The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of fully realising young people’s potential.
Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research.
Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists.
1. The International Handbook of Creative Learning: Introduction 2. Section A. Theories and Histories: Creative Learning and its Contexts3. Capitalism, Creativity and Learning: Some Chapters in a Relationship4. The ‘Transformative Power’ of the Arts: History of an Idea5. Mapping the Rhetorics of Creativity6. Creativity of Formulaic Learning: Pedagogy of Imitation And Repetition7. Creativity and the Arts in Chinese Societies8. Psychological Research on Creativity9. The Cult of Creativity: Opposition, Incorporation, Transformation10. Democratic Creativity11. Creativity, Creative Class, Smart Power, Social Reproduction and Symbolic Violence12. Creativity, The Arts And The Renewal Of Culture13. ‘Creativity’ and its Others: The Ongoing Project of Definition, Debate and Demonstration14. Section B: Creativity, The Arts and Schools15. Arts in Schools as a Change Model: Education for the Arts and Aesthetic Experience16. Approaches to Creativity in Education in the United Kingdom17. Constructing Assessment for Creative Learning18. Approaches to Promoting Creativity in Chinese, Japanese, and US Preschools19. Contemporary Aesthetic Theory and Models Of Creativity in Visual Arts Education in The United States20. Drama as Creative Learning 21. Learning In and Through The Arts22. Section C: Creative Curiculum and Pedagogy23. Curriculum Integration and The Disciplines of Knowledge24. Ways of Knowing and Teaching: How Teachers Create Valuable Learning Opportunities (Pedagogical Capital) By Making Knowledge the Means and not just the Ends in Classrooms25. English for an Era of Instability: Aesthetics, Ethics, Creativity And Design26. Room 13 and The Contemporary Practice of Artist-Learners27. The Relationship between Creativity and Studio Thinking28. The Gallery as a Site for Creative Learning29. Creative Digital Cultures: Informal Learning beyond the School30. Redesigning School Spaces: Creating Possibilities for Learning31. Creative Pedagogies and the Contemporary School Classroom32. 'Real Audience Pedagogy' - Creative Learning and Digital Space33. Reconciliation Pedagogy, Identity and Community Funds of Knowledge: Borderwork In South African Classrooms34. Miners, Diggers, Ferals and Show-Men: Creative School-Community Projects35. Alternatives in Student Assessment: The Cultural Competency Record (Ccr)36. Judgement, Authority and Legitimacy: Evaluating Creative Learning37. Creative Learning38. Section D Creative School And System Change39. 21st Century Skills are on Mercury: Learning, Life and School Reform40. Capacity Building: Introduction41. Outsider | Insiders: Becoming a Creative Partner with Schools42. The Grit in the Oyster: Creative Partners as Catalysts for School Reform in the UK and the US43.The Cultural Rucksack in Norway. Does the National Model entail a Programme for Educational Change?44. From Network Learning to Classroom Teaching45. Public Policy Partnerships for Creative Learning46. Professional Learning for Creative Teaching and Learning47. Whole School Change: Introduction48. Creativity in School Design49. What the Arts can Teach School Reform50. Creativity in Scottish School Curriculum and Pedagogy51. The Challenges of Developing System Wide Indicators of Creativity Reform: The Case of Creative Partnerships, UK52. Conclusion: The Importance of Pedagogically Focused Leadership