginative ideas and practical classroom suggestions underpinned by theory and research to help teachers become research-informed and research-generating. Sculpting New Creativities in Primary Education will inspire us, invite us to think, and share ways in which research is informing and enabling a role for new and creative practices in primary education. Each chapter is collaboratively written by an academic and a practicing teacher covering areas such as: creative spaces, intercultural and interdisciplinary creativity, art, wellbeing, mathematics, STEM and leadership creativities. It importantly highlights the need to inspire, shape and unfold change-making practices that (re-)invigorate, (re-)empower, and (re-)position primary education practice. Drawing from projects originally conducted both in the UK and beyond, this revolutionary book invites teachers, teaching assistants and school leaders to co-create ways to unlock research together as mutually informative ways of authoring change.
This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. How Arts Education Makes a Difference discusses: The Arts Education, Motivation, Engagement and Achievement Research Visual Arts, Drama and Music in Classrooms Technology-mediated Arts Engagement International Perspectives on Arts and Cultural Policies in Education This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates.
Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), this essential handbook synthesizes existing research literature, reflects on the past, and contributes to shaping the future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the live practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each focusing on a major area or issue in arts education research.
This book explores learning in the arts and highlights ways in which art and creativity can ignite learning in schools, informal learning spaces, and higher education. The focus is on learning in, with, and through the arts. Written from a range of international perspectives, Multidisciplinary Approaches to Art Learning and Creativity draws upon the fields of cognitive science, art education, technology and digital arts; the learning sciences; and museum studies to explore the theoretical underpinnings of artistic creativity and inspiration, and provide empirical explorations of mechanisms that support learning in the arts. Critical factors that help to facilitate the creative process are considered, and chapters highlight connections between research and practice in art learning. This volume offers a rich variety of positions and projects which underpin creativity in schools, museums, and other venues. An illustrative text for researchers and educators in the arts, Multidisciplinary Approaches to Art Learning and Creativity demonstrates how artistic ways of thinking and working with artists empower art learners and support their needs and opportunities across the lifespan.
Recently, a new understanding of creative thought and creative performance has surfaced. It has also attracted the attention of early childhood professional organizations and researchers. Professional organizations have included it in their publications and conferences. While current creativity researchers have initiated a far more sophisticated understanding of young children’s creative thinking, ways to assess creativity, strategies to promote creativity, and research methodologies. The purpose of this volume is to present a wide range of different theories and areas in the study of creativity to help researchers and theorists work toward the development of different perspectives on creativity with young children. It focuses on critical analyses and reviews of the literature on topics related to creativity research, development, theories, and practices. It will serve as a reference for early childhood education researchers, scholars, academics, general educators, teacher educators, teachers, graduate students, and scientists to stimulate further “dialogue” on ways to enhance creativity. The chapters are of high quality and provide scholarly analyses of research studies that capture the full range of approaches to the study of creativity --- behavioral, clinical, cognitive, cross-cultural, developmental, educational, genetic, organizational, psychoanalytic, psychometric, and social. Interdisciplinary research is also included, as is research within specific domains such as art and science, as well as on critical issues (e.g., aesthetics, genius, imagery, imagination, insight, intuition, metaphor, play, problem finding and solving). Thus, it offers critical analyses on reviews of research in a form that are useful to early childhood researchers, scholars, educators, and graduate students. It also places the current research in its historical context. The volume is also of interest to the general readers who are interested in the young children’s creativity. The chapters are authored by established scholars in the field of young children’s creativity.
This book advances an environmental approach to enhancing creativity in schools, by interweaving educational creativity theory with creative industries environmental approaches. Using Anna Craft’s last book Creativity and Education Futures as a starting point, the book sets out an up-to-date argument for why education policy should be supporting a birth-to-workplace approach to developing creative skills and capacities that extends across the education lifespan. The book also draws on the voices of school teachers, students and leaders who suggest directions for the next generation of creative teachers and learners in a rapidly evolving global education landscape. Overall, the book argues that secondary schools must find a way to make more room for creative risk, innovation and imagination in order to adequately prepare students for creative workplaces and publics.
