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ERIC Number: EJ1107299
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0009-8655
Introducing the Creative Learning Principles: Instructional Tasks Used to Promote Rhizomatic Learning through Creativity
Ellis, Violet Adams
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v89 n4-5 p125-134 2016
Proving a child has been adequately educated is manifest through assessments evaluating the recall of facts or the deciphering of codes. How this information is taught and learned is the issue. Webb's depth of knowledge (DOK) and Bloom's taxonomy are cognitive models that drive instruction in today's classrooms. According to these models, creativity is a higher-order learning process. Although creativity has gained a renewed prominence in theoretic academic arenas, on the battleground of the typical classroom, creativity takes a back seat to instructional strategies with the goal of successful standardization of knowledge. Creativity, however, is the cornerstone of arts instruction. Creative learning principles (CLPs) is a system of instructional tasks developed in the arts and used to facilitate the metacognitive act of learning through creativity to solve problems. This article discusses how the CLPs create rhizomatic learning by facilitating connections between art and other disciplines and how they are used in planning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education; Middle Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A