Julia Rocca

Endless Wondering Leads to Infinite Possibilities
Creativity and Imagination Curriculum Framework

AusVels Level 2/ Nominal School Level 2
Julia Rocca | julia.rocca@hotmail.com
Table of Contents
Defining Creativity and Imagination.............................................................................. 3 Defining Curriculum ..................................................................................................... 4 Creativity & Imagination in Relevant State, National & International Curricular ............5 Creativity and Imagination in State and National Curricular ................................6 Creativity and Imagination in International and Universal Curricular....................7 Role of the Physical Environment .................................................................................9 Creative & Imaginative Learning Behaviours in Students ........................................... 10 Creative and Imaginative Learning Tasks ...........................................................11 Creative & Imaginative Learning & Teaching Behaviours in Teachers .........................13 Creative and Imaginative Learning Tasks............................................................14 Assessment and Evaluation ........................................................................................ 15 Introduction to the Assessment and Evaluation Tool...........................................16 How the Tool Work .............................................................................................. 17 Using the Tool...................................................................................................... 18 Understanding the Scores....................................................................................19 Reference List...............................................................................................................20 Appendix ..................................................................................................................... 21 Appendix 1........................................................................................................... 22 Appendix 2: .........................................................................................................23 Appendix 3........................................................................................................... 25 Appendix 4........................................................................................................... 26 Appendix 5........................................................................................................... 27 Appendix 6........................................................................................................... 28
Defining Creativity and Imagination

Imagination: a powerful mental process which can continually develop and evolve. Imagination is a deep resource and is what essentially makes us human. From imagination flows creativity. Creativity: an innate mental and physical process, which involves taking risks to develop original (either to the person or completely new) ideas. Creativity is a divergent way of thinking and should be nurtured in all areas of the curriculum and aspects of life. A strong sense of creativity in an individual has the potential to lead to many meaningful and authentic learning experiences.
Defining Curriculum
Curriculum defines how to teach, obtain, develop and support knowledge and understandings which are necessary for learning to be on-going and exist beyond the the classroom (Howes, 2009) . The curriculum is a set of guidelines for teachers to manage, interpret and modify, to ensure that authentic and appropriate learning experiences are provided for all children (Brady & Kennedy, 2011). Curriculum needs to reflect the values, qualities and skills that are essential for success in a rigorous, rich and rapidly evolving society (Miller and Saxton, 2011). To do so successfully, the curriculum must be fl exible, adaptable and constantly updated, ensuring the teaching and learning of both general capabilities and foundational knowledge are always relevant (Hill, 2010).
Identification of Creativity & Imagination in Relevant State, National & International Curricular
The two tables below, outline where and how creativity and imagination are outlined in the Victorian State Curriculum (AusVels); The Australian National Curriculum (ACARA), as well as in International Curriculum (UK National Curriculum) and in Universal Curricula (International Baccalaureate Primary). All information provided in these tables have been retrieved from documentations published at the following web addresses; ACARA. (2011). General Capabilities. Retrieved http://www.acara.edu.au/curriculum/general_capabilities.html from :
International Baccalaureate. (2013) IB Primary year program at a glance. Retrieved From: http://www.ibo.org/pyp/ The Department for Education. (2013) 2014 National Curriculum. Retrieved From: http:www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2 014 Victorian Curriculum and Assessment Authority. (2013). AusVels Curriculum . Retrieved From: http://ausvels.vcaa.vic.edu.au
Creativity and Imagination in State and National Curricular
State Curriculum: AusVels (2013) Imagination The Arts Creativity The Arts
National Curriculum: ACARA (2013) Imagination The Arts Creativity The Arts Using different media forms to represent imagination; Create innovative solutions to wonderings English
Exploration of ideas, engages students in Children engage experiences, feelings creative thinking with their and understandings; imagination to explore thinking; imagination and experimentation Children Explore Curiosity Design, Creativity and Technology Children use imagination to pose problems and develop and create innovative solutions to these problems. English Students engage imaginatively with literature Thinking Processes Humanities
Creative thinking Children imagine the Express imagination and problem solving world of the past to through speaking gain an and writing understanding of history
Design, Creativity and Technology
English
Children achieve Creativity through imagination in applying imagination speaking and writing
Creativity and Imagination in International and Universal Curricular
International Curriculum: UK National Curriculum (2013) Imagination English Children represent their imagination in writing. Creativity Modern Foreign Language
Universal Curriculum International Baccalaureate (2013) Imagination Humanities Creativity Science
Posing and searching Thinking Children can apply for questions that imaginatively yet their knowledge of a need to be answered reasonably to predict language creatively in order to gain a certain outcomes. greater understanding of content. Art and Design Creativity is developed through the exploration of visual, tactile and sensory qualities of materials and processes English Imaginative thinking through role playing Maths Create strategies to deal with problems
Art and Design Responding to purposeful tasks in imaginative and personal ways to produce original images; Exploring and experimenting with ideas, materials, tools and techniques; Exploring imagination through visual, tactile and sensory materials Citizenship Children use their imagination to put themselves in the position of others and understand different peoples experiences. Physical Education Children use movement imaginatively in
Science Students use creative thinking strategies to reason and hypothesize.
The Arts Finding imaginative solutions to solve real meaningful problems
response to given stimuli.
Role of the Physical Environment

