Promoting creativity: Secondary visual art teachers’ perceptions and understanding of creativity in Ghana

Exploring creative pedagogical practices in secondary visual arts programmes in Ghana

“…This language around creativity is likely influenced by how they define creativity. The broader study is shown to be narrow and focused on ideas generation rather than a broader understanding of creativity (Swanzy‐Impraim et al, 2022b).…”

“…While embedding creativity in policy documents as a starting point, Li and Li (2019) contend that it embedding a goal in policy is not enough to achieve it; teachers play a crucial role in the creativity‐fostering process. The effective development of creativity in learners is shaped by a teacher's understanding of creativity as a concept and process, and their use of creative pedagogies in practice (Ball et al, 2012; Swanzy‐Impraim et al, 2022a, 2022b). Additionally, Ball et al (2012) argue that policy enactment is framed and shaped by how teachers interact with discourses in the policy, such as their context of practice, prior knowledge of policy, beliefs and experiences of teachers, and teaching and their psychosocial, and affective facets as part of the educational ecosystem.…”

“…Reviews in arts in education have reinforced the potential of visual arts to foster creativity, critical and creative thinking (Punzalan, 2018), and much of the literature on creativity is centred on the arts. However, it should be noted that creativity transcends visual arts to other domains – the psychological, economic, educational, scientific, artistic, sociological and technological – as its skills are not domain‐specific (Swanzy‐Impraim et al, 2022b). Visual arts can lay the foundation for fostering creativity as it trains three domains of development; the cognitive, the psychomotor and the affective (Alter, 2010; Eisner, 2002; Minter, 2010).…”

“…While embedding creativity in policy documents as a starting point, Li and Li (2019) contend that it embedding a goal in policy is not enough to achieve it; teachers play a crucial role in the creativity-fostering process. The effective development of creativity in learners is shaped by a teacher's understanding of creativity as a concept and process, and their use of creative pedagogies in practice (Ball et al, 2012;Swanzy-Impraim et al, 2022a, 2022b.…”

Implementasi Literasi Kriya Melalui Pengembangan Edukits Sebagai Media Pembelajaran Inovatif Di Sd

“…Hal ini menjadi penting karena kreativitas menjadi kompetensi utama di abad 21 (Egan et al, 2017;Mullet et al, 2016), terbukti dengan dimasukkannya kreativitas di seluruh kurikulum global (Davies et al, 2013;Jónsdóttir, 2017). Untuk mengembangkan kreativitas siswa, akan bergantung pada bagaimana guru mengembangkan pemahaman yang lebih dalam tentang kreativitas mereka sendiri (Mullet et al, 2016;Swanzy-Impraim et al, 2022;Watson, 2018). Guru merupakan faktor penentu dalam mengembangkan kreativitas siswa (Gunawan et al, 2017;Jónsdóttir, 2017).…”