The Creative and

Imaginative Educational
Tapestry.
A Framework established to incite creativity and imagination
By Georgia Stephenson
stephensongeorgia@hotmail.com

Georgia Stephenson
stephensongeorgia@hotmail.com

Table of Contents
Introduction:................................................................................................................................3
Definition of Creativity and Imagination:...................................................................................3
Defining Curriculum:.................................................................................................................. 3
Identification of relevant state, national and international curricula:.........................................4
Role of the physical environment of the school:.........................................................................6
Identification and enhancement of creative and imaginative learning behaviours for students: 7
Identification and enhancement of creative and imaginative learning behaviours for teachers: 8
Developing a teachers understanding of their creativity and imagination:...............................9
Assessment and evaluation:........................................................................................................ 9
Assessment strategies:...............................................................................................................10
Conclusion:................................................................................................................................11
References:................................................................................................................................12
Appendices- ............................................................................................................................. 14

Georgia Stephenson
stephensongeorgia@hotmail.com

Introduction:
The Creative and Imaginative Educational Tapestry understands creativity and imagination to be
extensively woven throughout and also as an integral part of a fulfilling curriculum. This
framework is designed to develop greater understanding of the roles of creativity and
imagination within education. It also provides a way to successfully implement and enhance
creativity and imaginative behaviours intended to support the learning for both grade three
students and teachers and ways to successfully assess and evaluate creativity and imagination.
The curriculum is like the vertical lines of a tapestry, they represent the Domains such as
Humanities, the Arts, Mathematics, English and so on. Creativity and imagination are like the
threads that are being woven through to create an incredible tapestry of education, lead by the
teacher. The final product is an individualized and comprehensive education for students that
develops students creativity and imagination across the curriculum.

Definition of Creativity and Imagination:

This Creative and Imaginative Educational Tapestry is designed to stimulate and develop
students creativity and imagination. Creativity is the result of a vivid imagination and when
applying and utilizing our imagination we are able to create and construct something unique.
Creativity is an everyday occurrence not just a phenomenon restricted to the fields of Arts and
Science as discussed by Richards, (2007) .Imagination is the raw ability to conjure up a
different reality.(Liu, Noppe-Brandon, 2009. p22- 23). Imagination is completely malleable:
we all have it - and we can all develop it.

Defining Curriculum:
As discussed in Eisner, 2002, the curriculum is a mind-altering device, which provides a
framework, that is, a schema, and theory, through which the world is experienced, organized and
understood to develop the way in which students think. Curricular is a fluid (Brady &
Kennedy, 2007) entity, it provides guidelines from which teachers work towards and provides
the opportunity for the implementation of unique teaching strategies into the classroom.
Teachers interpret those guidelines & add a pedagogical dimension that creates day-to-day
curriculum experiences for students (Brady & Kennedy, 2007. P 8). Curriculum is the basis
from which education evolves.

Georgia Stephenson
stephensongeorgia@hotmail.com

Identification of relevant state, national and international curricula:

Curriculum

Creativity

Imagination:

AusVELS
(Ausvels, 2012)

Creativty in AusVELS By exploring where in

AusVELS creativity was
mentioned I was able to explore
where in the curriculum it
featured and explored the idea of
creativity efficiently and where
the site showed evident
discrepancies. From my
analysis of AusVELS I have
deemed that the curriculum
perceives creativity to be an
essential aspect of a students
development through multiple
domains for students. Creativity
is featured in the range of
domains to develop students
understanding of the domain.
Creativity is covered extensively
with the expectations for the
students however after extensive
exploration of the site I was
unable to uncover any
expectations for the teachers.
This is a huge oversight in the
curriculum.

Imagination in
AusVELSAusVELS demonstrates
that imagination is
important in a range of
domains. However, like
creativity, imagination
was clear with its
expectations for the
students within the
curriculum, but did not
clarify the expectations
for teachers when
teaching students to use
their imagination.

ACARA
("Australian curriculum,
assessment," 2011)

Creativity in ACARAACARA shows evidence that

creativity is important across the
entire curriculum. It discusses
the importance of allowing
students to engage and
develop their creativity
throughout the curriculum in a
variety of subjects. Like
AusVELS the curriculum is very
ambiguous about the
expectations of the teacher when
developing students creativity in
the classroom.

