Journal articles: 'Creative pedagogies'

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Southern, Alex, Jenny Elliott, and Colin Morley. "Third Space Creative Pedagogies: Developing a Model of Shared CPDL for Teachers and Artists to Support Reading and Writing in the Primary Curricula of England and Wales." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 24. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.24.

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Zip Zap is a Creative Social Enterprise, which offers an author/illustrator- led Continuing Professional Development and Learning (CPDL) programme to develop teacher knowledge, confidence and skills in delivering creative writing and illustration activities, and a Festival of artist-led activities for school pupils. It is one of a number of initiatives that UK schools can buy into. This paper draws on an evaluation of Zip Zap’s CPDL programme and Festival across two UK sites, with two quite different creative learning contexts – Wales and England, to explore issues affecting the pedagogies at work in the space where teachers and creative practitioners elide. An analysis of findings from teacher/pupil/parent/creative practitioner interviews and observations of classroom teaching and CPDL sessions highlighted a number of key issues in relation to pedagogies of creative writing. These are: the teachers’ lack of confidence in creative writing pedagogies, a lack of shared approaches to teaching creative writing, and the potential for shared creative pedagogies. We propose a theoretical framework based on Homi K. Bhabha’s theory of the third space that offers a framework for professional learning that enables collaboration between teachers and creative practitioners, and the emergence of shared, creative pedagogies that would nurture pupils’ creative writing.

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Chamorro-Koc, Marianella, and Anoma Kurimasuriyar. "Insights from studio teaching practices in a Creative Industries Faculty in Australia." Arts and Humanities in Higher Education 19, no. 2 (September 25, 2018): 172–85. http://dx.doi.org/10.1177/1474022218802529.

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Studio teaching is a long standing tradition and a signature pedagogy across a broad range of art and creative disciplines, from arts to architecture and design. However, the practice of studio teaching varies across disciplines and practitioners. Do these variances indicate different signature pedagogies in the creative disciplines? An exploratory study was conducted to examine how studio teaching is practised at a Faculty of Creative Industries in Australia, and whether those studio practices suggest distinctive signature pedagogies and creative transfer. In this article, we describe the study and offer insights into studio teaching practices in the creative industries disciplines. We argue that nuances and differences among studio practices in creative industries reveal different signature pedagogies. Our findings offer a unique lens on current approaches to creative disciplines education, where interdisciplinary and transdisciplinary approaches to teaching are encouraged in order to support and prepare a highly educated and flexible future workforce.

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Jones, Colin, Kathryn Penaluna, and Andy Penaluna. "Value creation in entrepreneurial education: towards a unified approach." Education + Training 63, no. 1 (October 27, 2020): 101–13. http://dx.doi.org/10.1108/et-06-2020-0165.

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PurposeThis paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy.Design/methodology/approachThis conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-à-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when.FindingsIn developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators.Practical implicationsThere are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fueled by the ongoing development of purpose, agency and capability via cultivated reflection.Originality/valueThis paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.

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Cochrane, Thomas, and Joshua Munn. "Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies." Pacific Journal of Technology Enhanced Learning 2, no. 2 (May 12, 2020): 1–14. http://dx.doi.org/10.24135/pjtel.v2i2.58.

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This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.

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Howard, Frances. "“It’s Like Being Back in GCSE Art”—Engaging with Music, Film-Making and Boardgames. Creative Pedagogies within Youth Work Education." Education Sciences 11, no. 8 (July 22, 2021): 374. http://dx.doi.org/10.3390/educsci11080374.

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Creative pedagogies within youth work practice are well established. Practitioners working with young people are often called upon to utilise their own personal and professional ‘toolboxes’, as a way of supporting ‘Creative Arts Youth Work’. However, within Higher Education (HE), creative methods for teaching and learning within the university context are often overlooked. The problem posed by this article is: how can HE ‘catch-up’ with more advanced pedagogies in the field of practice? Despite a recent focus on the personalisation of learning within HE, how can arts-based pedagogies, including digital storytelling, be drawn upon to enhance the learning experience? This article reports on three areas of pedagogical innovation engaged with by students undertaking the Youth Studies degree at Nottingham Trent University. Three experimental initiatives are explored, which assisted in educating informal educators, through creative learning techniques. Engaging with music, film-making and boardgames are given as examples of creative pedagogy, reporting on both my own practical experience in organising these activities and student feedback. Results showed that the symbiosis of creative pedagogies with relational and experiential learning, key tenets of youth work practice, offered expressive and authentic conditions for learning that are based upon student’s experiences. Therefore, there is much to learn from youth work courses within HE, not only in terms of engaging and encouraging students through creativity, but also setting the scene for the future of creative youth work practice.

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Naiditch, Fernando, and Bettina Steren Dos Santos. "Critical Thinking and Creative Pedagogies in the Classroom." INTERFACES DA EDUCAÇÃO 11, no. 32 (September 8, 2020): 711–34. http://dx.doi.org/10.26514/inter.v11i32.4968.

