Conditions for Learning: Partnerships for Engaging Secondary Pupils with Contemporary Art

Addison, Nicholas

doi:10.1111/j.1476-8070.2007.00528.x

Cited by 31 publications

(35 citation statements)

References 7 publications

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“…Research into the preconditions for developing creativity (e.g. Harrington 1990) suggests that the environment within which pupils learn is crucial and that teachers have a key role to play in structuring and maintaining that environment (Gandini et al 2005;Burnard et al 2006;Jeffrey 2006;Burgess and Addison 2007;Menter 2010). The components of what we will call 'creative learning environments' include both the physical environment (Addison et al 2010;Vecchi 2010) but also -more importantly -the pedagogic environment (Cremin 2006, Halsey et al 2006, Hall et al 2007).…”

Section: Introductionmentioning

confidence: 99%

The roles and development needs of teachers to promote creativity: A systematic review of literature

Davies

Jindal‐Snape

Digby

et al. 2014

Teaching and Teacher Education

112

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A systematic review of 210 educational research, policy and professional literature studies from the period 2005-2011 identified only 17 publications which met the criteria for inclusion and contained findings relating to teachers' roles in promoting creativity and 18 for how they can be supported in doing so. The evidence from the studies suggest that teacher skills and attitudes; a willingness to act as a role model; awareness of learners' needs; flexible approaches to curriculum and lesson structure; particular types of classroom interaction with pupils, together with the use of ICT and assessment, are important components of teaching for creativity. The evidence also suggests the importance of school culture in supporting or impeding creative practice; the need to elicit teachers' prior conceptions of creativity in education; teachers taking on the role of learners to develop their own creativity; working co-constructively with a mentor or coach -which may be a creative professional from an outside agency; and the importance of teachers undertaking action research and reflection on their own classroom practice.

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Section: Introductionmentioning

confidence: 99%

The roles and development needs of teachers to promote creativity: A systematic review of literature

Davies

Jindal‐Snape

Digby

et al. 2014

Teaching and Teacher Education

112

View full text Add to dashboard Cite

show abstract

“…Davis and colleagues (2013) clearly point out that in order to support students' creativity at school, it is necessary to provide a proper balance between structure and freedom, which is, among other things, connected with playful or game-based learning. Of no lesser significance are relationships between teachers and students, founded upon respect and the understanding of students' suggestions Burgess & Addison, 2007), talks with students, a friendly atmosphere, and also, a sense of humour (Cumming, 2007).…”

Section: Creativity Development and Teachers' Beliefs About Creativitymentioning

confidence: 99%

Teachers’ Beliefs About Creativity and Possibilities for its Development in Polish High Schools: A Qualitative Study

Gralewski

2016

Creativity. Theories – Research - Applications

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The aim of the present study was to research teachers’ beliefs about creativity and possibilities for its development in Polish high schools. The study consisted of in-depth interviews. It was conducted with a group of 15 high school teachers, all of whom taught the key subjects (math, Polish and foreign languages) for the final school-leaving examination. The qualitative thematic analysis applied to the collected data revealed eight themes. Each of them concerned the teachers’ understanding of what creativity really is, their attitude towards students’ creative activity at school, aims that they formulated to stimulate their creativity, as well as the role and place of students’ creative activity at school. In addition, the themes referred to actions that had been taken by the teachers to stimulate their students’ creativity and factors that inhibited or stimulated the development of students’ creativity at school. The teachers, who were the subject of the analysis, understood creativity as creative potential, that is, the ability to think independently, to give new and original solutions to all sorts of tasks and problems, as well as creative activity oriented towards everyday innovation. Additionally, the study revealed that there exists a creativity gap between verbal support for developing students’ creativity at school and classroom practice.

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“…Performance-based work like this, rooted in popular culture, has potentially significant implications for pedagogy. Many studies on contemporary arts in education (for example, Burgess and Addison 2007;Efland 2004) have commented that the form and content of the work produced often appears to reflect children's visual exposure to their social/cultural environment. This would be unsurprising for visual theorists such as Berger, who states: 'In no other form of society in history has there been such a concentration of images, such a density of visual messages ' (1972, 129).…”

Section: Features Of Contemporary Art In Educational Practicesmentioning

confidence: 98%

Risky choices: the dilemmas of introducing contemporary art practices into schools

Adams

2010

British Journal of Sociology of Education

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Contemporary art is a popular feature of the cultural landscape in the United Kingdom, and recent research has recommended introducing its practices into state education. Yet these practices are still rare in schools, and this paper argues that the many difficulties that arise from attempts to introduce them are indicative of their socially contingent character, which threatens to disrupt the ideological underpinnings of orthodox school practices. The school art projects 'Room 13' and 'Teaching through contemporary art' are used as prominent examples of contemporary art practices that support a relatively high degree of learner autonomy within state education, yet are situated outside of government initiatives. Through these projects the paper explores the dilemmas that the participants face, which include questions of learner agency, choice and creative risk, and the effects of regulatory assessment systems upon collaboration, experiment, play and ephemeral learning outcomes. The paper concludes by examining the possibilities of encouraging these more 'risky' contemporary practices in schools.

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Conditions for Learning: Partnerships for Engaging Secondary Pupils with Contemporary Art

Cited by 31 publications

References 7 publications

The roles and development needs of teachers to promote creativity: A systematic review of literature

The roles and development needs of teachers to promote creativity: A systematic review of literature

Teachers’ Beliefs About Creativity and Possibilities for its Development in Polish High Schools: A Qualitative Study

Risky choices: the dilemmas of introducing contemporary art practices into schools

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