Imagination in
ACARAImagination is present in
a variety of areas within
ACARA. Students are
expected to think
broadly and deeply,
using their reasoning
skills and imagination.
However ACARA has
not discussed how a
teacher is expected to
develop the students
imagination in a positive
and effective way. It is
evident that the
curriculum perceives the
imagination to be an

Georgia Stephenson
stephensongeorgia@hotmail.com

asset within a variety of

subjects and although not
clearly stated that it is
the teachers role to
develop and stimulate it.
Swedish Curriculum
("The swedish national,"
2011)

Creativity in the Swedish

CurriculumThe Swedish Curriculum looked
very clearly at the expectations
of the student and the teacher
when engaging with creativity.
Teachers are expected to
contribute and stimulate
students developing their
creativity. From my
exploration of the Swedish
curriculum I was unable to find
any evidence of creativity
mentioned outside the domain of
the Arts. This either is a
misconception that creativity
doesnt belong outside the Arts
or is that the Swedish curriculum
has not defined it in the term of
creativity. Never the less I did
find it interesting that it was not
a key feature outside the Arts.

Imagination in the
Swedish CurriculumThe Swedish curriculum
had very clear
expectations of the
student and the teacher
when implementing and
engaging with the
imagination. Through
my examination of the
curriculum I discovered
that imagination was
largely linked to the
science domain and not
present elsewhere, well
at least within the
English translation of the
site. The expectations
for the teachers is to
engage students
imagination within
science and offer
flexibility, self
exploration and
investigation and
leading children to gain
confidence in their own
competence, which will
allow students to pose
and solve problems.

IB
("International
education," 2013)

Creativity in the IBThe expectation for the students

is that they demonstrate
creativity in a wide range of arts
activities and designing and
implementing service projects.
However there is no clear
expectations for the teachers
defined on the IB.

Imagination in the IBImagination is clear in

the imaginative category,
however isnt so clear
within the rest of the IB.
It is insinuated through
the IB but never clearly
stated and the
expectations of the
students and teachers are
also not stated.

Georgia Stephenson
stephensongeorgia@hotmail.com

The Finnish
Curriculum
("The finnish national,"
2012)

Creativity in the Finnish

CurriculumCreativity was discussed within
the curriculum in regards to the
learning environment and its
need to develop and promote
students creativity and also to
do with the experiencesgiven
to students. The Finnish
curriculum states the
expectation of the teachers in
developing students creativity
however doesnt state the
expectations for students.

Imagination in the
Finnish CurriculumI found no evidence
in the curriculum
mentioning the
importance of
imagination within
the classroom.
However the
Finnish curriculum
does state the
importance of
providing a
comprehensive and
well-rounded
education and this is
sure to involve
nurturing and
developing students
imaginations.

Role of the physical environment of the school:

The physical environment of the school can drastically influence the effectiveness of creative
and imaginative thinking. As discussed by Richards, (2007. P5)environmental factors can
either help or hinder creativity and it is crucial as educators that we are providing an
environment where creativity and imagination can prosper. This means providing students
with different ways of being, knowing and playing, (Craft, 2005. p13) and providing the
opportunity to interact with the curriculum in a creative and imaginative environment. The best
stimulus of creativity in children is to organize their life and environment so that it leads to the
need and ability to create (Vygotsky 1930 /2004, p. 66). It is the teachers role to create
nurturing environments that stress the value of imaginative thought (Eckhoff,. & Urbach, 2008.
P 185). As discussed by Scott, Warner, & Myers (2009) we need to evaluate environmental
variables such as lighting, color, decorations, furniture, resources, sensory variables, space
configurations, and class size.(p.30) to ensure our class environment is fostering and not
hindering creativity and imagination. Scott et al. 2009 recommends utilizing natural light.
Ensuring the colors in the classroom are vibrant. That the decorations on the walls provide
inspiration for creativity. They stress that furniture in schools should be comfortable, as comfort
supports creativity. Scott et al. 2009 also recommends that resources should be readily
available (p. 31). Included is the importance of sensory variables such as availability of reliable
flow of fresh air as this can drastically impact the dynamics of the productiveness of a
classroom. Also recommended is the openness of the space configuration to allow for
flexibility. Finally Scott et al. 2009 discuss the role of the class size on the allowance of
creativity and imagination and states Smaller class size results in improvements in a variety of
important learning factors, including creative behavior(p.32).