Keeley (2013) suggests that everybody has a different strategy for getting things done. It is the teachers role to provide such an environment where each child can enhance, develop and practice their own imaginative and creative skills and strategies. Extending learning from beyond the classroom and utilising all learning spaces including corridors, pathways and the outdoors, is an effective way to cater for different learning styles and configurations (independent learning or collaborative learning) (Perkins, 2010). An environment rich in contemporary and purposeful technologies, also takes learning beyond the classroom and not only helps enhance creative thinking skills, but also, allows children to apply their imagination to communicate, process and solve problems and achieve goals (Christophersen, 2006). Communicating, sharing and discussing with peers, promotes children to ask questions and provide answers. Promoting a high sense of curiosity and wondering in the classroom, leads to an environment where children are encouraged to think and reason imaginatively and creatively, as well as feel safe and supported as they take learning risks together (Davis and Tran, 2010).
Identifying & Enhancing Behaviours in Students
Creative
&
Imaginative
Learning
Student Creative and Imaginative Learning Behaviour Questionnaire can be found at the following address: http://www.surveymonkey.com/s/5DXHL23/ (see Appendix 2 for questionnaire text)
Creative and Imaginative Learning Tasks
Student Imagination Task 1 Focus: Time for Thought Children individually find a space in the learning area they most feel comfortable in. Children are invited to close their eyes and for 2 minutes silently to simply imagine. Teacher may initially need to prompt students by inviting them to imagine something they want to hear, smell, taste, see or imagine something they can feel. This task is then repeated twice to three times weekly and the duration of the imagination period to be gradually increased each time. Student Imagination Task 2 Focus: Possibility Thinking and Sharing Children are given roughly two minutes to individually wonder and imagine of a problem or question they would like to explore. Children then team up with a partner to share and discuss their imagined wonderings. For each time the task is carried out, the group size for discussion grows by one child (i.e children will initially work in pairs, then threes, then groups of four etc.) Student Creativity Task 1 Focus: Exploring and Developing Children are invited to put themselves in the shoes of another. Children then create a short but meaningful expression of their thinking and feelings as the character theyve taken on. This may take the form of an audio recording, video recording of a role play, digital diary entry however it is important that expressions are chosen and created by students. Children can choose to work individually or collaboratively and are encouraged to thoroughly explore and question all aspects of their character before they begin the creative production process. This task should be carried out weekly. Student Creativity Task 2 Focus: inspiring curiosity, possibilities and further wonderings Children are given 15-30 minutes, 2/3 times a week to create and add to a interactive mind map as a way to record and collate their wonderings and thinkings in response to a problem meaningful to them. Children can record their thinking through pictures, worlds, photos, drawings, textures, objects, children should be allowed the opportunity to create their mind map in a way that caters to their own creative thinking styles therefore a range of medias, materials, tools and technologies should be available and accessible.
Identifying and Enhancing Creative and Imaginative Learning and Teaching Behaviours in Teachers
Teacher Creative and Imaginative Learning & Teaching Behaviour Questionnaire can be found at the following address: http://www.surveymonkey.com/s/5DHY7LL (see Appendix 3 for questionnaire text)
Creative and Imaginative Learning Tasks
Teacher Imagination Task 1 Focus: Exploring and Wondering Take a moment in an environment conducive to your own imaginative learning and thinking style, to explore your own sense of curiosity. Aim to engage in a deep sense of wondering and exploration of thoughts. Practice this task multiple times throughout a week while looking to extend the duration of each imagination period. Teacher Imagination Task 2 Focus: Investigating, Questioning and Challenging Assumptions Devote a few minutes to engage in a personal exploration of the question what if Initially you may begin wondering about trivial questions with trivial solutions however as you continue to practice this task, aim to develop deeper more meaningful questions with real solutions. Teacher Creativity Task 1 Focus: inspiring curiosity, possibilities and further wonderings Create a mind map using your choice of materials and tools expressing your wonderings and imaginations. Start with a simple thought, idea or concept and create an expression of your thinking with words, symbols, materials, textures, drawings, photos, pictures and technologies that stem off your original concept. This task should be repeated weekly. Teacher Creativity Task 2 Focus: Questioning and critically reflecting Create a question board, either digital or non-digital. Find ways to represent questions and your own sense of curiosity. Add to your board over the duration of a week. At the conclusion of the week critically reflect on the questions you wondered and the behaviour you engaged in to find solutions. At the beginning of a new week start a new board.
Assessment and Evaluation

