9. Creative Curriculum
… is a creative act but it usually
focuses on…
•norm
•core knowledge of discipline
•assessment
•orientation internally and
externally
•informal adjustments ongoing
•crammed?
10. Creative Curriculum
… is a creative act but it usually
focuses on…
•norm
•core knowledge of discipline
•assessment
•orientation internally and
externally
•informal adjustments ongoing
•and is crammed
… is a creative act that focuses
on…
•space
•flexibility
•originality
•personalisation
•collaboration
Key factor: Is creativity valued by students, the
department, influential academics?
15. Jerome Bruner
creative thinking = a
magical process, an
unreasonable leap the
imagination makes > new
and original ideas, at the
heart of this is the
metaphor
metaphor = challenges
logic, introduces
expanding imagery,
suggests new awareness
image source: http://4.bp.blogspot.com/_jguQmSQcllo/TIum9Vo1vLI/AAAAAAAAABo/_KKzVWLB3CA/s1600/Jerome+Bruner.jpg
16. “giving the thing a name that belongs to something else”
metaphor according to Aristotle
17. metaphors
“Metaphor systematically disorganizes the common sense
of things – jumbling together the abstract with the
concrete, the physical with the psychological, the like
with the unlike – and reorganizes it into uncommon
combinations.” (Geary, 2012, 2)
“It is easy enough to label a specific emotion, such as
grief, fear, pride or happiness. It is much harder to convey
the actual qualitative experience of that emotion. But
metaphorical language can describe the indescribable.”
(Geary, 2012, 211)
22. an example:
Postgraduate Certificate in Academic Practice (PGCAP)
active
experimentation,
modelling variety
of creative
learning and
teaching
approaches
31. Creativity
Oh, no!
It can’t be done.
I can’t do it.
There is nothing I can do.
But I am not creative.
That is childish.
What will people think?
Unaccepted!
Play it safe!
Blockage Attitude
Curiosity
Challenge
Belief that mistakes are welcome
Ability to see the need for
improvement
Belief that problems can be solved
Ability to suspend judgement and
criticism
Seeing the good in the bad
Problems lead to improvements
Problem can also be a solution
35. On a scale from 1 to 10
how creative do you think you are?
36. “At last there is a realisation that information is not enough.
There is a real need for thinking, especially the creative
thinking involved in looking at things in different ways and
also the design thinking needed to turn problems into
opportunities.
Analysis and judgement are as important as ever but not
enough. Creative thinking is not a luxury but a real need in
difficult times. This means serious creativity and not just
messing around and hoping an idea will emerge.”
Edward de Bono, the father of lateral thinking
37. References
• Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for
learning, teaching and assessing: A revision of Bloom's Taxonomy of
educational objectives: Complete edition, New York : Longman.
• Bloom, B. S. (1956). Taxonomy of educational objectives, handbook
1: Cognitive domain. New York: Longmans Green.
• Craft, Anna (2007). Possibility thinking in the early years and
primary classroom. In: Tan, Ai-Girl ed. Creativity: a Handbook for
Teachers. Singapore: World Scientific Publishing, pp. 231–250.
• Gauntlett, D. (2011) Making is connecting, Cambridge: Polity Press.
• Geary, J. (2012) I is an other, The secret life of metaphor and how it
shapes the way we see the world, New York: Harper Perennial.
• Jackson, N. (2003). Designing for Creativity Curriculum Guide.
Learning & Teaching Support Network Generic Centre, York.
• Jackson, N. (2002). Guide for busy academics: Nurturing creativity.
LTSN Generic Centre.