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The article discusses the meanings and the roles of critical thinking in the classroom. We start by placing the concept within the progressive pedagogical movement, which is rooted in the idea of learning by doing. Experiential learning is at the core of this kind of pedagogy and the belief is that students can only truly learn by engaging with the curriculum in an active and meaningful manner. Developing critical thinking is the goal of any educational system, particularly in democratic nations that understand schooling as a way of socializing children into the life of society as productive citizens. Although there seems to be an agreement in the importance of critical thinking in schools, teachers still find it difficult to develop practical classroom lessons and instructional strategies that develop higher order thinking skills. We discuss inquiry and project-based learning as well as Freire’s problem-posing approach as pedagogical instructional tools that can be used in the classroom to help students develop critical thinking. What do you want to do ?New mailCopy What do you want to do ?New mailCopy

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Kuntz, Aaron M., Marni M. Presnall, Maria Priola, Amy Tilford, and Rhiannon Ward. "Creative pedagogies and collaboration: an action research project." Educational Action Research 21, no. 1 (March 2013): 42–58. http://dx.doi.org/10.1080/09650792.2013.761925.

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Barajas, Mario, and Frédérique Frossard. "Mapping creative pedagogies in open wiki learning environments." Education and Information Technologies 23, no. 3 (November 25, 2017): 1403–19. http://dx.doi.org/10.1007/s10639-017-9674-2.

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Holdhus, Kari. "When Students Teach Creativities: Exploring Student Reports on Creative Teaching." Qualitative Inquiry 25, no. 7 (October 12, 2018): 690–99. http://dx.doi.org/10.1177/1077800418801377.

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In this article, I share a journey of research on student teacher reports regarding creativity pedagogies. The empirical material comprises student reports on teaching for creativity. The text draws on the literatures of creativities, creativity pedagogies, and professional improvisation, inspired by a backdrop of literature on narrativity and narrative writing. The text aims to discuss how creativity pedagogies can take place in different practical surroundings and to provide an example of how teaching in higher education can both contribute to research and be research-based. My research question is What characterizes student teachers’ reports on designs and choices when facilitating creative learning processes, and which interpretations and reflections do these reports evoke within their teacher? In comparing student papers, I have conceptualized their common features into the following concepts: context, skills, design, and trust. Within the text, each of these concepts is addressed through example narratives extracted from the student reports. I conclude that a combination of aspects from each of the four concepts can be said to construct a liminal room of immersion.

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Harris, Anne. "Ethnocinema and the Vulnerable Methods of Creative Public Pedagogies." Departures in Critical Qualitative Research 3, no. 3 (2014): 196–217. http://dx.doi.org/10.1525/dcqr.2014.3.3.196.

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In ethnocinematic collaboration, participants and researchers share what it means to be culturally-embedded and critical fellow-travelers, and explore their similarities and differences within evolving creative research and pedagogical approaches. Ethnocinema shares characteristics with autoethnography, drawing on culturally-embedded personal perspectives and expression, which are political and scholarly in their execution and scope. Creative methods like ethnocinema thrive in the emerging digital technological landscape, and are able to speak to global audiences through online dissemination strategies. Drawing on the principles of public pedagogy, this essay articulates in practical terms how to “do” ethnocinema and ethnovideo as a video-based creative and collaborative method.

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Cloonan, Anne, Louise Paatsch, and Kirsten Hutchison. "Mobilizing Students’ Creative, Critical Text Development through Multimodal Pedagogies." International Journal of Literacies 25, no. 2 (2018): 1–14. http://dx.doi.org/10.18848/2327-0136/cgp/v25i02/1-14.

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Gardiner, Paul, and Michael Anderson. "Structured creative processes in learning playwriting: invoking imaginative pedagogies." Cambridge Journal of Education 48, no. 2 (February 9, 2017): 177–96. http://dx.doi.org/10.1080/0305764x.2016.1267710.

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Sutton, Paul. "Shaping Networked Theatre: experience architectures, behaviours and creative pedagogies." Research in Drama Education: The Journal of Applied Theatre and Performance 17, no. 4 (November 2012): 603–16. http://dx.doi.org/10.1080/13569783.2012.727629.

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Tasler, Nathalie, and Vicki Harcus Morgan Dale. "Learners, teachers and places: A conceptual framework for creative pedagogies." Journal of Perspectives in Applied Academic Practice 9, no. 1 (June 28, 2021): 2–7. http://dx.doi.org/10.14297/jpaap.v9i1.450.

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This exploratory paper introduces a theoretical framework which helps educators in higher education to navigate the complex relationships between self, students, and place. It is also written for academic developers who support the evolving identities and pedagogies of lecturers undertaking professional development. The framework focuses on students, teachers and places as actors (first space) that interact, giving rise to transformational (second) spaces. At the heart of the framework (third space), all three actors dynamically interact through creative pedagogies for active, transformational learning, physically and/or digitally. Although the term ‘third space’ typically refers to the merging of two physical places (Flessner, 2014), we perceive it here as a merging of three ‘actors’ with constantly changing identities to create a dynamic third space for transformation and student-centred learning

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Cochrane, Thomas, and Laurent Antonczak. "Implementing a Mobile Social Media Framework for Designing Creative Pedagogies." Social Sciences 3, no. 3 (August 7, 2014): 359–77. http://dx.doi.org/10.3390/socsci3030359.

