Terina Macare Embrace Creativity and Imagination Framework

Embrace Creativity and Imagination Framework 1
Embrace Creativity and Imagination:

A framework for planning, learning and teaching, assessment, evaluation and
mapping for Stage !
Image: Creativity and Imagination, (Macare 2014).
Terina Macare: terina.macare@gmail.com
Embrace Creativity and Imagination Framework
Table of Contents
Embrace Creativity and Imagination: ..................................................................................................1
Content...........................................................................................................................................2
!c"no#ledgement...........................................................................................................................$
Introd%ction......................................................................................................................................$
&e'inition.........................................................................................................................................(
C%rric%l%m.......................................................................................................................................(
)vervie# o' T*e Embrace Creativity and Imagination +rame#or"...............................................,
T*e -ole o' t*e .*yical Environment............................................................................................,
/t%dent 0%etionnaire......................................................................................................................1
)bervation o' t%dent: Creativity and Imagination .......................................................................2
Ta" 'or t%dent to enco%rage imagination and creativity..........................................................10
Ta" 1 Imagination...............................................................................................................10
Ta" 2 Creativity..................................................................................................................10
Ta" $ Imagination................................................................................................................10
Ta" 4 Creativity..................................................................................................................10
Teac*er 0%etionnaire 'or Creativity and Imagination..................................................................11
0%etionnaire to identi'y e3iting creative and imaginative teac*ing be*avio%r........................12
Ta" 'or teac*er...........................................................................................................................12
Ta" to 'oter imaginative teac*ing...........................................................................................12
Ta" to 'oter teac*ing 'or imagination.....................................................................................12
Ta" to 'oter creative teac*ing.................................................................................................1$
Ta" to 'oter teac*ing 'or creativity.........................................................................................1$
!ement Eval%ation and Ma44ing............................................................................................1$
-e'erence......................................................................................................................................1(
!44endi3........................................................................................................................................1,
Mind ma4..................................................................................................................................1,
Creativity and Imagination: .oter..........................................................................................11
Embrace Creativity and Imagination Framework "
Acknowledgement
#he formation of this framework has been influenced, in particular, by #he Creativity
$heel by Caroline %edmond for Creative &artnerships 'urham Sunderland,and the (abits
of )ind by Art Costa and *ena +alllick!
Introduction
Embrace Creativity and Imagination is a framework drawing upon many aspects of
research into creativity and imagination! #his framework has been designed to be
implemented and integrated into Stage in primary schools facilitating ,uality planning,
learning and teaching, mapping and assessment!
Embrace Creativity and Imagination is a framework that is designed to foster and
develop creative and imaginative skills and behaviours, as learners who think creatively
and independently are-
more interested in discovering things for themselves!
more open to new ideas
keen to work with others and e.plore new ideas
willing to work beyond lesson time when pursuing an idea! /CA 01123 as
described in %edmond- #he Creativity $heel!
45earning is not 6ust about accumulating knowledge, it is a process of identity
development as students decide who they are and want to be!7 $enger 018893! Evidence
indicates that the importance learners hold about their own potential is reflected by a
growth mindset, term coined by 'weck 011:3, reported in *oaler 01123! ;Students who
believe that smartness increases with hard work, are those who engage in learning
behaviours that produce high achievement! #hey are more persistent, willing to learn from
failure and more likely to choose challenging work and sub6ects<!
Embrace Creativity and Imagination is a framework that fosters a growth mindset ,
values critical thinking skills and promotes-
cognitive behaviours
communicative and social behaviours
positive attitudes
skill development
knowledge and understanding
reflection and evaluation
to enable students to think creatively and critically, to solve and generate problems and to
make a difference for the better! It should give them the opportunity to become creative,
innovative, enterprising and capable individuals to e,uip them for their future lives in a
modern society!
Definition
4Creativity is a comple., multi=dimensional phenomenon which prevents production
of a universally accepted definition!7 #reffinger et al 0113! And so, the Embrace Creativity
and Imagination Framework has adopted the following characteristics and assumptions as
a base for the framework!
Imagination is the catalyst for creativity!
Creativity is present in everybody and is able to be developed!
Everyday creativity, as described by *oden 018813, in Faulty and Savage 011:3, is
an idea that is new to the individual, even if it isn>t historically a new idea!
