A framework for planning, learning and teaching, assessment, evaluation and mapping for Stage ! Image: Creativity and Imagination, (Macare 2014). Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework Table of Contents Embrace Creativity and Imagination: ..................................................................................................1 Content...........................................................................................................................................2 !c"no#ledgement...........................................................................................................................$ Introd%ction......................................................................................................................................$ &e'inition.........................................................................................................................................( C%rric%l%m.......................................................................................................................................( )vervie# o' T*e Embrace Creativity and Imagination +rame#or"..............................................., T*e -ole o' t*e .*yical Environment............................................................................................, /t%dent 0%etionnaire......................................................................................................................1 )bervation o' t%dent: Creativity and Imagination .......................................................................2 Ta" 'or t%dent to enco%rage imagination and creativity..........................................................10 Ta" 1 Imagination...............................................................................................................10 Ta" 2 Creativity..................................................................................................................10 Ta" $ Imagination................................................................................................................10 Ta" 4 Creativity..................................................................................................................10 Teac*er 0%etionnaire 'or Creativity and Imagination..................................................................11 0%etionnaire to identi'y e3iting creative and imaginative teac*ing be*avio%r........................12 Ta" 'or teac*er...........................................................................................................................12 Ta" to 'oter imaginative teac*ing...........................................................................................12 Ta" to 'oter teac*ing 'or imagination.....................................................................................12 Ta" to 'oter creative teac*ing.................................................................................................1$ Ta" to 'oter teac*ing 'or creativity.........................................................................................1$ !ement Eval%ation and Ma44ing............................................................................................1$ -e'erence......................................................................................................................................1( !44endi3........................................................................................................................................1, Mind ma4..................................................................................................................................1, Creativity and Imagination: .oter..........................................................................................11 Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework " Acknowledgement #he formation of this framework has been influenced, in particular, by #he Creativity $heel by Caroline %edmond for Creative &artnerships 'urham Sunderland,and the (abits of )ind by Art Costa and *ena +alllick! Introduction Embrace Creativity and Imagination is a framework drawing upon many aspects of research into creativity and imagination! #his framework has been designed to be implemented and integrated into Stage in primary schools facilitating ,uality planning, learning and teaching, mapping and assessment! Embrace Creativity and Imagination is a framework that is designed to foster and develop creative and imaginative skills and behaviours, as learners who think creatively and independently are- more interested in discovering things for themselves! more open to new ideas keen to work with others and e.plore new ideas willing to work beyond lesson time when pursuing an idea! /CA 01123 as described in %edmond- #he Creativity $heel! 45earning is not 6ust about accumulating knowledge, it is a process of identity development as students decide who they are and want to be!7 $enger 018893! Evidence indicates that the importance learners hold about their own potential is reflected by a growth mindset, term coined by 'weck 011:3, reported in *oaler 01123! ;Students who believe that smartness increases with hard work, are those who engage in learning behaviours that produce high achievement! #hey are more persistent, willing to learn from failure and more likely to choose challenging work and sub6ects<! Embrace Creativity and Imagination is a framework that fosters a growth mindset , values critical thinking skills and promotes- cognitive behaviours communicative and social behaviours positive attitudes skill development knowledge and understanding reflection and evaluation to enable students to think creatively and critically, to solve and generate problems and to make a difference for the better! It should give them the opportunity to become creative, innovative, enterprising and capable individuals to e,uip them for their future lives in a modern society! Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 2 Definition 4Creativity is a comple., multi=dimensional phenomenon which prevents production of a universally accepted definition!7 #reffinger et al 0113! And so, the Embrace Creativity and Imagination Framework has adopted the following characteristics and assumptions as a base for the framework! Imagination is the catalyst for creativity! Creativity is present in everybody and is able to be developed! Everyday creativity, as described by *oden 018813, in Faulty and Savage 011:3, is an idea that is new to the individual, even if it isn>t historically a new idea! Creativity is a continuous, active process, $allas 018?3, as described by Faulty and Savage 011:3, defines this process- Preparation represents the consideration of an issue! Incubation is defined as a period of time where the issue and its ramifications are considered, mulled over and thought about! Illumination involves arriving at a point of realisation where a solution becomes apparent! Verification involves some form of testing of that which has happened! @AACE 018883, as described in Faulty and Savage 011:3, define the characteristics as being- imagination with a purpose, generating originality and that adds value! @AACE 018883, as outlined in Faulty A Savage 011:3,also categorises creativity as- teaching creatively teaching for creativity creative learning Curriculum Curriculum Reference and Implications National Australian Curriculum, Assessment and %eporting Authority ACA%A In the Australian Curriculum, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems! Critical and creative thinking are integral to activities that re,uire students to think broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond!7 0ACA%A =Critical and Creative #hinking pdf3 #hinking that is productive, purposeful and at the centre of effective learning! Applying a se,uence of thinking skills develops an understanding of the Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework B processes that can be employed whenever problems, unfamiliar information and new ideas are encountered! Critical and creative thinking can be encouraged simultaneously through activities that integrated reason, logic, imagination and innovation! Critical and creative thinking are communicative processes that develop both fle.ibility and precision! E.plicit teaching and embedding of critical and creative across all content areas! Activities that foster critical and creative thinking should include both independent and collaborative tasks, be challenging and engaging! 0ACA%A =Critical and Creative #hinking pdf3 tate @S$ *oard of Studies #he Aim of English in Crs + D 11 is to enable students to understand and use language effectively, reflect on and en6oy the English 5anguage and to make meaning in ways that are imaginative, creative, interpretive, critical and powerful! #he wording >thinks imaginatively, creatively and interpretively> is not prescriptive and allows for the teacher>s understanding of creativity and imagination in relation to the learning needs of the students be developed in a creative way! Cultural !ustralian !boriginal Pedagogy "# $ays% #he Aboriginal pedagogy framework is e.pressed as eight interconnected pedagogies! (ow learning occurs D culture way! #he 9 ways of learning framework has direct links to fostering creativity and imagination as it is process driven and offers multiple pathways, catering for individual interpretation and e.pression, and knowledge generation! International International &accalaureate #his curriculum focuses on the development of the whole child as an in,uirer, both in the classroom and in the world outside! It is committed to developing students who will make a meaningful contribution to the world! Creativity is interpreted broadly to include a wide range of activities that involve creative thinking! Creativity provides students with the opportunity to e.plore their own sense of original thinking and e.pression! 