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de Arriba, Raúl, Gherardo Girardi, and María Vidagañ. "Contemporary art in higher education: Creative pedagogies in political economy." Thinking Skills and Creativity 33 (September 2019): 100577. http://dx.doi.org/10.1016/j.tsc.2019.100577.

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Harris, Anne, and Leon de Bruin. "An international study of creative pedagogies in practice in secondary schools: Toward a creative ecology." Journal of Curriculum and Pedagogy 15, no. 2 (May 4, 2018): 215–35. http://dx.doi.org/10.1080/15505170.2018.1457999.

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Hutchison, Kirsten, Louise Paatsch, and Anne Cloonan. "Reshaping home–school connections in the digital age: Challenges for teachers and parents." E-Learning and Digital Media 17, no. 2 (January 28, 2020): 167–82. http://dx.doi.org/10.1177/2042753019899527.

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Imperatives to connect the worlds of home and school, evident in global policies of family engagement and partnership initiatives between teachers and parents to support children’s education are viewed as key dimensions of academic success. However, developing ways to meaningfully connect and engage teachers, parents and students in learning ecologies remains elusive, contested and increasingly complex in the digital age. Teachers are encouraged to draw on their students’ digital ‘funds of knowledge’ to create innovative learning opportunities and develop capacities for creativity and critical thinking. Despite significant research into creativity pedagogies and the inclusion of parents in policy documents urging for increased innovation in schooling, which often implies the use of digital technologies, parents are largely invisible in research into creative pedagogies. The data explored in this article are drawn from a larger project which adopted a teacher-as-inquirer approach to investigate teacher, student and parent experiences and understandings of innovative teaching designed to integrate creative and critical thinking with digital literacy practices. The analysis mobilises the key features of creative and innovative learning environments identified in the research literature to explore teachers’ initiatives to develop reflexive and innovative pedagogies and foregrounds the ways in which incorporation of digital media impacted on parental engagement in their children’s learning. Findings highlight significant challenges for schools and teachers to meaningfully and sustainably connect home and school learning which positions children, teachers and parents as agentic and creative.

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Harrington, Chrissie. "Choreographic pedagogies: towards an embodied practice." International Journal for Lesson and Learning Studies 3, no. 1 (December 20, 2013): 100–124. http://dx.doi.org/10.1108/ijlls-09-2013-0047.

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Purpose – The purpose of this paper is to explore the inter-relationship between choreography and pedagogy. It refers specifically to a Participatory Action Research (PAR) project that dealt with investigations into performance making and the design of a teaching and learning model. Shifts from making performance from a pre-determined starting point to a participatory and interactive process are traced to reveal a “choreographic pedagogy” informed and transformed by the experience of its actors. Design/methodology/approach – The paper includes a brief explanation of the terms and shared features of choreography and pedagogy, and how PAR facilitated a cyclic generation of new findings that drove the research forward. The research question is tackled through concepts, practices and tasks within the four cycles of research, each year with new participants, questions and expanding contexts. Findings – The experience of the research participants reveals unexpected and “unfolding phenomena” that open up spaces for imagining, creating and interpreting, as a “choreographic pedagogy” in action. Research limitations/implications – The research might appear to be limited to the areas of performance and teaching and learning, although it could provide a model for other subjects, especially for those that engage with creative processes. Practical implications – The research is a “practice as research” model and has implications for research in education as a practice of knowledge exploration and generation. Originality/value – It is original and has the potential to inform the ways in which educators explore and expand their disciplines through teaching and learning investigations.

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Grohman, Magdalena. "Teaching for Creativity: Mini-c, Little-c and Experiential Learning in College Classroom." Nauki o Wychowaniu. Studia Interdyscyplinarne 7, no. 2 (December 30, 2018): 106–32. http://dx.doi.org/10.18778/2450-4491.07.06.

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The wave of changes in teaching approaches due to the introduction of the 21 century skills – including creativity and problem solving – has affected not only K through 12 classrooms, but also colleges and universities. Thompson (2014) suggests that when designing courses and curricula college educators should consider not only the content knowledge, skills and dispositions their students need to learn, but also what capacities ought to be developed and through what type of pedagogies. In this article, I propose that pedagogies of engagement are developed and used to teach content and skills in a college level course on Psychology of Creativity. In the main section of the article, I present three groups of creative assignments developed in collaboration with Dr. Heather Snyder: journal activities, creative project assignments, and creative problem-solving workshops. I argue that these assignments not only affect students’ motivation, engagement, and deep learning, but they also facilitate the development of mini-c and little-c creativity.

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Lee, Sohui, and Russell Carpenter. "Creative Thinking for 21st Century Composing Practices: Creativity Pedagogies across Disciplines." Across the Disciplines 12, no. 4 (2015): 1–21. http://dx.doi.org/10.37514/atd-j.2015.12.4.12.