Georgia Stephenson
stephensongeorgia@hotmail.com

Identification and enhancement of creative and imaginative learning

behaviours for students:
For students creativity and imagination to evolve it is essential we provide an opportunity for
the development of creative approaches to teaching and learning. (Savage & Fautley , 2007.
p84). As discussed in Redmond, to develop imaginative and creative thinking students need to
be provided with the value of creativity and imagination, develop an understanding of the
importance of originality and its connection to creativity and imagination and also be given the
structure of imagination with a purpose. The Creative and Educational tapestry perceives the
curriculum to be full of opportunities to develop students creativity and imagination. To enhance
students creative and imaginative learning behaviours it is important that educators create
holistic experiences for which students can demonstrate true creativity and imagination. The
following activities are designed to increase pupils' curiosity and motivation to learn, and to
promote their activeness, self-direction, and creativity by offering interesting challenges and
problems.("The finnish national," 2012)
Quiz:
http://www.surveymonkey.com/s/59Y7G8N
Developing an online quiz allows students to answer questions that will facilitate understanding
of how the student learns most effectively. Following this questionnaire students should create a
voice recording on http://vocaroo.com/ and state how they learn best and their ideal learning
environment.
Reason for the voice recording: http://vocaroo.com/i/s1WJF4A4lLwq
Activities:
(All activity sheets can be found in the appendices)
Activity one:
Part one:
This activity is designed to be done at the start of each semester to assess students creativity and
imagination and therefore allowing the teacher the opportunity to develop individualized
learning plans to develop each students creative and imaginative learning behaviours. This
activity gives students a statement for which they have to develop a short story. These
statements are; What an Adventure! My life in Space! When I went back in time! And, How I
saved the Earth! The statements provided are intended to stimulate students creativity and
imagination and also measure their ability to apply their creativity and imagination to develop a
story. Students are given the opportunity to express their story in any two mediums. For
example a voice recorded cartoon, a painting and a speech, or dramatic presentation or making a
book for which they illustrate and author the story. This activity will develop students creativity
and is designed for students to learn to take risks with their thinking (Ausvels, 2012).
Part two:
Students would then perform a self evaluation sheet, which indicates how the student feels about
their story and allows them to critique their thinking.
Part three:
Students in pairs perform peer assessments on one anothers work. This develops students
critical thinking and allows students to become more engaged in their own work and identify
other students strengths.
7

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Part Four:
Finally the teacher will assess the students process and take anecdotal notes of their progress.
Activity Two:
Part one:
This activity takes a cross curricular approach to developing creativity and imagination within
the students and is designed to run for an entire semester. Students need to be provided with the
opportunities for creative activity, experiences, and play("The finnish national," 2012)
throughout the curriculum. This activity is to design a performance for which your students will
write, perform, sing, direct and design the contents. The teacher designs a checklist (or rubric) to
which the grade has to adhere. This activity is a multifaceted development of students creativity
and imagination.
Part two:
This performance is assessed by the students ability to include all the elements of the checklist
and their ability to create a creative, imaginative, authentic and collaborative performance.
Activity Three:
Part one:
In class students create a creative and imaginative exploration through the website
http://pinterest.com/ or create a website like http://inspir-ed.weebly.com/ .Websites allows
students to identify what develops their creativity and imagination and how they have taken this
inspiration and created meaningful and creative connections within their work.
Part two:
This would be evaluated by the teacher and allow them to demonstrate their increasing
knowledge and understanding of what it means to be imaginative and the relationship this has
with creativity. Web 2.0 technology allows children and young people to play with and engage
with others either directly or indirectly. (Craft, 2005. p9).

