Creative Learning 3-11: And How We Document It

The desirability of creativity in learning is being emphasized more and more in Europe, the East and the West. Creative learning derives its uniqueness from certain enabling conditions. Defining and documenting it is slippery and problematic, but has to be done if we are to develop it meaningfully in schools. This book explores new theoretical, practical and methodological directions for engaging with creative learning and for documenting it by offering: evidence-based research by researchers and practitioners in the UK, US, China, South-East Asia, India and Europe; case study accounts of practitioner research work with children in a variety of settings; and theoretical chapters reviewing research methods, theorizing about these processes, synthesizing findings and insights, and drawing on themes arising from the case studies. Creative Learning 3-11 is for everyone with an active interest in creativity in education'teachers, students, researchers, trainers, policy developers, and parents. It will be an essential reader on teacher education courses at all levels and will provide critical support material for schools seeking to understand creative learning and to develop more creative ways of teaching.

Acknowledgements	p. x
The authors	p. xi
Foreword	p. xiii
Documenting creative learning, changing the world
Opening Remarks	p. xix
Creative learning: an emergent concept
What is creative learning?	p. 1
Introduction
Creative learning and culture	p. 3
Creative learning: definitions and barriers	p. 11
Creative learning and new pedagogies in China	p. 19
The role of domains in creative learning in the USA	p. 27
Creative learning in Europe: making use of global discourses	p. 35
Teachers' perceptions of creative learning in India	p. 43
Mixed-methods research in documenting creative learning	p. 53
How does creative learning happen?	p. 63
Introduction
Possibility thinking with children in England aged 3-7	p. 65
Fostering creative learning for 3-5 year-olds in four international settings	p. 75
Facilitating creative learning in dance education	p. 83
Promoting children's creativity through teaching and learning in Hong Kong	p. 93
Using the AKTEV Imagination Repertoire to support the creative learning of 5-11 year-olds	p. 103
Metacognition and creative learning with American 3-8 year-olds	p. 113
Why understanding creative learning is so important	p. 123
Introduction
A conversation about creative teaching and learning	p. 125
Creative learning and calypso: documenting 10-11 year-olds' meaning-making	p. 135
Linking learning, creativity and identity-formation with 8 year-olds	p. 145
Creative learning in the Gulf Corporation Council countries	p. 155
Consensual assessment in creative learning	p. 163
Concluding Remarks: The edges of the map?	p. 171
Glossary of abbreviated terms	p. 177
Author Index	p. 179
Subject Index	p. 183
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Creative Learning 3-11: And How We Document It

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