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Burton, Jennifer. "Plurilingual Pedagogies: Critical and Creative Endeavours for Equitable Language in Education." TESL Canada Journal 38, no. 2 (March 10, 2022): 228–30. http://dx.doi.org/10.18806/tesl.v38i2.1351.

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M. Mulvihill, Thalia, and Dr Raji Swaminathan. "Creative Qualitative Inquiry: Innovative Graduate Level Pedagogies Shaped by Educational Technologies." i-manager's Journal of Educational Technology 8, no. 3 (December 15, 2011): 21–26. http://dx.doi.org/10.26634/jet.8.3.1636.

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Brooks, Eva P., Nanna Borum, and Torben Rosenørn. "Designing Creative Pedagogies Through the Use of ICT in Secondary Education." Procedia - Social and Behavioral Sciences 112 (February 2014): 35–46. http://dx.doi.org/10.1016/j.sbspro.2014.01.1137.

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Roswal, Peggy M., Claudine Sherrill, and Glenn M. Roswal. "A Comparison of Data Based and Creative Dance Pedagogies in Teaching Mentally Retarded Youth." Adapted Physical Activity Quarterly 5, no. 3 (July 1988): 212–22. http://dx.doi.org/10.1123/apaq.5.3.212.

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This study compared the effectiveness of data based and creative dance pedagogies in relation to motor skill performance and self-concept of mentally retarded students. Subjects (N=35) were moderately mentally retarded males and females, ages 11 to 16 years, in special education classes. Their mean age was 12.88 years in the data based group and 13.47 years in the creative dance group. Excluding testing, the study lasted 8 weeks. Each group received 40 lessons of 30 minutes each. Data based pedagogy was based on the work of Dunn, Morehouse, and Dalke (1979), and creative dance pedagogy was based primarily on the work of Riordan (Fitt & Riordan, 1980). Pretest and posttest data were collected through administration of the Data Based Dance Skills Placement Test, selected subtests of the Cratty Six-Category Gross Motor Test, and the Martinek-Zaichkowsky Self-Concept Scale. Multivariate analysis of covariance revealed no difference between pedagogies. The group means indicated improvement in dance skill performance but not in self-concept or body perception, balance, and gross and locomotor agility.

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Whitton, Joy. "Looking through the Lens of Ricoeur." Departures in Critical Qualitative Research 3, no. 3 (2014): 218–38. http://dx.doi.org/10.1525/dcqr.2014.3.3.218.

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The premise of this essay is that creative strategies are not the sole province of the creative arts. Paul Ricoeur’s theory of imagination is combined with constructivist learning theorists and used as a lens with which to interpret manifestations of imaginative learning and thinking. Using ethnographic methodology, I tell a story about a first-year Medieval European History course and how creative pedagogies equip students with thinking tools to create knowledge in history that may affect their capacity to reformulate and act on contemporary issues.

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Berrios Aguayo, Beatriz, Cristina Arazola Ruano, and Antonio Pantoja Vallejo. "Multiple intelligences: Educational and cognitive development with a guiding focus." South African Journal of Education 41, no. 2 (May 31, 2021): 1–10. http://dx.doi.org/10.15700/saje.v41n2a1828.

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Development and dissemination of innovative pedagogies continues to be one of the challenges of the 21st century. The visible deficiencies in the educational field have highlighted the need for other types of pedagogies that promote complete student development. Gardner’s theory about multiple intelligences (MIs) has great potential that has not yet been realised in practice in school contexts. With this research we aimed to analyse the relationship between the intelligences that students develop in primary education and the increase in certain cognitive and academic capacities, and to demonstrate that a pedagogy based on Gardner’s theory does more to promote creativity, maturation and school performance than traditional teaching-learning pedagogies. A total of 420 participants from 2 state-funded schools participated in this study (experimental group = EG; control group = CG). The EG (n = 230) was taught using Gardner’s theory and the CG (n = 190) was taught according to traditional pedagogy. There was an association between the intelligences developed by the students and their academic, creative, and maturational levels. Finally, significant differences were found between the EG and CG, with the EG obtaining a higher mean in the variables analysed in favour of the EG. In conclusion, using MIs in classrooms allows for a more mature and creative development and greater academic performance.

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Schultz, Heath. "Thin Edge of Barbwire: Pedagogical Strategies Against Borders." Radical Teacher 111 (July 27, 2018): 118–25. http://dx.doi.org/10.5195/rt.2018.464.

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“Thin Edge of Barbwire,” a reference to Gloria Anzaldúa’s poetry, doubles as the title of this paper and a collaborative art project undertaken by university art students resulting in the creation of a 30’ wall. This project was, in effect, a response to the Trump presidency and students’ fear of increased violence on the border. This paper describes in detail the month-long unit that included readings, dialog, and creative responses to recent histories of the border and students’ personal relationship to violence on the border. I use the project as a case study to consider antiracist pedagogies, confronting white-supremacy in the classroom, and successes and failures of the project. Finally, I reflect broadly on the role of creative and artistic response to political crises.

