Inquiry Summary
Title - The Nature of Creativity within a Structure of Learning
Creativity is about developing thinking skills, across all subjects, is a lifelong learning skill that is also needed for business and personal development. Creativity gives purpose to learning which is often needed in and outside school. Applying creativity to next steps at an early age could also provide the tools needed to help the youth find their first job, develop a career or be part of a community. Structure is important because it provides routine, gives security to people and children, helps to organize and plan, can provide a scaffolding for learning and give guidance. Projects and cross-curricular learning is also increasing within Primary Education and so my inquiry is also building on my art form 'Graphic Design'.
The inquiry will optimally as previously said in my proposal, develop my professional practice in my delivery of teaching to arrange of needs and variety of lessons that applies the core subjects It will be a stepping stone that will lead on for me to do a PGCE in Primary Education. So it will also need to demonstrate broadness. It will see how nature of creativity can be improved within a structure of a lesson and learning environment, to help the learning, the natural talent of a child and a school move forward.
How does the nature of creativity affect the learning within a structure of learning in Primary Education?
Creativity is about developing thinking skills, across all subjects, is a lifelong learning skill that is also needed for business and personal development. Creativity gives purpose to learning which is often needed in and outside school. Applying creativity to next steps at an early age could also provide the tools needed to help the youth find their first job, develop a career or be part of a community. Structure is important because it provides routine, gives security to people and children, helps to organize and plan, can provide a scaffolding for learning and give guidance. Projects and cross-curricular learning is also increasing within Primary Education and so my inquiry is also building on my art form 'Graphic Design'.
The inquiry will optimally as previously said in my proposal, develop my professional practice in my delivery of teaching to arrange of needs and variety of lessons that applies the core subjects It will be a stepping stone that will lead on for me to do a PGCE in Primary Education. So it will also need to demonstrate broadness. It will see how nature of creativity can be improved within a structure of a lesson and learning environment, to help the learning, the natural talent of a child and a school move forward.
How does the nature of creativity affect the learning within a structure of learning in Primary Education?
What is the difference between structured and non-structured
creativity? What happens if the creativity is pupil led or teacher led? What
would be the affect on behaviour, attitude and learning? How can the use of creativity and
cross-curricular projects develop learning in children with different learning
needs and backgrounds?
How has the nature of creativity revolved and how has this
affected learning?
Does Professionalism and the need for results limit
creativity, halter thinking skills that are needed for long-term learning
development? How does creativity or cross-curricular learning get demonstrated or
recorded to show improvement in a primary school?
A few of the above questions I have begun to answer through
experience, knowledge, afterschool projects and pilots and from covering
classes and group work. Although I plan to continue to learn and build on this,
developing my knowledge on cross-curricular learning and creativity within a
structure, my next afterschool pilots are going to be more guided yet still
allowing creativity thinking to naturally flow and develop, aiming to improve
the quality of the learning.
The inquiry will develop my understanding of how creativity
is perceived within learning knowing when creativity is needed in a structure as
previously said in my inquiry proposal, taking in a variety learning needs; additionally
developing my teaching of cross-curricular subjects leading to my specialism
that I will pursue whiles doing a PGCE and extending extra-curricular
activities.
Inquiry tools
I changed the projects that I had planned to use, because I
felt although I had permission to run them from the gate keeper. I felt I needed to run these projects within
the 12 weeks and waited for any additional ethical permission I may have needed
from the University. In addition I also needed allow time to analysis the observation
grid and field journal further, that I would be using, as a result I have decided to run two projects
during the next six weeks
Projects
Product Design- develop ideas and thinking skills
- to use Art & Design/Design & Technology
- apply Literacy and Maths
Digital Media
Creating a 1 to 3 minutes silent movie/trailer
Main Objective
- develop ideas and thinking skills
- to use Digital Media/ICT - filming, cutting and editing video/film
- apply Literacy and Maths
(Add info)
Ethics
Keep my employer/professional mentor informed and up to date about my inquiry and ethics involved to stop unnecessary repercussions. Gatekeeper/employer to check any letters sent out to parents. Parents to sign permission slips for children attending afterschool club. The letter and permission slips to be kept in the office at work, no names of children to be recorded other than for a register for Health & safety reasons, which is to be kept at school. The questionnaire to be checked by the gatekeeper and a covering letter to be sent to Head Teacher or Teacher where needed, to inform them of the inquiry and that it will be anonymous. Any documents or literature used will either be added to a Bibliography or quoted using Harvard referencing. No need to access or use confidential records As I am an insider researcher and participate, I will aim to be impartial and unbiased and give a critical reflection.
Literature
- Extracts from National curriculum (English, Maths, Art, ICT, Science - Design & Technology)
- Extracts from IPC
- Extracts from Robinson – (creativity and the way we learn)
- Possibly extracts from policy
- Thinking Hats - Thinking Schools
- Structures (Graphic Design +(module 1 blog – note to me))
- Extracts from Current jobs and skills,
- The creative process and how we learn (pull elements from module one)
- Creative History
- Next steps
Ideas for Professional
Artefact
Book, audio/CD Rom, or learning resources
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