Identification and enhancement of creative and imaginative learning

behaviours for teachers:
Imagination is as important in the lives of teachers as it is in the lives of students,(Greene,
1995 p. 36) as teachers who are unable to understand their own imaginative and creative
practices are 'unable to communicate to the young what the use of imagination signifies and its
relationship with creativity. In education teachers learn how to teach a subject by focusing on
their own experiences as learners. (Bransford, 2000) Therefore it is paramount that teachers
understand their creative and imaginative practices so they can develop their students. Teachers
play the vital role of guiding and weaving students creativity and imagination within the
educational domains therefore to do this successfully they to need to understand the way in
which creativity and imagination needs to be fostered.
Questionnaire:
This questionnaire asks questions to get teachers thinking about their creative and imaginative
practices.
https://docs.google.com/document/d/1hp5OJu2N278bkkmK7X_uuaddI0eH4P8BKYkms0I0sD
Q/edit?usp=sharing

Georgia Stephenson
stephensongeorgia@hotmail.com

Developing a teachers understanding of their creativity and

imagination:
Creative and imaginative task one:
Create a Pinterest page at (http://pinterest.com/)
It is important for teachers to understand their own creativity and imagination and understand
what it is that stimulates their imagination. Pinterest is a great way to organize what inspires you
and therefore develop creative and exciting ideas for the classroom. Imagination is completely
malleable: we all have it - and we can all develop it. (Liu, Noppe-Brandon, 2009. p23). By
creating a Pinterest page teachers are developing their imagination and therefore inciting
creativity. As discussed in Savage & Fautley, (2007. p84)new technologies provide an
opportunity for the development of creative approaches to teaching and learning, and
developing a Pinterest page is utilizing these opportunities. Assess the effectiveness of your page
and how the Pinterest engages your ideas for the classroom and how these ideas can be explored
in the classroom.
Creative and imaginative task two:
Develop a creative and imaginative theme to your classroom whether it is for the term or only
for a couple of weeks. Create an exciting and engaging environment in the classroom that
excites and engages your imagination. Going along with this classroom theme create creative
and exciting experiences that engage and immerse you and the students in learning with this
theme throughout the curriculum. To assess the teachers creativity and imaginative practices
develop a self assessment of how did you come up, develop and create your theme, consider
implementing the self assessment rubric of your creative and imaginative process.
Identifying existing creative and imaginative teaching behaviours in teachers:
Creative teaching- Exploring new and imaginative ways to engage students in content allows
the student and the teacher to explore the curriculum more creatively.
Teaching for creativity- create a wow factor to lessons making them engaging and interactive.
Developing students ability to be imaginative during class through discussions, visual
representations and other stimulus that allow all students of different learning styles to engage
and interact with the content. Developing imaginative thinking will lead to creativity within the
lesson, while remaining on topic and scaffolding students ideas to successful outcomes that are
enhanced by the curriculum..
Creative learning (Craft, 2005)- Craft discusses that learning and creativity are the same
thing. But in this context we wish to develop students ability to engage with their creativity and
imagination in a more in-depth way. This means the ability to identify their own and others
creative and imaginative practices.

Assessment and evaluation:

Teachers engaging students imaginations in curriculum material is one of the keys to
successful learning, (Judson, & Egan, 2012) therefore assessment of the level of each students
engagement in creative and imaginative practices is important. As discussed by Eisner, 2002, it
is important to assess the process and not place emphasis on the product. This is true for the
assessment creativity and imagination as the process of creativity and imagination can be
assessed objectively opposed to the final product which results in a subjective assessment. A
range of assessment tools and strategies should be applied when assessing and evaluating a
9

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stephensongeorgia@hotmail.com

students creativity and imagination. These should include teacher, self and peer assessment for
which a holistic evaluation of a students creative and imaginative practices can be assessed. As
discussed by Spencer, Lucas & Claxton, 2012 assessment can be perceived as being difficult
attributes to assess. They state the importance of applying a formative tool to assess creativity
and imagination. They also consider the importance of a multifaceted and comprehensive range
of assessment.

