Creativity: Getting it Right in a Week

1. Auflage 2017
ISBN: 978-1-911106-84-5
Verlag: Taylor & Francis

Buch, Englisch, 86 Seiten, Format (B × H): 197 mm x 130 mm, Gewicht: 453 g

Reihe: Getting it Right in a Week

- Is creativity at the heart of your teaching and learning strategies?

- Do you understand the difference between creative teaching and teaching for creativity?

- Can you combine creativity with performance and assessment outcomes?

This book provides you with practical-led guidance on creative teaching, teaching for creativity and creative learning. It presents you with the key areas of creativity in straightforward, bite-sized chunks, offering time-saving support and ideas. Designed to be read over a week, the book is divided into seven concise chapters detailing clear strategies aimed at developing creative learners and helping you build a creative learning environment.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Kinsella, Victoria

Fautley, Martin

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Introduction Day 1: What is this creativity stuff? Day 2: Being creative, not being fluffy. Day 3: Jumping out of the box! Day 4: Leaping into the deep end wearing water wings. Day 5: Please Miss/Sir, this is boring! Day 6: Creativity is fun! Day 7: Creativity: good for learners; good for teachers. Further reading

Über Autor(innen)

Victoria Kinsella is a Research Fellow in Education at Birmingham City University. As part of her role, she supports trainee teachers on initial and in-service teacher training courses, as well as research students on the MA teaching and learning and PhD exploring creativity in education. Prior to working at the university, she worked as a secondary art and design teacher in English secondary schools. Her main interests include the exploration of creative teaching and learning and how we might foster these approaches within educational contexts. She explores creativity through a range of research projects and has written book chapters and reports on this topic. These experiences have allowed her to work with a range of practitioners and teachers who have helped her reflect on the importance of creativity and explore new approaches in the classroom.

Professor Martin Fautley is director of research in the school of education and social work at Birmingham City University. He has a wealth of experience in music education, both in terms of pedagogy, and of music education research. After enjoying many years as a classroom music teacher, he then undertook full-time Doctoral research working across the education and music faculties at Cambridge University, investigating teaching, learning, and assessment of classroom music making, with a focus on composing as a classroom activity.

He is widely known for his work on researching assessment in the classroom, but also researches understandings of musical learning and progression (especially in the novice stages), composing, and creativity. He regularly undertakes research and evaluation projects in the field of music education.

Professor Fautley is the author of eight books, and has written and published over fifty journal articles, book chapters, and academic research papers on a range of aspects of teaching and learning, and regularly presents the fruits of his research at international conferences. He is co-editor of the British Journal of Music Education.

Susan Wallace is Emeritus Professor of Education at Nottingham Trent University where, for many years, part of her role was to support learning on the initial training courses for teachers in the FE sector.  She has researched and published extensively on education, training and management of behaviour, and is a popular keynote speaker at conferences. Her particular interests are in mentoring and the motivation and behaviour of students.