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Knijnik, Jorge, Ramón Spaaij, and Ruth Jeanes. "Reading and writing the game: Creative and dialogic pedagogies in sports education." Thinking Skills and Creativity 32 (June 2019): 42–50. http://dx.doi.org/10.1016/j.tsc.2019.03.005.

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O'Sullivan, Nan Catherine, and David Hakaraia. "Book Review: Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 244. http://dx.doi.org/10.36615/sotls.v4i2.150.

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In this review of Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien, book reviewers Nan O’Sullivan and David Hakaraia explain how this book casts light on discussion points, awkward conversations, skewed demographics and pathways to radical change in these disciplines in South Africa. Keywords: Critical pedagogies, South Africa, Book review, Art design and architectureHow to cite this article:O’Sullivan, N.C. & Hakaraia, D. 2020. Book review: Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien. Scholarship of Teaching and Learning in the South. 4(2): 244-247. https://doi.org/10.36615/sotls.v4i2.150.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Martin, Brittany Harker, and Ann Calvert. "Socially Empowered Learning in the Classroom: Effects of Arts Integration and Social Enterprise in Schools." Journal of Teaching and Learning 11, no. 2 (February 26, 2018): 27–42. http://dx.doi.org/10.22329/jtl.v11i2.5057.

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This paper tests a new theoretical framework for engaging students by evaluating two project-and-design-based pedagogies: Arts Integrated Collective Creation (AICC) and Educational Social Enterprise (ESE). Findings provide statistical support for benefits with middle school students when instruction is designed around Socially Empowered Learning (i.e., group-based, creative agency, real-world issues, and positive social impact). We advance the theory of Socially Empowered Learning (SEL) in identifying and finding empirical support for a novel instructional approach with strong effects and implications for the power of the arts to enhance cross-curricular learning.

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Mahajan, Priyanka. "EMERGING NEED TO RETHINK ENGLISH LANGUAGE PEDAGOGIES IN INDIAN TECHNICAL EDUCATION: CREATIVE PEDAGOGY A BETTER APPROACH FOR VOCABULARY INSTRUCTION." Humanities & Social Sciences Reviews 8, no. 1 (February 29, 2020): 829–36. http://dx.doi.org/10.18510/hssr.2020.8199.

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Purpose of the study: The present paper underlines the emerging need for English teachers to customize or introduce productive changes in prevailing pedagogies of vocabulary instruction in engineering classrooms. It places the creative teaching pedagogy as a better solution and lays impetus on the teacher’s innovation in preparing resources to help students organize lexical items into apposite contexts while writing and speaking. Methodology: The paper identifies some of the creative methods of vocabulary instruction. This identification is based on the experiments conducted to facilitate the vocabulary instruction to the engineering students at the main campus of IKG Punjab Technical University, Kapurthala. These procedures are of ample significance for the students pursuing engineering or technical education. Main Findings: The outcome of experiments and interactions with students emphasizes the wide range of current and contextual significance of creative pedagogy for teaching vocabulary to engineering students. The significance of a teacher's creativity and his/her active participation in vocabulary instruction is accentuated. The problem of the creation of resources that would train students to build up their language ability is also dealt with. Application of this study: As the paper addresses the issue of building up the language ability of students of technical education to improve their employability, its applicability is extended beyond the disciplines of English Language teaching and technical education. This study and its utility can very well be customized and extended to different disciplines as well. Originality/Novelty of this study: The usefulness of creative teaching pedagogy has not been fully realized because of the teachers’ reluctance to think inventively. The present study is new in the sense that it will enable teachers to adapt to creative teaching pedagogy, identify appropriate creative pedagogical techniques and innovatively adjust their teaching practices to suit diverse classes.

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Nadarajah, Yaso, Glenda Mejía, Supriya Pattanayak, Srinivas Gomango, D. N. Rao, and Mayura Ashok. "Toward Decolonizing Development Education: Study Tours as Embodied, Reflexive, and Mud-up." Journal of Developing Societies 38, no. 1 (December 25, 2021): 81–102. http://dx.doi.org/10.1177/0169796x211065345.

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The relevance of development studies has come under intense scrutiny with increasing calls for development education to decolonize its materials, pedagogies, and discursive practices. This article draws on a short-term study tour to India, where co-building a mud house with a tribal community and local university became a creative, intercultural site, encouraging reflexivity and learning through embodied insights. Such learnings “from” and “with” knowledges negated by Western modernity involve in essence decolonial pedagogies, enabling students to critically examine their own preconceived ideas of development, while building skills to meaningfully navigate the contested contemporary field. Study tours, we argue, have immense potential toward decolonizing development education.

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Lai, Kwok-Wing. "Transforming New Zealand schools as knowledge-building communities: From theory to practice." Set: Research Information for Teachers, no. 1 (May 1, 2014): 33–41. http://dx.doi.org/10.18296/set.0309.

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Future-oriented pedagogies should focus on supporting students to be creative, innovative, and capable of creating knowledge, both individually and collaboratively, at the community level. This article discusses how a group of teachers have come to understand and use the knowledge-building model developed by Scardamalia and Bereiter (2006) to support secondary students to develop as knowledge creators of the 21st century. Findings from knowledge-building research conducted in New Zealand classes are used to illustrate how the knowledge-building model can be implemented. The PROGRESS practice model is introduced to guide teachers to implement the knowledge-building approach in their classes.