Assessment strategies:
This strategy is developed to assess, evaluate and map students creative and imaginative
learning behaviours over time. This strategy includes both formative assessment, which is
concerned with the short term collection and use of evidence for guidance of learning (Black,
1999. P118) and summative assessment which serves to inform an overall judgment of
achievement.
Self Assessment rubric:
1- Weekly students are given this rubric regarding creativity and imagination. Students are
allowed to answer these questions in any medium, for example a Vocaroo recording, a poster,
poem, a journal etc. As long as they are able to meet all the criteria of the rubric any medium is
acceptable. Students discuss the most creative and imaginative activity they did that week.
Explanation of the
Explanation of the
activities process.
final product.
Imagination
Explains how the
How did your
activity was
imagination lead to you
imaginative.
developing your final
product?
What caused their
Does your final product
imagination to thrive?
resemble what you
imagined?

Creativity

How did your

imagination help
support what you were
doing in the activity?
How was your
creativity important in
the activity?

How did reality affect

your vision of the final
product?

How did your creativity

help develop the
activity?

How did you apply

your creativity to the
task?

10

How did your creativity

help determine the final
product?

Georgia Stephenson
stephensongeorgia@hotmail.com

Peer Assessment sentence starters:

Students are given the opportunity in class to perform verbal feedback on other students work.
Providing encouragement, support and or constructive criticism. In the classroom there should
be a poster of these Peer Assessment sentence starters.
1- I enjoyed what you have created. I like the way youve .
2- I understand your idea didnt quite come together, but did you consider ..
3- How did you come up with
4- How did your idea change from the beginning?
5- I liked the way your..did that I never thought of it like that.
6- I realize this may have not worked out for you this time, I thought you could always
try.
Teacher assessment developing individualized anecdotal notes:
A teachers assessment of students creative and imaginative learning behaviours needs to be a
comprehensive assessment of the process the student has gone through. By mapping their
progression throughout the creative and imaginative tasks the teacher will develop a greater
understanding of their imaginative and creative practices.

Conclusion:
The Creative and Imaginative Educational Tapestry has been designed to engage and assist with
the implementation of creativity and imagination while engaging and utilizing the curriculum. It
is important that educators understand their own creative and imaginative practices in order to
prompt students creative and imaginative experiences within and across the curriculum. The
Creative and Imaginative Educational Tapestry demonstrates the effectiveness of these practices
and how creativity and imagination is intrinsically embedded within the curriculum.

11

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stephensongeorgia@hotmail.com

References:
Australian Curriculum, Assessment and Reporting Authority, (2011).Retrieved from Australian
Curriculum, Assessment and Reporting Authority website:
http://www.acara.edu.au/about_us/about_us.html
Black, P. (1999) Assessment, learning theories and testing systems. In Murphy, P. (ed), Learning
and assessment. London: Paul Chapman.
Brady, L., & Kennedy, K. (2001). Celebrating student achievement: Assessment and reporting.
Frenchs Forest, NSW: Pearson Educational.
Brady, L.,& Kennedy, K. (2007). Curriculum Construction. NSW: Pearson Education Australia.
Bransford, J. D., Brown, A.L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind,
experience and schools. Washington: National Academy Press.
Craft, A. (2005). Creativity and education futures: Learning in a digital age.
Craft, A. (2005). A language for creativity (pp. 17-25). In Creativity in schools: tensions and
dilemmas. London: Routledge.
Csikszentmihalyi, M. (1997). Finding flow. Psychology Today, 30, 46-48+. Retrieved from
http://search.proquest.com/docview/214472782?accountid=8194
Eckhoff, A., & Urbach, J. (2008). Understanding imaginative thinking during childhood:
Sociocultural conceptions of creativity and imaginative thought. Early Childhood Education
Journal, 36(2), 179-185. doi:http://dx.doi.org/10.1007/s10643-008-0261-4
Eisner, E. (2002). The Arts and the Creation of mind (pp 12-15). London: Yale University Press
Eisner, E. (2002). The Educational Uses of Assessment and Evaluation in the Arts. In Arts and
the Creation of Mind (pp. 178-195). London: Yale University Press.
Finnish National Board of Education, (2012). The finnish national board of education - the
curriculum. Retrieved from Finnish National Board of Education website:
http://www.oph.fi/english/education/general_upper_secondary_education/curriculum
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change.
San Francisco, CA: Jossey-Bass.
International Baccalaureate Organization, (2013). International education. Retrieved from
International Baccalaureate website: http://www.ibo.org/
Judson, G. & Egan, K. (2012). Elliot Eisners Imagination and Learning. Journal of Curriculum
and Pedagogy, 9(1), 38-41.
Krause, K. (2007). Educational psychology. Australia: Cengage Learning.

