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Teaching creatively and teaching for creativity: distinctions and relationships

Jeffrey, Bob and Craft, Anna (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1) pp. 77–87.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/0305569032000159750
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Abstract

The distinction and relationship between teaching creatively and teaching for creativity identified in the report from the National Advisory Committee on Creative and Cultural Education (NACCCE, 1999), is examined by focusing on empirical research from an early years school, known for its creative approach. The examination uses four characteristics of creativity and pedagogy identified by Peter Woods (1990): relevance, ownership, control and innovation, to show the interdependence of the NACCCE distinctions. We conclude that although the NACCCE distinction between teaching creatively and teaching for creativity has been useful as an analytical tool, it may, at the same time, have dichotomised an integrated practice and we suggest that a more useful distinction for the study of creative pedagogies would be the relationship between teaching creatively and creative learning.

Item Type: Journal Article
Copyright Holders: 2004 Taylor & Francis
ISSN: 0305-5698
Academic Unit/Department: Education and Language Studies
Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 425
Depositing User: Users 12 not found.
Date Deposited: 11 Aug 2006
Last Modified: 04 Dec 2010 05:10
URI: http://oro.open.ac.uk/id/eprint/425
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