Creative Pedagogies in school

Chappell, Kerry; Cremin, Teresa and Crickmay, Ursula (2025). Creative Pedagogies in school. In: Lucas, Bill ed. Handbook of Creativity in Schools. Cheltenham, UK: Edward Elgar Publishing Limited [In Press].

Abstract

This chapter updates Cremin and Chappell’s (2019) creative pedagogies systematic literature review focusing on studies between 2019 and 2024. The methodology followed the original study protocols, searching four major research databases using the same terms and inclusion/exclusion criteria. Following rigorous critical reading and discussion around quality and relevance, 14 new papers remained for further analysis. During this process six of the original seven features were identified: generating and exploring ideas; encouraging autonomy and agency; problem-solving; risk-taking; co-constructing and collaborating; and teacher creativity. Playfulness was not evident. The significance of the manifestation of the features and their occurrence patterns are discussed. An example is also provided of the creative pedagogies in action within the Penryn Creativity Collaboratives initiative, where all the features and more are evidenced within a framework of action research projects which were collated within an overarching research study; a model which demonstrates positive implications for teacher ownership. Whilst the chapter suggests impact is still difficult to track, it offers significant new insights into creative pedagogies particularly in relation to risk-taking, assessment, dialogue, metacognition and skills, showing that internationally progress continues to be made in rigorously articulating and practicing creative pedagogies as an important element of current formal schooling.

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