114 pages | 4 B/W Illus.
Introducing creativity to the classroom is a concern for teachers, governments and future employers around the world, and there has been a drive to make experiences at school more exciting, relevant, challenging and dynamic for all young people, ensuring they leave education able to contribute to the global creative economy.
Leading a Creative School shows that school leaders are central in any change process, and offers suggestions and models of practice for a whole school change towards creative practice. Providing an accessible overview of key issues and debates surrounding different methods of creative change, practical activities, and stimulus material for to help teachers, this book will explain how to:
Providing case studies and examples of school change from leading practitioners throughout, this book is an invaluable guide for all those involved in school leadership, management and change.
Series Introduction Introduction Pat Thomson and Ethel Sanders 1. It can only happen on a Thursday Judy Berry, Rufford Infant and Nursery School 2. Circles of Influence: a Democratic Whole School Alternative to a School Council Alison Peacock, The Wroxham School 3. Change as an Evolutionary Process Mary Igoe, Columbia Primary School. Questions to Consider 4. Dance as the Key to Full and Effective Student Engagement and Driver of Whole School Change Tony Lyng and Jackie Mortimer, Brockhill Park Performing Arts College. Questions to Consider 5. If you Always do what You've Always Done, you Will Always get what You've Always got Lesley Lyon, Manning Comprehensive School for Girls 6. 'Making it Yours' David Priestley, Greenfield Community and Arts College
The Creative Teaching/Creative Schools series is aimed at classroom practitioners at Key Stages 2 and 3 who are interested in developing creative learning and teaching in their schools. Each book is supported by Creative Partnerships and offers suggestions, models of practice and stimulus material for CPD sessions. The emphasis is on practical, accessible studies from classrooms framed within jargon-free understandings of key issues and principles found in more academic studies. Studies are complemented by accounts from learners, capturing pupil voice and making clear the benefits and values of changing approaches to learning.