NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1123175
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0267-1522
Creativity in Teaching: What Can Teachers Learn from Artists?
Hall, Christine; Thomson, Pat
Research Papers in Education, v32 n1 p106-120 2017
Since the turn of the century, there have been frequent expressions of concern about a perceived lack of creativity in UK schools, in both curriculum content and in teaching. Recently, as the emphasis on mathematics, science and technology has strengthened, serious concerns have also been expressed about the marginalisation of the arts and creativity in schools. In the light of these concerns, this paper reports in-depth, qualitative research into the pedagogies of practising artists experienced in working with young people and highly valued by the schools that employ them. We use the notion of "signature pedagogies" to argue that the artist-teachers adopted a particular stance and set of pedagogic practices that are coherent and distinctively different to those that are currently officially promoted in UK schools, and that this distinctive pedagogy enhanced both creative practice and engagement in the arts in the schools in which the artists worked. In this paper, we identify the signature pedagogies of the artists, theorise their stance and argue that the findings of our study provide a heuristic which can be valuable to all teachers who are interested in expanding their teaching repertoires and fostering students' creativity.
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 - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A