Creativity is a continuous, active process, $allas 018?3, as described by Faulty
and Savage 011:3, defines this process-
Preparation represents the consideration of an issue!
Incubation is defined as a period of time where the issue and its
ramifications are considered, mulled over and thought about!
Illumination involves arriving at a point of realisation where a solution
becomes apparent!
Verification involves some form of testing of that which has happened!
@AACE 018883, as described in Faulty and Savage 011:3, define the
characteristics as being- imagination with a purpose, generating originality and that
adds value!
@AACE 018883, as outlined in Faulty A Savage 011:3,also categorises creativity
as-
teaching creatively
teaching for creativity
creative learning
Curriculum
Curriculum
Reference and Implications
National
Australian
Curriculum,
Assessment and
%eporting Authority
ACA%A
In the Australian Curriculum, students develop capability in critical and
creative thinking as they learn to generate and evaluate knowledge, clarify
concepts and ideas, seek possibilities, consider alternatives and solve problems!
Critical and creative thinking are integral to activities that re,uire students to think
broadly and deeply using skills, behaviours and dispositions such as
reason, logic, resourcefulness, imagination and innovation in all learning areas at
school and in their lives beyond!7 0ACA%A =Critical and Creative #hinking pdf3
#hinking that is productive, purposeful and at the centre of effective
learning!
Applying a se,uence of thinking skills develops an understanding of the
Embrace Creativity and Imagination Framework B
processes that can be employed whenever problems, unfamiliar
information and new ideas are encountered!
Critical and creative thinking can be encouraged simultaneously through
activities that integrated reason, logic, imagination and innovation!
Critical and creative thinking are communicative processes that develop
both fle.ibility and precision!
E.plicit teaching and embedding of critical and creative across all content
areas!
Activities that foster critical and creative thinking should include both
independent and collaborative tasks, be challenging and engaging!
0ACA%A =Critical and Creative #hinking pdf3
tate
@S$ *oard of
Studies
#he Aim of English in Crs + D 11 is to enable students to understand and use
language effectively, reflect on and en6oy the English 5anguage and to make
meaning in ways that are imaginative, creative, interpretive, critical and powerful!
#he wording >thinks imaginatively, creatively and interpretively> is not
prescriptive and allows for the teacher>s understanding of creativity and
imagination in relation to the learning needs of the students be developed
in a creative way!
Cultural
!ustralian
!boriginal
Pedagogy
"# $ays%
#he Aboriginal pedagogy framework is e.pressed as eight interconnected
pedagogies! (ow learning occurs D culture way!
#he 9 ways of learning framework has direct links to fostering creativity
and imagination as it is process driven and offers multiple pathways,
catering for individual interpretation and e.pression, and knowledge
generation!
International
International
&accalaureate
#his curriculum focuses on the development of the whole child as an in,uirer,
both in the classroom and in the world outside! It is committed to developing
students who will make a meaningful contribution to the world!
Creativity is interpreted broadly to include a wide range of activities that
involve creative thinking! Creativity provides students with the opportunity to
e.plore their own sense of original thinking and e.pression! 0'iploma &rogram
Curriculum D core re,uirement3!
International
'innish
Curriculum
#his curriculum includes creativity as one of the long=term strategic ob6ectives!
It also committed to-
revitalising ways of thinking and acting!
learning as an active and purposeful activity in which students process
and interpret material!
creating opportunities, creative problem solving and investigating, and
decision making!
+ey language of the curriculum-
enhancing creativity and innovation
improving creativity and innovation
promotion of creativity and innovation
developing creativity and innovation
Embrace Creativity and Imagination Framework ?
Overview of The Embrace Creativity and Imagination Framework
The Role of the Phyical Environment
4Australia>s education system must provide high=,uality learning
environments where students are engaged, and stimulated! 5earning environments should
encourage students to be creative thinkers and learners and provide them with the skills
and opportunities to contribute and prosper in the knowledge society!7 &ortelli A Fildes
01183! #he full report may be viewed at- http-EEtinyurl!comEmbm,e9b
@ewton 01183 states that space is irrevocably linked to teaching strategies! Elements
such as the shape, and siFe of the spaces, the furniture and finishes, are silently
influencing how teachers and students behave! )any factors of the physical environment
within the classroom can impact upon creativity, imagination and student learning, even
such things as seating positions and what is displayed on the walls can send powerful
messages!