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Aleinikov, Andrei G. "Creative Pedagogy: 30 Years and Counting (In Foreign Language Education and Beyond)." International Journal of Education 12, no. 1 (March 25, 2020): 127. http://dx.doi.org/10.5296/ije.v12i1.16979.

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This paper provides a brief overview of Creative Pedagogy as an educational trend, which was introduced over 30 years ago, in 1989, and has spread extensively around the world since that time. It also demonstrates Creative Pedagogy’s application to Foreign Language Education (FLED) and other subjects. Originally, just as creative thinking is opposed to critical thinking, Creative Pedagogy was opposed to Critical Pedagogy, but it was defined as a formula of invention—absolutely obligatory in patent description in technology and the first time in the history of education—and this made it opposed to all other types of pedagogies.. With the advent of Sozidonics, the science of creativity, where creativity was given a scientific definition, Creative Pedagogy became the only trend in education that is technologically-defined and scientifically-based. When united with Creative Andragogy, it became Creagogy—a generic science of creative education.

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Schiavio, Andrea, Michele Biasutti, and Roberta Antonini Philippe. "Creative pedagogies in the time of pandemic: a case study with conservatory students." Music Education Research 23, no. 2 (February 12, 2021): 167–78. http://dx.doi.org/10.1080/14613808.2021.1881054.

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Denmead, Tyler. "Being and becoming: Elements of pedagogies described by three East Anglian creative practitioners." Thinking Skills and Creativity 6, no. 1 (April 2011): 57–66. http://dx.doi.org/10.1016/j.tsc.2010.10.004.

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Holloway, Susan M., and Patricia A. Gouthro. "Using a multiliteracies approach to foster critical and creative pedagogies for adult learners." Journal of Adult and Continuing Education 26, no. 2 (April 8, 2020): 203–20. http://dx.doi.org/10.1177/1477971420913912.

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Drawing upon a pilot study and a Social Sciences and Humanities Research Council (SSHRC) Insight research study to explore how a multiliteracies framework may inform more critical and creative pedagogical approaches for adolescents and adults, this article begins with a brief overview of the literature on multiliteracies and then overviews the methodology used in the two research studies. Although multiliteracies has not been used frequently as a theoretical framework to inform work in adult learning contexts, this article argues that there are many benefits to this approach for adult educators to consider, particularly given the increasing need to attend to learning issues pertaining to globalization, diversity, and the impact of new technologies. Data from the interviews are combined with an analysis of the literature to explore the benefits offered by a multiliteracies approach by considering four main areas: lifelong learning and multimodalities; opportunities for engagement for English as Additional Language learners; new digital technologies and multiliteracies; and multiliteracies’ emphasis on social justice. The article concludes with a consideration of the potential for multiliteracies to inform educators working in a range of adult learning contexts.

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Odeku, Kolawole Sola. "Conducting Law Pedagogy Using Virtual Classroom in the Era of COVID-19 Pandemic: Opportunities and Existing Obstacles." Journal of Educational and Social Research 11, no. 1 (January 17, 2021): 101. http://dx.doi.org/10.36941/jesr-2021-0011.

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Globally, the coronavirus (COVID-19) pandemic is disrupting the way of life, affecting not only humans’ health, but also the education sector and law pedagogy is no exception. In South Africa, before the COVID-19 pandemic, most pedagogies at the universities were being conducted face-to-face. The pandemic has inadvertently exposed the strengths and weaknesses of university in conducting pedagogies. Consequently, various educational institutions became creative, using their ICT staff to train teaching staff members on how to use various multi-modal technologies and devices to conduct pedagogy as face-to-face pedagogy is restricted. Law lecturers who pride themselves in conducting pedagogies through face-to-face were also coopted and retrained considering that most of the law lecturers are broadly conservatives and not technologically savvy. There is paucity of any scholarly information from law as a discipline hence, this paper fills the lacuna by looking at law pedagogy in the era of COVID-19 pandemic. Received: 24 September 2020 / Accepted: 3 November 2020 / Published: 17 January 2021

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Hlengwa, Amanda, and Kibashini Naidoo. "Socially just pedagogies: perspectives from the ‘global south’." Scholarship of Teaching and Learning in the South 2, no. 2 (September 30, 2018): 1. http://dx.doi.org/10.36615/sotls.v2i2.83.

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In their editorial for this third issue of SOTL in the South, Amanda Hlengwa and Kibashini Naidoo contextualise the papers in relation to socially just pedagogies in the ‘global south'. The articles in this issue focus on the scholarship of teaching and learning in 'southern' contexts such as New Zealand, South Africa, Botswana and Chile, and were double-blind peer-reviewed by local and international reviewers. How to cite this editorial: HLENGWA, Amanda; NAIDOO, Kibashini. Editorial: Socially just pedagogies: perspectives from the ‘global south’. Scholarship of Teaching and Learning in the South. v. 2, n. 2, p. 1-3, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=83&path%5B%5D=23 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Cenoz, Jasone. "Translanguaging pedagogies and English as a lingua franca." Language Teaching 52, no. 1 (September 5, 2017): 71–85. http://dx.doi.org/10.1017/s0261444817000246.