0'iploma &rogram Curriculum D core re,uirement3! International 'innish Curriculum #his curriculum includes creativity as one of the long=term strategic ob6ectives! It also committed to- revitalising ways of thinking and acting! learning as an active and purposeful activity in which students process and interpret material! creating opportunities, creative problem solving and investigating, and decision making! +ey language of the curriculum- enhancing creativity and innovation improving creativity and innovation promotion of creativity and innovation developing creativity and innovation Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework ? Overview of The Embrace Creativity and Imagination Framework The Role of the Phyical Environment 4Australia>s education system must provide high=,uality learning environments where students are engaged, and stimulated! 5earning environments should encourage students to be creative thinkers and learners and provide them with the skills and opportunities to contribute and prosper in the knowledge society!7 &ortelli A Fildes 01183! #he full report may be viewed at- http-EEtinyurl!comEmbm,e9b @ewton 01183 states that space is irrevocably linked to teaching strategies! Elements such as the shape, and siFe of the spaces, the furniture and finishes, are silently influencing how teachers and students behave! )any factors of the physical environment within the classroom can impact upon creativity, imagination and student learning, even such things as seating positions and what is displayed on the walls can send powerful messages! $hat messages are e.pressed about creativity and imagination to visitors entering the school if they are presented with displays of children>s creations and innovationG $hat do the walls teach about the process of creativity and imaginationG Embrace Creativity and Imagination classroom posters 0see appendi.3! Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework : !tudent "uetionnaire Identify e.isting creative and imaginative behaviours in students using a survey such as this! It is suggested that this survey be taken a number of times across the year, 0beginning of the year, middle of the year and at the end of the year3! Stage Student /uestionnaire for Creativity and Imagination 0sample, original contains more space to provide written responses3 Name: Instructions 1! %ead the statement ! )ark how fre,uently you engage in the behaviours Fre,uently H ', Iften H (, Sometimes H ) @everH N *+ %ecord an e.ample of your engagement in the behaviour! Statements for %eflection F I S @ 13 I take time for dreaming! E.ample- 3 I ,uestion things that are often taken for granted! E.ample- "3 I think about new ways to make things work better! E.ample- 23 I talk about my ideas! E.ample- B3 I try out different ways of doing things! E.ample- ?3 I persist! E.ample- :3 I make connections and links between ideas! E.ample- 93 I analyse and evaluate information from different points of view! E.ample- 83 I select the most relevant or valuable ideas to use! E.ample- 113 I share my learning with others! E.ample- 113 I identify ways to improve my work! E.ample- 13 I reflect on ways to use my ideas in other areas! E.ample- Student ,uestionnaire link http-EEtinyurl!comElaselh" (Google docs) Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 9 Obervation of tudent# Creativity and Imagination It is suggested that this observation be undertaken a number of times throughout the year! #his is completed by the teacher Instructions: 1! Indicate how fre,uently the student engages in the behaviour! Fre,uently H ', IftenH (, Sometimes H , @ever H N ! Indicate the level of development- Emergent H E, Consolidating H C, )astery H , 0#his is a sample the original includes more recording area!3 @ame- Ibservational statements F I S @ 13 Considers issues Evidence A or comment-
3 /uestions things that are often taken for granted! Evidence A or comment- "3 E.plores ways to make improvements Evidence A or comment- 23 'iscusses ideas! Evidence A or comment- B3 E.plores a variety of options! Evidence A or comment- ?3 &ersists! Evidence A or comment- :3 'emonstrates connections and relationships! Evidence- A or comment 93 Analyses and evaluates information from different points of view! Evidence A or comment- 83 Selects the most relevant or valuable ideas to use! Evidence A or comment- 113 Shares learning with others! Evidence A or comment- 113 Identifies ways to improve work! Evidence A or comment- 13 %eflects on ways to integrate learning in other areas! Evidence AEor comment- Ibservation of student- Creatitivy and Imagination link https-EEdocs!google!comEdocumentEdE1er&dvJ?K")AAJ#g*SLm6215yhLyb*2b5'So+E.M fIS)EeditGuspHsharing Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 8 Tak for tudent to encourage imagination and creativity Task - Imagination #hink of one idea D something that bothers you! @ow imagine it could be transformed so it was no longer a problem! $hat changes would need to be madeG (ow would you feel about the issue nowG Task . Creativity Challenge- $hat can you do to actually bring about the change you desire to improve the problem above! $hat do you need to know about the issueG $hat help would you needG $hat would be the benefits of improving the situationG $hat steps would you need to takeG Idea adapted from Sethi 01183 Task * Imagination #he principal of your school has decided to improve an area of the playground for the students and has asked students to submit concept plans for how they would like to see the area used! Imagine what the playground could be transformed into and drawEmodelErepresent your vision! Task / Creativity Science unit- Energy Evolution! Challenge- )ake a model car using only the materials on the list! (ere>s the catch, to make your car move, you can only blow on it! Cou will also need to devise a method to record how far the car travelled! $hich car will travel the furthestG )aterials- " non=bendable straws, 2 lifesavers, 1 piece of A2 paper, 1 paper clip, sticky tape! Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 11 Teacher "uetionnaire for Creativity and Imagination #he purpose of this ,uestionnaire is for teachers to identify their everyday creative and imaginative e.periences! Instructions: %ead each statement and choose the option that best reflects you! 1! (ow important is creativity to you personallyG @ot important /uite important Jery important
! Are you confident in your creative abilitiesG @ot confident /uite confident Jery confident "! $hich of these statements best describe your creative natureG 0choose up to "3 I like to play around with ideas )y ideas are often considered impractical I often get e.cited by my own ideas Sometimes I get so interested in a new idea that I forget about other things I should be doing! I come up with a lot of ideas or solutions to problems Friends often ask me for my creative input I am good at combining ideas in new ways )y best idea usually comes at the end of a considered reflective process I often have trouble sleeping at night, because so many ideas keep popping into my head It>s a mystery where some of my ideas come from I>ve been called absent=minded because I think about lots of things at once 2! $hich of the following options would benefit you the mostG 0choose up to "3 Solving comple. problems +nowing which ideas to run with Collaborating with others Kenerating more ideas Ketting ideas to completion Kenerating ,uality ideas #rying out new ways of thinking B! $hat new insights have you gained about creativity and imaginationG (ow might this knowledge assist youG #eacher ,uestionnaire http-EEtinyurl!com,vtbl, (Google docs) Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 11 "uetionnaire to identify e$iting creative and imaginative teaching behaviour (ow am I doingG Instructions: #ick how fre,uently you engage in the following behaviours! Ibservable Indicators Iften Sometimes @ot Cet I consciously develop lessons intended to engage students> creativity and imagination! I think about different ways to engage students> creativity and imagination! I am confident implementing different types of technology! I e.plicitly teach thinking skills! I set up in,uiry based learning ob6ectives! I ,uestion more often than tell! I value creative thinking and communicate this to the students! I enable collaboration! I e.plicitly teach reflective processes! I encourage students to generate their own ,uestions! I e.plicitly teach creative processes! I plan for creativity and imagination! I assess and evaluate creativity and imagination! #eaching ,uestionnaire http-EEtinyurl!com,vtbl, 0Koogle docs3 Tak for teacher Task to foster imaginative teaching 5ook at the following lesson suggestion and make changes as to how to teach this concept imaginatively! )aths- Find the area of a rectangle! -+ 5earn formula 0length by width H area3! .+ Complete practise e.amples on worksheet! Task to foster teaching for imagination 'esign a guided meditation for students that will allow their imagination to soar, or alternativly adapt an already e.isting mediitation that allows for imagination! Some e.isting meditations are actually ,uite prescriptive! Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 1 Task to foster creative teaching Choose a topic that usually is not taught with creativity and present a concept for teaching this in a creative manor! E.ample- Krammar D comparative and superlative ad6ectives! Concept- infusing web !1 technology! *ased on the novel the class is currently reading compare two of the characters using comparative and superlative ad6ectives in a comic strip using www!makebeliefscomi.!com Task to foster teaching for creativity 'esign a challenge for your class, your choice of topic, that will re,uire the children to complete a challenge or problem in a creative way! 0Hint see creative challenge in student tasks) Aement Evaluation and %a&&ing Savage 011:3 advocates that when a creative task is being undertaken and the elarning is in the doing, then, assessment needs to be focused onto the activity and what is actualy going on, formative assessment is most appropriate for this! !ssessment 'rame$ork #his recording page is intended to be used multiple times across the year 'ate Students @ame- Nnit Preparation Incubation Illumination Verification Code Emergent E Consolidating C )astery , I t h e r - c l a r i f i e s i n v e s t i g a t e s , u e s t i o n s