$hat messages are e.pressed about creativity and imagination to visitors entering the
school if they are presented with displays of children>s creations and innovationG $hat do
the walls teach about the process of creativity and imaginationG
Embrace Creativity and Imagination classroom posters 0see appendi.3!
Embrace Creativity and Imagination Framework :
!tudent "uetionnaire
Identify e.isting creative and imaginative behaviours in students using a survey such as
this! It is suggested that this survey be taken a number of times across the year,
0beginning of the year, middle of the year and at the end of the year3!
Stage Student /uestionnaire for Creativity and Imagination
0sample, original contains more space to provide written responses3
Name:
Instructions
1! %ead the statement
! )ark how fre,uently you engage in the behaviours
Fre,uently H ', Iften H (, Sometimes H ) @everH N
*+ %ecord an e.ample of your engagement in the behaviour!
Statements for %eflection F I S @
13 I take time for dreaming!
E.ample-
3 I ,uestion things that are often taken for granted!
E.ample-
"3 I think about new ways to make things work better!
E.ample-
23 I talk about my ideas!
E.ample-
B3 I try out different ways of doing things!
E.ample-
?3 I persist!
E.ample-
:3 I make connections and links between ideas!
E.ample-
93 I analyse and evaluate information from different points of view!
E.ample-
83 I select the most relevant or valuable ideas to use!
E.ample-
113 I share my learning with others!
E.ample-
113 I identify ways to improve my work!
E.ample-
13 I reflect on ways to use my ideas in other areas!
E.ample-
Student ,uestionnaire link http-EEtinyurl!comElaselh" (Google docs)
Obervation of tudent# Creativity and Imagination
It is suggested that this observation be undertaken a number of times throughout the year!
#his is completed by the teacher
Instructions:
1! Indicate how fre,uently the student engages in the behaviour!
Fre,uently H ', IftenH (, Sometimes H , @ever H N
! Indicate the level of development- Emergent H E, Consolidating H C, )astery H ,
0#his is a sample the original includes more recording area!3
@ame-
Ibservational statements F I S @
13 Considers issues
Evidence A or comment-

3 /uestions things that are often taken for granted!
"3 E.plores ways to make improvements
23 'iscusses ideas!
B3 E.plores a variety of options!
?3 &ersists!
:3 'emonstrates connections and relationships!
Evidence- A or comment
93 Analyses and evaluates information from different points of view!
83 Selects the most relevant or valuable ideas to use!
113 Shares learning with others!
113 Identifies ways to improve work!
13 %eflects on ways to integrate learning in other areas!
Evidence AEor comment-
Ibservation of student- Creatitivy and Imagination link
https-EEdocs!google!comEdocumentEdE1er&dvJ?K")AAJ#g*SLm6215yhLyb*2b5'So+E.M
fIS)EeditGuspHsharing
Tak for tudent to encourage imagination and creativity
Task - Imagination
#hink of one idea D something that bothers you!
@ow imagine it could be transformed so it was no longer a problem!
$hat changes would need to be madeG
(ow would you feel about the issue nowG
Task . Creativity
Challenge- $hat can you do to actually bring about the change you desire to improve the
problem above! $hat do you need to know about the issueG $hat help would you needG
$hat would be the benefits of improving the situationG $hat steps would you need to
takeG Idea adapted from Sethi 01183
Task * Imagination
#he principal of your school has decided to improve an area of the playground for the
students and has asked students to submit concept plans for how they would like to see
the area used! Imagine what the playground could be transformed into and
drawEmodelErepresent your vision!
Task / Creativity
Science unit- Energy Evolution!
Challenge- )ake a model car using only the materials on the list! (ere>s the catch, to
make your car move, you can only blow on it! Cou will also need to devise a method to
record how far the car travelled! $hich car will travel the furthestG
)aterials- " non=bendable straws, 2 lifesavers, 1 piece of A2 paper, 1 paper clip, sticky
tape!
Teacher "uetionnaire for Creativity and Imagination
#he purpose of this ,uestionnaire is for teachers to identify their everyday creative and
imaginative e.periences!
Instructions: %ead each statement and choose the option that best reflects you!