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Multilingualism is widespread in the world today and English is, in many cases, one of the languages in the multilingual speaker's repertoire. English as a lingua franca (ELF) is used by multilingual speakers who can also communicate in other languages and use their multilingual and multicultural resources in creative ways. This paper aims at exploring the relationship between recent trends in multilingualism, particularly the proposal ‘Focus on Multilingualism’ and ELF. After a brief presentation of multilingualism as related to globalization and super-diversity, there will be an examination of the new trends that bring together the study of multilingualism in education and ELF. Then, similarities and differences between the two are discussed as related to the emerging paradigm that takes into consideration a new vision of language, speakers and repertoires and has translanguaging as a key concept. Translanguaging pedagogies based on the multilingual learner's repertoire are also discussed. The last section looks at achievements and challenges presented by the synergies that have been created and reinforced.

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Starnes, Kathryn. "The case for creative folklore in pedagogical practice." Art & the Public Sphere 10, no. 2 (November 1, 2021): 225–32. http://dx.doi.org/10.1386/aps_00061_1.

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The political question of who can produce knowledge and how we delineate epistemological standards without reproducing epistemic marginalization is central to critical pedagogy in international relations (IR) scholarship. While critical pedagogies often attempt to enact an emancipatory agenda, they largely rely on the educator as knowledge (re)producer and student as passive consumer, with little to say on what it means to be emancipated, the oppressions at stake or the means of enacting this project. Drawing on Simon Bronner’s definition of folklore, this article explores folklore as a creative practice allowing us to explore who the ‘folk’ are in the process of teaching and how we constitute disciplinary ‘lore’ to incite students to revise and reflect on disciplinary boundaries. The article focuses on IR pedagogy as a creative practice, arguing that deploying a folklore lens allows us to challenge the uncritical reproduction of disciplinary boundaries.

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Sclater, Madeleine. "Sustainability and learning: Aesthetic and creative responses in a digital culture." Research in Comparative and International Education 13, no. 1 (March 2018): 135–51. http://dx.doi.org/10.1177/1745499918771185.

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The research presented in this article strives to answer the question: how do we educate for sustainability? I have provided evidence that arts-based educational research methods and major cultural resources provide very rich learning experiences that extend across disciplinary boundaries and can be crafted into pedagogical practices that help orientate learners of all levels to issues of sustainability. The article addresses the challenge of developing pedagogies for socio-ecological sustainability across disciplines in higher education. I present three kinds of conceptual resources in support of this project: theoretical influences that provide a range of lenses through which I can focus on my research concerns and pedagogical developments; methodological innovations – the use of the Dérive combined with a narrative record; and real-world aesthetic resources derived from gallery visits, an architectural exploration and interactive, scientific visits to major botanical gardens in Europe. I also briefly outline the importance of research resources derived from my own interdisciplinary work in virtual worlds - technology enhanced learning (TEL). These resources have led to a fusion of ideas from my own empirical research and personal experiences and observations in the real world. The most significant outcome of my Dérive experiences is a reminder of the power of aesthetic and emotional responses in learning activities. The blending of digital and analogue conceptual resources has synergised my thinking about pedagogies of sustainability, and increased my understanding of the importance of engagement with the real world, the role of emotion in learning and the power of experiential learning. I argue that personal and collective responses to artwork can act synergistically, and that community learning and individual learning are linked in informal settings, as evidenced by the Dérives presented in this article.

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Volkova, Natalііa. "Professional Training of Modern Engineer-Pedagogue in the Field of Food Technologies in the System of Competenсy Approach’s Pedagogical Categories." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 27–44. http://dx.doi.org/10.31470/2415-3729-2018-8-27-44.

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The presented publication substantiates the peculiarities of the proffesional training of modern engineer-pedagogues in the field of food technologies in the system of competenсy approach’s pedagogical categories. The benefits of this study are the regularities of the given process, analyzed by the author of the article. Moreover, the author has identified these regularities as the following: the correspondence of the learning process, the interconnection and interdependence of teaching and learning, the construction of the training’s content in accordance with the objectives, the provision of interdisciplinary connections between different educational subjects, the unity of education and upbringing. The problem of designing the content part of education is revealed and the main positions in methodological concepts are singled out in the article. It is also noted by the author of the article that the educational process in the higher education institution should be directed to fixed laws and principles. With regard to higher pedagogical education, some knowledge-based learning principles are defined in the article; the author noted that they form a certain system of initial requirements, the observance of which ensure the necessary effectiveness of the educational process. Accordingly, the main principles for the proffesional training of future engineer-pedagogies in the field of food technologies on the basis of a competency approach are defined by the author as: the principle of training’s professional orientation, the principle of scientificity, the principle of systemicity and consistency, the principle of directing the learning process on the personality of the learning’s subject, the principle of consciencity and creative activity of the person in the learning process. The requirements for the engineer-pedagogies of the XXI century are also quite widely presented in the article by the author. In the author’s opinion, these requirements’ condition is the transformation of the vector of pedagogical staff’s vocational training, based on a competence-oriented approach, involving the reorientation of the educational paradigm from a predominantly broadcast of knowledge to the formation of professionally relevant skills and competences for future engineer-pedagogies in the field of food technologies.