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Georgia Stephenson
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Liu, E. & Noppe-Brandon, S. (2009). Imagination First: Unlocking the Power of Possibility (pp.
22-39). Hoboken, NK: Jossey-Bass.
Pinterest. (2013). Retrieved from http://pinterest.com/
Redmond, C. Arts Council England, (n.d.). Creativity wheel. England: Creative Partnerships.
Richards, R. (2007). Everyday Creativity: Our Hidden Potential. In R. Richards (Ed.), Everyday
Creativity and New Views of Human Nature: Psychological, Social, and Spiritual Perspectives
(pp. 25-54).
Salmon, G. (2011). E-moderating: The Key to Teaching and Learning Online (3rd ed.) (pp. 3159). London: Routledge.
Savage, J., & Fautley , M. (2007). Creativity in secondary education. Exeter: Learning Matters.
Scott, A., Warner, S. A., & Myers, K. L. (2009). The creative classroom: The role of space and
place toward facilitating creativity. The Technology Teacher, 69(4), 28-34. Retrieved from
http://search.proquest.com/docview/235272068?accountid=8194
Spencer, E., Lucas, B., & Claxton, G. (2012). Progression in creativity: Developing new forms
of assessment In Retrieved from http://www.creativitycultureeducation.org/wpcontent/uploads/Progression-in-Creativity-Final-Report-April-2012.pdf
State Government Victoria, Victorian Curriculum and Assessment Authority (VCAA). (2012).
Ausvels. Retrieved from website: http://ausvels.vcaa.vic.edu.au/
Stephenson, G. (2013). Inspir-ed. Retrieved from http://inspir-ed.weebly.com/
Surveymonkey. (2012). Retrieved from http://www.surveymonkey.com/home/
Tose. (Photographer). (2009, March 15). Handmade peruvian rug or wall decor. [Print Photo].
Retrieved from http://www.dreamstime.com/stock-photo-colorful-pattern-peruvian-rug-tapestryimage8561500
Vocaroo. (2013). Retrieved from http://vocaroo.com/?info
Vygotsky, L. S. (1930/2004). Imagination and creativity in childhood. Journal of Russian and
East European Psychology, 42(1), 797.
(2012, July 24). [Print Photo]. Retrieved from
http://threefolddesigns.blogspot.com.au/2012/07/tapestry-update.html
(2011). The swedish national agency for education. Retrieved from Skolverket website:
http://leo.acu.edu.au/mod/url/view.php?id=392240

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AppendicesMind maps:
Creativity and Imagination within the curriculum:

14

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Developing a framework:

15

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Activity one: Part two.

SELF-ASSESSMENT:
How did you feel about doing the activity?

Good

It was ok

I didnt like
doing it

Coming up with a story was

Easy

Ok

Hard

I make up stories.

All the
time

Sometimes

Never

I enjoyed the freedom of this activity

J
Yes

It was ok

No

I think my story was creative and imaginative

J
Yes

It was ok

No

16

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Activity one: Part three.

Peer Assessment:
In pairs read each others stories and fill out the
following separately.
What are two things you liked about the
story?

Did their drawing represent a part of the story?

Yes

Sort of

No

Discuss how they applied creativity and

imagination.

Briefly, explain the plot of the story.

17

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Activity Two. Checklist.

Performance Checklist!
[ ] Our performance tells a story .
[ ] Our story has a beginning, middle and end.
[ ] Our story is original
[ ] We have made and designed our props for our
performance
[ ] Our performance includes music
[ ] Our performance will run for approximately
30 minutes.
[ ] Our story includes accurate history
[ ] We are able to identify where our story takes
place on a map.
[ ] Everyone has had an equal input.
[ ] We have rehearsed our performance many
times.
18

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