Going with the flow or back to normal? The impact of creative practitioners in schools and classrooms

Creative primary schools: developing and maintaining pedagogy for creativity

“…In contrast to some studies of creative partnership (eg Galton, 2010), which suggest polarisation of teachers' and external partners' pedagogies, findings from the possibility thinking studies of teachers stepping forward to be 'meddlers' in children's creative learning, and the provision by teachers of 'possibility broad' approaches, are not dissimilar to those pedagogies adopted by artists working alongside children highlighted by Thomson et al (ibid) and others researching creative partnership.…”

The impact of creative learning environments on learners: A systematic literature review

“…The three studies reporting on pupil socioeconomic status (Jeffrey 2006, Schacter et al2006, Galton 2010) produce some contrasting findings, possibly because they were set in different countries. Pupils across Europe in the Creative Learning and Student Perspectives (CLASP) research project "who had not benefited from an experience of individual study programmes or whose home environments were not conducive to study, found themselves alienated" (Jeffrey 2006, 405) from flexible classroom environments.…”

“…This was seen to be linked with teachers not being able to initiate, conduct and evaluate creativity, and their focus on standards and state assessments. In Galton's (2010) ethnographic study of CPs, pupils at the most disadvantaged school had the highest motivational and attitudinal scores and for self-esteem on average had 10 percentage points more than their peers at the other two primary schools. The staff in that school were seen to be working actively alongside creative partners.…”

“…There is some evidence that creative learning environments can aid children and young people's emotional development and social skills (Matthews 2007, Whitebread et al2007, Bancroft et al2008, Galton 2010. Children in Matthews' (2007) study of a six-week creative arts intervention for primary-secondary transition in two classes of 10-11 year-old pupils in the same London school became more articulate about their concerns, reflective and emotionally aware.…”

Portraying Children’s Voices Through Creative Approaches to Enhance Their Transition Experience and Improve the Transition Practice

“…Similarly, in the United States, Schacter, Thum, and Zifkin (2006) reported that creative teaching methods substantially improved student achievement. Research conducted in the United Kingdom also indicated that these approaches could lead to increased levels of pupil motivation and engagement (Bancroft, Fawcett, & Hay, 2008;Craft, Chappell, & Twining, 2008;Cremin, Burnard, & Craft, 2006;LTS, 2004;Wood & Ashfield, 2008), increased levels of confidence and imagination associated with creative environments (Galton, 2010b;LTS, 2004), enhanced ability to face challenges (Galton, 2010b) and increases in resilience (Bancroft et al, 2008).…”