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Sharma, Ramesh Chander, and Suresh Garg. "Technology 4.0 for Education 4.0." Revista da FAEEBA - Educação e Contemporaneidade 30, no. 64 (November 19, 2021): 198–209. http://dx.doi.org/10.21879/faeeba2358-0194.2021.v30.n64.p198-209.

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There is no denying the fact that education is the greatest tool to solve our problems. Education has been transformed from centuries in its form, levels, and format. Depending upon our needs and times, be it peace or exigencies (natural or human induced), educational pedagogies, assessment strategies, infrastructural provisions, student enrolment, faculty recruitment, finances, knowledge management and technology adoption, all have changed over a period of time. Such change in teaching and learning practices is constant. Flexibility of operations, rapidity of knowledge generation and transfer, creative practices and spatial arrangements have given rise to innovations in education. New pedagogies and technologies have opened up new possibilities. Students are offered new learning paths. This article discusses the innovations, challenges and opportunities as presented to us by the technology 4.0 for education 4.0.

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Quarshie, Benjamin, Akwasi Amponsah, and Doris Boakye-Ansah. "Blended pedagogies: The challenges of Visual Arts education." Journal of African History, Culture and Arts 2, no. 2 (April 27, 2022): 94–103. http://dx.doi.org/10.57040/jahca.v2i2.124.

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This paper exposes, through qualitative inquiry, the effects of blended learning on training and acquisition of hard and soft skills among Visual Arts students at Mampong Technical College of Education. Two weeks of unobtrusive observation of blended learning lessons were done. Three focus group interviews involving 15 level 300 Visual Arts students to assess the level of impact blended learning exerts on their training and skill acquisition. Findings reveal that the WhatsApp platform was the most used for the online component of the blended learning whereas traditional face-to-to lessons were coupled with OERs and YouTube videos. Students’ enthusiasm for personal learning through exploration using OERs has increased and able to produce end of semester group Visual Art project works despite the challenges due to the blended and learner-centred pedagogies implemented deployed by their tutors. There is a need for further studies to investigate the pedagogic competencies of the MTCE student-teachers in their teaching practices to ascertain their level of skills acquired through the blended learning since their success would impact the national agenda of raising critical and creative thinkers through the standard-based curriculum.

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Horner, Bridget. "Book review: Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 239. http://dx.doi.org/10.36615/sotls.v4i2.151.

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In this review of Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien, book reviewer Bridget Horner observes that for the scholarship of teaching and learning this book could serve as a source of possible teaching methods within the arts; however, this would negate policymakers, management of institutions, educators, discipline professionals and artists from viewing this book’s real potential, which is identifying and explaining the challenges faced within higher education, as well as opportunities for change – through critical pedagogy– in a country that still holds unaddressed ‘standing items’ related to its colonial and apartheid past within the present neoliberal agenda. Keywords: Critical pedagogies, South Africa, Book review, Art design and architectureHow to cite this article:Horner, B. 2020. Book review: Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien. Scholarship of Teaching and Learning in the South. 4(2): 239-243. https://doi.org/10.36615/sotls.v4i2.151.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Guile, David John. "Learning to work in the creative and cultural sector: new spaces, pedagogies and expertise." Journal of Education Policy 25, no. 4 (July 2010): 465–84. http://dx.doi.org/10.1080/02680931003782801.

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Ward, Kumara S. "Creative Arts-Based Pedagogies in Early Childhood Education for Sustainability (EfS): Challenges and Possibilities." Australian Journal of Environmental Education 29, no. 2 (December 2013): 165–81. http://dx.doi.org/10.1017/aee.2014.4.

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AbstractThis article showcases a creative approach to early childhood education for sustainability (ECEfS). It reports on the author's doctoral research program, which examined the effectiveness of arts-based pedagogies for exploring and understanding the natural world in an early childhood education program. Motivated by their existing commitment to education for sustainability (EfS), the participating educators used the arts for further exploration and understanding of the natural world in teaching and learning. They explored the role of the arts in knowledge production and embodied experience, and reinterpreted and built on their own funds of knowledge about their environment. The result was meaningful curriculum steeped in content about the natural environments that were local to the children and their educators. The findings further signify the challenges educators needed to overcome in order to intensify their connection with their own local environments, and the effect that this enhanced connection had on their capacity to reflect local natural environments in their programs with the children.

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Hempel-Jorgensen, Amelia. "Learner agency and social justice: what can creative pedagogy contribute to socially just pedagogies?" Pedagogy, Culture & Society 23, no. 4 (September 15, 2015): 531–54. http://dx.doi.org/10.1080/14681366.2015.1082497.

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Journal articles on the topic 'Creative pedagogies'

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