EDU3007 : Developing Creative Thinking through Arts Experience (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Helen Burns
- Lecturer: Dr Hanneke Jones
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The module aims to explore what creativity is, its socio-cultural context, how to develop and use creativity, how to support the creativity of other learners and the implications for ‘voice’ and agency of supporting or restricting creativity. Art-based experiences of making, interpretation and reflection, with observation of creative processes in the arts are used as a vehicle for the exploration of these ideas. As an outcome, students produce and present a portfolio including a piece of conceptual artwork, accompanied by a theoretical rationale, which relates to their personal creativity.
• Students will develop an understanding of creativity as a cognitive and metacognitive process.
• Students will be able to define and recognise the creative process and the thinking skills encompassed within this.
• Students will develop an understanding of the socio-cultural and economic significance of creativity as a C21 skill.
• Students will gain an understanding of historic and current perspectives of creativity.
• Students will develop an understanding of how to support creativity in other learners using art-based approaches and pedagogies.
• Students will enhance their creative capacity in order to be more equipped to deal with sustained and rapid change in educational and socio-economic contexts.
• Students will experience the creative process, first-hand and through observation of creative practice in creative environments.
• Students will develop an understanding of how personal creativity relates to concepts of personal and civic agency.
Outline Of Syllabus
PART ONE: (semester one) SUPPORTING THEORY, taught via lecture, discussion and arts-based pedagogies.
• Perspectives of creativity: how creativity has been conceptualised historically and currently and how it relates to contemporary, moral, social and political agendas.
• Creativity and imagination as cognition and metacognition: creativity as a range of thinking skills which constitute processes of thinking leading to originality and transformation.
• Art as experience: Dewey’s conceptualisation of art as experience, Efland and Eisner’s cognitive perspectives of art and the translation of these theories to enquiry-based and artistic learning approaches which support creativity. Gallery based.
PART TWO: (semester two) EXPERIENCE, REFLECTION, APPLICATION, taught by artist/s, lecture, discussion and arts-based pedagogies.
• Creative perspectives: exploring artist’s experiences of creative process.
• Nurturing creativity: looking at the conditions necessary for developing creativity.
• Developing personal creativity: investigating personal creativity via the process of making art and then reflecting on this process: intensive, studio-based practice.
• Creativity, voice and civic agency: exploring the role of creativity in developing ‘voice’ which can enable civic agency and looking at how art and creativity do or do not influence society.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 98:00 | 98:00 | Portfolio: final artwork with reflective commentary, essay, 'map', sketchbook and reflections |
| Scheduled Learning And Teaching Activities | Lecture | 6 | 1:00 | 6:00 | Theoretical foundations |
| Guided Independent Study | Directed research and reading | 4 | 1:00 | 4:00 | N/A |
| Scheduled Learning And Teaching Activities | Practical | 3 | 7:00 | 21:00 | Work with art and artists |
| Scheduled Learning And Teaching Activities | Small group teaching | 6 | 2:00 | 12:00 | Using arts-based pedagogies |
| Guided Independent Study | Project work | 3 | 5:00 | 15:00 | N/A |
| Guided Independent Study | Reflective learning activity | 6 | 1:00 | 6:00 | Sketchbooks and other art work |
| Scheduled Learning And Teaching Activities | Fieldwork | 2 | 3:00 | 6:00 | Visits to galleries/studios |
| Guided Independent Study | Independent study | 1 | 32:00 | 32:00 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
The module aims to model practices used by creative professionals within its teaching methods. This will be reflected in enquiry-based approaches and the use of studio-like practice and artistic methods. Artists will play a part in teaching the sessions so that students have first-hand experience of professional creativity. Art-based pedagogies such as ‘Art and SOLE’ and art-infused P4C will support discussion and illuminate creative process. Students will cohere, express and reflect on their learning by making pieces of art, again, modelling creative practices.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 10 | Reflective commentary on artwork. 1000 word limit |
| Reflective log | 1 | M | 20 | Semesters 1&2 sketchbook |
| Poster | 2 | M | 10 | Visual map of creativity. Approx word limit of 500 words |
| Essay | 2 | M | 30 | Why should we seek to develop creative thinking and how can it be supported through art? 2000 word limit |
| Poster | 2 | M | 30 | Artwork - 'How am I creative?" |
Assessment Rationale And Relationship
The assessment is designed to support student creativity and to encourage reflective, process-based ways of working which the module is concerned with, thereby the assessment complements and reinforces coursework within the module by providing experiences of the cognitive and technical processes which are being taught. The assessment methods are largely ‘catalytic’ in that they enable students to reflect on and express their learning (thereby exercising and developing their creativity) while simultaneously demonstrating what they have learned to the assessor. A ‘portfolio’ approach including numerous elements also models a form of assessment often used in creative and arts-based organisations and industry.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU3007's Timetable