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r e p o r t s Evidence Evidence Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 1" Evidence Evidence Evidence Evidence Evidence Evidence Comment- Completed by- Assessment framework link- https-EEdocs!google!comEdocumentEdE1*c1E= n1BLo5v8+,M?1hFs1'n5#sydA5)Fcvnik5isEeditGuspHsharing Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 12 Reference Aboriginal &edagogy 9 ways! %etrieved from http-EE9ways!wikispaces!comE ACA%A! 01113! Keneral Capabilities! %etrieved from http-EEwww!acara!edu!auEcurriculumEgeneralMcapabilities!html! Costa, A! A +allick, *! 01113! (abits of )ind- A 'evelopmental Series, Ale.andria, JA- Association for Supervision and Curriculum 'evelopment! *oaler, O! 01123! Changing the conversation about girls and S#E)! ;&'F<! %etrieved from http-EEwww!youcubed!orgEpdfsECoucubedP1S#E)P1whiteP1house!pdf Faultey, )!, A Savage, O! 011:3! Creativity in Secondary Education! E.eter- 5earning )atters 5td! Finnish *oard of Education! 01113! *asic Education %etieved from http-EEwww!oph!fiEenglishEcurriculaMandM,ualificationsEbasicMeducation International *acculuate! &rimary Cears &rogramme (ome &age! %etrieved from http-EEocc!ibo!orgEibisEoccEguestEpyp..Mhome!cfmGsub6ectHpyp.. )acare, #! 01123! Creativity and imagination ;image<! )acare, #! 01123! Illumination ;image<! )acare, #! 01123! Incubation ;image<! )acare, #! 01123! &reparation! ;image<! )acare, #! 01123! Jerification ;image<! )akebeliefscomi.! ;website< retrieved from http-EEwww!makebeliefscomi.!comE @ew South $ales *oard of Studies! @S$ Syllabuses for the Australian Curriculum- English! %etrieved from http-EEsyllabus!bos!nsw!edu!auEenglishE &ortelli, )!, A Fildes, 5! 01183! *uilding Schools in the 1 st Century and Current #hinking about learning for a lifetime! %esearch and Innovation 'pt of Education and Early Childhood development of )elbourne! %etrieved from https-EEwww!eduweb!vic!gov!auEedulibraryEpublicEpublEresearchEpublE*uildingMschools MinMtheM1stMcentury!pdf %edmond, C! 0n!d3! #he Creativity $heel- Assessing creative development! #eacher resource! England- Creative &artnerships! %etrieved from http-EEcreative6unction!org!ukEwp=contentEuploadsEcreativity=wheel=1:!pdf Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 1B Spencer, E!, 5ucas, *!, A Cla.ton, K! 0113! &rogression in Creativity- developing new forms of assessment! %etrieved from http-EEwww!creativitycultureeducation!orgEwp= contentEuploadsE&rogression=increativity=Final=%eport=April=11!pdf #E' Conference! 01183 Sethi, +! +ids, #ake Charge! %etrieved from https-EEwww!ted!comEtalksEkiranMbirMsethiMteachesMkidsMtoMtakeMcharge $enger, E! 018893! Communities of &ractice- 5earning, )eaning and Identity! @ew Cork- Cambridge Nniversity &ress Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 1? A&&endi$ ,ind map Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination Framework 1: Creativity and Imagination: Posters Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination The first stage of this creative process involves consideration of an issue, being inquisitive, wondering and questioning. Creative thinking starts with careful observation and analysis of how things work or fail. Image- &reparation 0)acare 1123 During the preparation stage I could be involved in: questioning and challenging assumptions wondering and questioning envisaging what might be using images and metaphors to understand concepts eploring and and investigating using my intuition showing initiative identifying and clarifying information and ideas Embrace Creativity and Imagination Framework 19 Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination The second stage of this creative process involves consideration of the idea along with its application and the ramifications. Connections and relationships are actively developed. This stage can require taking time to !let ideas sit!. Image- Incubation 0)acare 1123 During the incubation stage I could be involved in: concept formation considering alternatives brainstorming listening with understanding researching daring to be different analysing playing with possibilities discussing keeping options open investigating applying logic reasoning tolerating uncertainty problem solving persisting making connections and seeing relationships looking at things in a different way Embrace Creativity and Imagination Framework 18 Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination The third stage of this creative process involves arriving at a point of realisation where a solution becomes apparent and then acted upon. This stage can involve a refinement process to achieve a final product"solution. Image- Illumination 0)acare 1123 During the illumination stage I could be involved in: generating and testing hypothesis decision making developing precision and accuracy creating crafting and improving trial and error testing developing techniques refinement drawing conclusions putting ideas into action de#constructing"reconstructing open#mindedness willingness to try new ways of doing things making community links giving and receiving feedback collaboration Embrace Creativity and Imagination Framework 1 Terina Macare: terina.macare@gmail.com Embrace Creativity and Imagination The final stage of this creative process involves reflection and evaluation. Image- Jerification 0)acare 1123 During this stage I could be involved in: presenting reporting analysing evaluating reflecting proposing new applications remaining open to continuous learning