Starting your journey into Creative learning

‘There is no doubt that creativity is the most important human resource or all. Without creativity, there would be no progress, and we would be forever repeating the same patterns.’ - Edward de Bono

In a rapidly changing world, creativity offers a real and tangible skill that learners can use and develop throughout their lives. The following film allows you to hear different perspectives on the importance of creativity in education. You can visit our what is creativity and what is creative learning to learn more.

Before we can nurture the creativity of learners it is useful to have a working definition of it. Some see creativity as a special gift or talent, linked to a specific art form.
In our programme we use the Creative Habits of Mind model that was developed at the Centre of Real World Learning.  There are five habits: Imaginative, Inquisitive, Persistent, Collaborative and Disciplined. These habits can be further divided into sub-habits.

The Creative Habits of Mind model allows teachers and learners to see creativity as an everyday capability that can be nurtured and developed in light of new experiences.

As a reflection exercise, we would encourage you to complete the Creative Habits of Mind Wheel thinking about your own creativity. The wheel can also be used as a formative tool with your learners.

Creative learning can often happen in unexpected and unorthodox places, either within or outside the school grounds. We have often found that learners act and respond differently in these places, breaking out of conventional modes of thinking.

KS2 learners at Tenby CIW Primary created a ‘Magic Museum’ using an overlooked space adjoining one of the main corridors in the school. The learners filled this space with artefacts to stimulate their imagination and promote creative writing.
KS4 learners at Glan-y-Mor Comprehensive school created a digital trail to make the local community and visitors more aware of the heritage of Burry Port.

In our Creative learning programme, we encourage schools to experiment with the High functioning classroom. This model was developed by Creativity, Culture & Education (CCE) and can be used to reflect on learning environment conditions. CCE’s research found that when High Functioning conditions were in place, more learners were socially, emotionally, intellectually and physically engaged. This leads onto increased confidence and wellbeing and increased attainment.

Download the High Functioning Classroom document and watch one of our project stories on our creative learning playlist, you will see high functioning learning spaces in action.

Reflection exercise: Reflect on your own learning space. How can you use this model to support change within your own practice? What spaces or places do you have access to that could be used as a site for learning?

In a creative learning environment, the learning is often framed by an enquiry question. Enquiry questions usually develop from a school development priority. These questions should be simple and focused on finding the answers to a problem or issue within your school.

Examples

• How can film-making be used to as a tool to explore learner wellbeing while developing their, oracy skills, multi-media skills and learning habits?
• What ‘resources’ are available on our doorstep to help learners and teachers explore multicultural Wales?

Use the document below and your school’s development plan to help you construct an enquiry question that you could explore in the classroom.

In creative learning environments teachers often guide learners rather than instructing them. By allowing learners to be co-designers and have an active say in the direction of learning, they are often fully invested in the process. By allowing learners to find, interpret, analyze and construct their own learning they develop strong learning habits and gain a sense of agency.

Reflection questions:

• To what extent do you allow learners to guide their own learning?
• What might be lost or gained as you give learners more ownership over their learning?

We have funded over 1000 creative learning projects in schools. If you are looking for some ideas or inspiration take a look at our Project Stories. The stories have been categorised so you can easily find examples that might best suit your needs. You can also find some additional project story films in this playlist.

Stimulate learning with a visit to a gallery, theatre, arts centre or other cultural venue. You can apply for up to £1000 to fund 90% of the cost of a visit using our Go and See fund.

Adopting creative learning approaches for the first time may seem like a daunting prospect. Creative learning environments can often be ‘messy’ and the learning is likely to feel less controlled than a traditional approach. Teachers have told us that this change can be uncomfortable but also liberating at the same time. In Hear from the teachers section you will get to hear first-hand accounts from teachers and their experience of using creative learning approaches.

Authentic learning is directly related to the interest of learners, their observations, stories, communities, and histories. This is real world learning where the values and opinions of the learners count and are a key part of the learning process.  Creative learning fosters an environment where learners are empowered to offer their unique perspectives and insights.

The ability for learners to bring their ‘whole selves’ into the learning environment contributes their holistic development. We have found that learners thrive when they are socially, emotionally, physically and cognitively engaged. This increase in wellbeing ultimately leads to an improved performance.

Example: Year 8 learners at Blessed Carlo Acutis Bishop Hedley Campus collaborated with a podcaster to develop a podcast focusing on mental health. The project’s focus was to develop the learners’ oracy skills. Teachers, learners and the creative practitioner created an environment in which learners were able to bring their own experiences of mental health in a way that nurtured a mature discussion forum.

Reflection question: How could you make learning more authentic in your own setting?

Given the exploratory nature of creative learning as much attention is paid to the processes of learning as any potential end product. The learning is structured in such a way to allow room for the unexpected to occur. Without the constraints of working towards a pre-determined end product, the learning is more fluid allowing the potential for multiple outcomes.

Helpful hint: Teachers have told us that creative learning approaches can often feel uncomfortable when using them for the first time. We would like to reassure you that this is a normal part of the change process and would encourage you to work through with these initial challenges.

Reflection: How can you make sure that the learning process becomes the focal point of learning in the classroom?

Creative learning is well suited to activities, actions and events that engage a whole class or group. Within this context, learners build respect for the difference and creativity of their peers often improving their collaboration and negotiation skills.  These collective actions lend themselves well to visible processes of learning where reflection is a natural part of the process.

Real examples:

Year 2 learners at Pennar Community School designed and created a garden within the school grounds that would attract insects and other wildlife. 

KS3 learners at Cardiff West Community High school worked with a theatre design practitioner to develop their numeracy skills. The learners, collaborated to devise an Escape room for other learners across the school who struggled with basic numeracy skills.

Reflection question: What activities, actions or event could you propose that would engage your whole class?