This Assessment and Evaluation Tool is based on research and ideas presented in the following two documents; Creative Partnerships Durham Sunderland (2004). The Creativity Wheel: Assessing Creative Development Teacher Resource [PDF]. Retrieved from: http://www.creativejunction.org.uk/wp-content/uploads/creativity-wheel-127.pdf and Spencer, E., Lucas, B., &Claxton, G. (2012) Progression in Creativity: Developing New Forms of Assessment. [Report] Retrieved From: http://www.creativitycultureeducation.org/wp-content/uploads/Progression-inCreativity-Final-Report-April-2012.pdf Student and Teacher Assessment Tool https://docs.google.com/spreadsheet/ccc?key=0Aogwjw7kYt5dExuZXpIN29WTVkxVjJzdFY5TS0yUnc&usp=sharing Teacher Assessment Support Document https://docs.google.com/document/d/1YLV5OoTkDOeHmimanz4gHQ7KUdNLdtd96NUmgYW4IM/edit
Introduction to the Assessment and Evaluation Tool
This assessment and evaluation tool is aimed to provide an effective, authentic and formative way for students to self reflect and monitor their creative and imaginative learning behaviours, and for teachers to record and track the progress and development of these skills in each child. This tool informs students of their learnings and practice, and provides them with a sense of awareness, ownership, direction and confidence in their own creative and imaginative learning behaviours. For Teachers, this tool assists to inform current and future teaching practices. It helps identify to teachers, appropriate planning, support and scaffolding needed for each individual student. This tool supports a whole school approach to learning, and can be modified to accommodate for learning throughout all levels. This tool also allows for creativity and imagination to be assessed in all curriculum areas.
How the tool works:
Students and Teachers Assess and Evaluate a work sample chosen by the pupil. This work sample must be a display of that childs own creative and imaginative behaviours, skills and capabilities. Children must be informed on the characteristics of an appropriate creative and imaginative work sample. Characteristics may include; - A display of an original idea to that child A piece of work that they have modified to improve A product of extensive questioning and wondering Work they overcame problems to produce A sample of work modified and created collaboratively and cooperatively
As Well as work samples, it is also encouraged that teachers use classroom observations to inform their assessments. Behaviour to observe may included; - Childs attitude when faced with challenges in their learning Level of curiosity children display when engaging in tasks Effectiveness when working with peers Ability to use prior experiences to inform current behaviours Flow and range of ideas and possibilities expressed pre post and during activities.
Using the Tool:
The Assessment tool is set out in a spreadsheet with a separate sheet assigned for every student. Each sheet contains a grid divided into two sections (orange: student assessment and green: teacher assessment) For Students Students begin their self assessment by choosing a work sample that demonstrates their own creative and imaginative behaviour and skills. This sample may be a product of a specific creative or imaginative task, o an activity completed in any area of the curriculum. Once the work sample has been uploaded to the grid (corresponding to the week in the term) students follow the links and listen to the five questions provided (each question reflecting a different creative habit). Children are to give a score from 1-4 (not very much a lot) for each question (a key is provided for students to refer to at the right of the grid). Students then provide a brief audio reflection using Vocaroo to summerise their creative and imaginative behaviours for the week. (a link to vocaroo a voice recording service is also provided at the right of assessment grid) For Teachers Teachers base their assessments on both the childs chosen sample of creative and imaginative work, the answers to the creative habits questions, their weekly audio reflection as well as classroom observations that have been ongoing throughout the week. Teachers then assess each creative and imaginative Sub Habit Present from 14 according to their level of breadth, depth and strength in that sub habit. (Appendix 6). Not all creative and imaginative sub habits may be present to assess in work samples or observations.
Understanding the Scores:
This tool provides an ongoing way for teachers and students to record, compare, contrast, measure and interpret students creative and imaginative growth and development across the duration of a term.
Reference List
ACARA. (2011). General Capabilities. Retrieved from http://www.acara.edu.au/curriculum/general_capabilities.html Brady, L., & Kennedy, K. (2011). Assessment and Reporting: Celebrating Student Achievement. French Forrest NSW: Pearson Education Australia. Christophersen, P. (2006). Unlocking Creativity with ICT. EQ Australia. Winter 2006, 1113 Davis, M., & Tran, L. (2010) Connecting with Creativity: The VELS Approach. Learning Matters: Imagine That. 15(1) 27-31 Hill, P. (2010). An Australian Curriculum to promote 21 st Century Learning. EQ Australia. Summer 2010, 4-6 Howes, D. (2009). Perchance to Dream: the possibilities of the national curriculum . Idiom, 45(3), 7-13. Keeley, D. (2013). How Does the Environment Impact Creativity. Transcript Retrieved From: www.curiosity.discovery.com International Baccalaureate. (2013) IB Primary year program at a glance. Retrieved From: http://www.ibo.org/pyp/ Miller, C., & Saxton, J. (2011). To see the world as if it were otherwise: Brain research challenges the curriculum of organized chunks. NJ Drama Australia Journal. 35, 118-132. Perkins, J. (2010) Enabling 21st Century Learning Spaces: Practical interpretations of the MCEETYA learning spaces framework at Bounty Boulevard State School Queensland Australia. Quick. 113, 3-8. The Department for Education. (2013) 2014 National Curriculum. Retrieved From: Victorian Curriculum and Assessment Authority Victorian Curriculum and Assessment Authority. (2013). AusVels Curriculum . Retreived From: http://ausvels.vcaa.vic.edu.au The Department for Education. (2013) 2014 National Curriculum. Retrieved From: http://www.education.gov.uk/
Appendix
Appendix 1
Bubble.Us: Brianstorm and Mind Map Online (2006). Retrieved From: https://bubbl.us/ Click on the image below to view an enlarged version of this mindmap.
Appendix 2:
QUESTIONNAIRE FOR STUDENTS (Multiple Choice) 1. I think about ways I can get better at the work I do - All the Time - Sometimes - Never
2. I like to think of new ways to answer questions - All the Time - Sometimes - Never
3. I feel ok when sometimes I dont know the answers - All the Time - Sometimes - Never
4. When something is too hard I give up - All the Time - Sometimes - Never 5. I like to share my ideas with my friends - All the Time - Sometimes - Never 6. I like to think differently to my friends - All the Time - Sometimes Julia Rocca | julia.rocca@hotmail.com
- Never 7. I like working and learning with my friends - All the Time - Sometimes - Never 8. I like to work where its quiet - All the Time - Sometimes - Never
Appendix 3
QUESTIONNAIRE FOR TEACHERS (Short Answer) 1. How to I approach teaching and learning situations I feel uncertain or unfamiliar with? 2. In what environment am I most productive? 3. How do I appease my own sense of curiosity and imagination? 4. How do I manage challenges and problems in my teaching and learning? 5. What imaginative approaches do I take to make my teaching more effective and interesting? 6. How does my teaching empower and develop my students creative and imaginative abilities? 7. How am I encouraging my students to take ownership and direct their learning in ways that are meaningful to them?
Appendix 4
Transcript of Audio Questions on Assessment Tool 1. I investigated and wondered both before I worked on my sample and while I worked on my sample? 2. I felt confident when I came across something tricky 3. I thought of a lot of different ideas before I started working on my sample 4. Working with my friends helped make my sample better 5. This sample shows Im getting better and improving Extra comments: what is something you enjoyed while working on your sample? What is something you found tricky while working on your sample? What is something youve felt like youve improved on while working on your sample?
Appendix 5
Link to Assessment Tool For Teachers and Students: https://docs.google.com/spreadsheet/ccc?key=0Aogwjw7kYt5dExuZXpIN29WTVkxVjJzdFY5TS0yUnc#gid=0
Appendix 6
Assessing, Evaluating and Mapping Support Document for Teachers Retrieved From: https://docs.google.com/document/d/1YLV5OoTkDOeHmimanz4gHQ7KUdNLdtd96NUmgYW4IM/edit
Assess each Sub Habit Present in students work sample, reflective comment or from classroom observations from 1-4 according to their level of breadth, depth and strength in that sub habit. Habit SubHabit 1 Sub Habit 2 Exploring and Investigating Sub Habit 3 Challenging Assumptions Inquisitive Wondering and This refers to Asking Questioning how, why and what if; looks at things from different points of view; sees things in minds eye and showing interest in discovery Persistent Sticking with This refers to Difficulties overcoming problems and taking risks Imaginative Playing with This refers to being Possibilities open to new ideas, exploring alternatives; making comparisons; responding unexpectedly and originally Collaborative Sharing the Product This Refers to making observations about the value of others work and working effectively with others Disciplined Developing This refers to techniques reviewing progress; using and transferring previous knowledge
Daring to be Different
Tolerating Uncertainty
Making Connections Using Intuition
Giving and receiving Cooperating Feedback Appropriately
Reflecting Critically
Crafting and Improving
Development Dimensions
Score: 1
Score: 2 Demonstrates some independence
Score: 3 Demonstrates moderate independence
Score: 4 Demonstrates and models independence
Strength: Demonstrates the level of very little independence independence demonstrated by pupils in terms of their need for teacher prompts or scaffolding Breadth: the tendency of pupils to exercise creative dispositions in new contexts or in a new domain Depth: the level of sophistication of disposition application and the extent to which application of dispositions was appropriate to the occasion Demonstrates very little flexibility and transferability in their understanding
Demonstrates and models some flexibility and transferability in their understanding
Demonstrates a moderately flexible and transferable understanding
Demonstrates and models a flexible and transferable understanding
Demonstrates very little ability to effectively apply disposition in an appropriate context
Demonstrates some ability to effectively apply disposition in an appropriate context
Demonstrates a moderate ability to effectively apply disposition in an appropriate context
Demonstrates and models ability to effectively apply disposition in an appropriate context
Add Further comments about student progression using Vocaroo or written comments. http://vocaroo.com/ For further information refer to the following two links Creativity, Culture & Education Progression in Creativity: Developing new Forms of Assessment Final Research Report 2012 Julia Rocca | julia.rocca@hotmail.com
Creativity, Culture & Education Progression in Creativity: Developing New Forms of Assessment

