Creative primary schools
Developing and maintaining pedagogy for creativity
Bibliographic Data
| ID | 12894151 |
|---|---|
| Authors | Anna Craft (0000-0002-9774-4027, University of Exeter, corresponding author), Teresa Cremin (0000-0001-6454-7900, The Open University), Penny Hay (0000-0001-8320-7418, Bath Spa University), James Clack (0000-0002-5156-2631, University of London) |
| Year | 2013 |
| Volume | 9 |
| Issue | 1 |
| Pages | 16-34 |
| Publication date | 2013-09-09 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Ethnography & Education (JOURNAL) |
| Journal identifiers | ISSN: 1745-7823 • E-ISSN: 1745-7831 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/17457823.2013.828474 |
| OpenAlex | W2018601805 |
| Language | EN |
| Citations received | 17 |
| References cited | 24 |
This micro-ethnographic study investigated pedagogy in two English primary schools, following a change of government and challenges posed by economic austerity. Unlike the previous decade's emphasis on children's curiosity and agency and valuing arts and partnership, emphasis on knowledge and attainment was now foregrounded. A two-stage National Curriculum government review (2011–2012) brought primary schools little clarity. During the review period, the authors researched two purposively chosen schools, recognised nationally for their creative approaches. This paper discusses their creative teaching and learning pedagogic practices. Three shared characteristics emerged through triangulated qualitative analysis: co-construction, high value placed on children's control/agency/ownership and high expectations in skilful creative engagement, evident through the arts, use of integrated themes and topics, flexible time, children's immersive involvement and attending closely to children. Thematic findings are discussed alongside unique qualities of each school's pedagogy and implications for primary education considered
Agency (philosophy · Austerity · Creativity · Curiosity · Curriculum · General partnership · Government (linguistics · National curriculum · Pedagogy · Political science · Politics · Qualitative research · Social science · Sociology · The arts · Thematic analysis · Art Education and Development · Creativity in Education and Neuroscience · Diverse Music Education Insights · Psychology
From comfort zone to growth zone
Upside Down at the Carnival
The Influence of Age, Regional Context, and Measurement Tools on Children’s Creativity
Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students
Examining Teachers’ Perspectives of School-Based Opportunities and Support for Student Creativity with the ICI Index
The contribution (or not) of UN higher education to peacebuilding
The screen and the sand-timer
Creativity in childhood
Primary Physical Education
Developing reflective trainee teacher practice with 360-degree video
Creative pedagogies
Delivering education reform in Wales
Ethnographic explorations of the arts and education
The tensions of innovation
Learning from learning logs
The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom
Pisa 2022 Creative Thinking Assessment
The Creative Mind
Creative learning environments in education—A systematic literature review
Toward a broader conception of creativity
Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries?
The art of case study research
Developing Teachers and Teaching Practice
Performativities and fabrications in the education economy
Going with the flow or back to normal? The impact of creative practitioners in schools and classrooms
Teaching like an artist
Time for ethnography
Naturalistic inquiry
| Unique citing works | 17 |
|---|---|
| Citations per year | 1,89 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |