Creativity and education
Comparing the national curricula of the states of the European Union and the United Kingdom
Bibliographic Data
| ID | 11159656 |
|---|---|
| Authors | Dominic Wyse (0000-0001-8888-9032, Institute of Education University of London UK, corresponding author), Anusca Ferrari (0000-0002-2314-5355, European Commission Institute for Prospective Technological Studies Spain) |
| Year | 2015 |
| Volume | 41 |
| Issue | 1 |
| Pages | 30-47 |
| Publication date | 2015-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3135 |
| OpenAlex | W2065673863 |
| Language | EN |
| Citations received | 23 |
| References cited | 24 |
In the past 20 years the importance of creativity as part of young people's education has increasingly been recognised. The stimulus for the growing emphasis on creativity has come from diverse sources including drives for greater national economic prosperity and enlightenment visions of young people's education. One facet of creativity in education has been its place in the national curriculum texts of nation states. The research reported in this paper aimed to investigate the place of creativity in the national curricula of the 27 member states of the EU ( EU 27) and in the UK . A content analysis of all statutory national curriculum texts for the EU 27 was undertaken and implications compared to the answers of 7659 teachers to a survey. The findings showed that creativity was a recurring element of curricula but its incidence varied widely. It was also found that creativity was represented in arts subjects more than other subjects and that it was relatively neglected in reading and writing as part of the language group of subjects. The countries of the UK in general had maintained their historic attention to creativity but there was evidence of a shift from emphasis in primary settings to secondary settings. It is concluded that there is a need for much greater coherence between general aims for education and the representation of creativity in curriculum texts
Creativity · Curriculum · European union · National curriculum · Pedagogy · Political science · Prosperity · Sociology · Statutory law · The arts · Art Education and Development · Creativity in Education and Neuroscience · Education, Leadership, and Health Research · Law · Psychology
Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University
The Importance of Art-Based Curriculum in Peace Education
Datafied at four
Concepts for historical and geographical thinking in Sweden’s and Spain’s Primary Education curricula
Digital age
Preservice Teachers’ Beliefs About Creative Teachers and Good Teachers
‘Becoming more confident in being themselves’
Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design
Opposite Effect of Social Evaluation on Creative Idea Generation in Early and Middle Adolescents
Combining Creative Problem Solving with Science Fiction Films to Promote Creative Thinking in Science Education
Envisaging intergenerational spaces for co-creating creative writing
Second level students’ experiences of creativity
Understanding creativity in primary English, science, and history
The complex role played by creativity and competitive attitude on career self-efficacy among adolescents
Cultivating transnational preservice teachers’ and parents’ creative identity, self-efficacy and critical thinking dispositions through collective participation in creative arts
Technology-enhanced creativity in K-12 music education
Pedagogical approaches to training
Planting Poetry
How teachers perceive factors that influence creativity development
A trans‐European perspective on how artists can support teachers, parents and carers to engage with young people in the creative arts
Epistemic insights
The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom
Group creativity and the time of the day
Creativity in Schools
Globalizing Education Policy
The Concept of Creativity
Defining Twenty-First Century Skills
Policy Sociology and Critical Social Research
Viewpoints
Creativity and performativity policies in primary school cultures
Policy rhetoric and the renovation of English schooling
Creativity and performativity in teaching and learning
Creativity and education futures
Creativity and performativity
| Unique citing works | 23 |
|---|---|
| Citations per year | 2,3 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 21 |