Julia Rocca

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Endless Wondering Leads to Infinite Possibilities

Creativity and Imagination Curriculum Framework

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Defining Creativity and Imagination

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Creativity and Imagination in State and National Curricular

Design, Creativity and Technology

Julia Rocca | julia.rocca@hotmail.com

Creativity and Imagination in International and Universal Curricular

Universal Curriculum International Baccalaureate (2013) Imagination Humanities Creativity Science

Science Students use creative thinking strategies to reason and hypothesize.

The Arts Finding imaginative solutions to solve real meaningful problems

Julia Rocca | julia.rocca@hotmail.com

response to given stimuli.

Julia Rocca | julia.rocca@hotmail.com

Role of the Physical Environment

Julia Rocca | julia.rocca@hotmail.com

Identifying & Enhancing Behaviours in Students

Julia Rocca | julia.rocca@hotmail.com

Creative and Imaginative Learning Tasks

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Creative and Imaginative Learning Tasks

Julia Rocca | julia.rocca@hotmail.com

Assessment and Evaluation

Julia Rocca | julia.rocca@hotmail.com

Introduction to the Assessment and Evaluation Tool

Julia Rocca | julia.rocca@hotmail.com

How the tool works:

Julia Rocca | julia.rocca@hotmail.com

Using the Tool:

Julia Rocca | julia.rocca@hotmail.com

Understanding the Scores:

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Link to Assessment Tool For Teachers and Students: https://docs.google.com/spreadsheet/ccc?key=0Aogwjw7kYt5dExuZXpIN29WTVkxVjJzdFY5TS0yUnc#gid=0

Julia Rocca | julia.rocca@hotmail.com

Julia Rocca | julia.rocca@hotmail.com

Making Connections Using Intuition

Giving and receiving Cooperating Feedback Appropriately

Crafting and Improving

Julia Rocca | julia.rocca@hotmail.com

Score: 2 Demonstrates some independence

Score: 3 Demonstrates moderate independence

Score: 4 Demonstrates and models independence

Demonstrates and models some flexibility and transferability in their understanding

Demonstrates a moderately flexible and transferable understanding

Demonstrates and models a flexible and transferable understanding

Demonstrates very little ability to effectively apply disposition in an appropriate context

Demonstrates some ability to effectively apply disposition in an appropriate context

Demonstrates a moderate ability to effectively apply disposition in an appropriate context

Demonstrates and models ability to effectively apply disposition in an appropriate context

Julia Rocca | julia.rocca@hotmail.com

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