1! (ow important is creativity to you personallyG
@ot important
/uite important
Jery important

! Are you confident in your creative abilitiesG
@ot confident
/uite confident
Jery confident
"! $hich of these statements best describe your creative natureG 0choose up to "3
I like to play around with ideas
)y ideas are often considered impractical
I often get e.cited by my own ideas
Sometimes I get so interested in a new idea that I forget about other things I should be doing!
I come up with a lot of ideas or solutions to problems
Friends often ask me for my creative input
I am good at combining ideas in new ways
)y best idea usually comes at the end of a considered reflective process
I often have trouble sleeping at night, because so many ideas keep popping into my head
It>s a mystery where some of my ideas come from
I>ve been called absent=minded because I think about lots of things at once
2! $hich of the following options would benefit you the mostG 0choose up to "3
Solving comple. problems
+nowing which ideas to run with
Collaborating with others
Kenerating more ideas
Ketting ideas to completion
Kenerating ,uality ideas
#rying out new ways of thinking
B! $hat new insights have you gained about creativity and imaginationG (ow might
this knowledge assist youG
#eacher ,uestionnaire http-EEtinyurl!com,vtbl, (Google docs)
"uetionnaire to identify e$iting creative and imaginative teaching
behaviour
(ow am I doingG
Instructions: #ick how fre,uently you engage in the following behaviours!
Ibservable Indicators Iften
Sometimes
@ot Cet
I consciously develop lessons intended to engage students> creativity
and imagination!
I think about different ways to engage students> creativity and
imagination!
I am confident implementing different types of technology!
I e.plicitly teach thinking skills!
I set up in,uiry based learning ob6ectives!
I ,uestion more often than tell!
I value creative thinking and communicate this to the students!
I enable collaboration!
I e.plicitly teach reflective processes!
I encourage students to generate their own ,uestions!
I e.plicitly teach creative processes!
I plan for creativity and imagination!
I assess and evaluate creativity and imagination!
#eaching ,uestionnaire http-EEtinyurl!com,vtbl, 0Koogle docs3
Tak for teacher
Task to foster imaginative teaching
5ook at the following lesson suggestion and make changes as to how to teach this concept
imaginatively!
)aths- Find the area of a rectangle!
-+ 5earn formula 0length by width H area3!
.+ Complete practise e.amples on worksheet!
Task to foster teaching for imagination
'esign a guided meditation for students that will allow their imagination to soar, or
alternativly adapt an already e.isting mediitation that allows for imagination! Some e.isting
meditations are actually ,uite prescriptive!
Task to foster creative teaching
Choose a topic that usually is not taught with creativity and present a concept for teaching
this in a creative manor!
E.ample- Krammar D comparative and superlative ad6ectives!
Concept- infusing web !1 technology!
*ased on the novel the class is currently reading compare two of the characters using
comparative and superlative ad6ectives in a comic strip using www!makebeliefscomi.!com
Task to foster teaching for creativity
'esign a challenge for your class, your choice of topic, that will re,uire the children to
complete a challenge or problem in a creative way! 0Hint see creative challenge in student
tasks)
Aement Evaluation and %a&&ing
Savage 011:3 advocates that when a creative task is being undertaken and the elarning
is in the doing, then, assessment needs to be focused onto the activity and what is actualy
going on, formative assessment is most appropriate for this!
!ssessment 'rame$ork
#his recording page is intended to be used multiple times across the year
'ate
Students @ame-
Nnit
Preparation Incubation Illumination Verification
Code
Emergent E
Consolidating C
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Evidence
Evidence
Embrace Creativity and Imagination Framework 1"
Evidence
Evidence
Evidence
Evidence
Evidence
Evidence
Comment-
Completed by-
Assessment framework link- https-EEdocs!google!comEdocumentEdE1*c1E=
n1BLo5v8+,M?1hFs1'n5#sydA5)Fcvnik5isEeditGuspHsharing
Reference
Aboriginal &edagogy 9 ways! %etrieved from http-EE9ways!wikispaces!comE
ACA%A! 01113! Keneral Capabilities! %etrieved from
http-EEwww!acara!edu!auEcurriculumEgeneralMcapabilities!html!
Costa, A! A +allick, *! 01113! (abits of )ind- A 'evelopmental Series, Ale.andria, JA-
Association for Supervision and Curriculum 'evelopment!
*oaler, O! 01123! Changing the conversation about girls and S#E)! ;&'F<! %etrieved
from http-EEwww!youcubed!orgEpdfsECoucubedP1S#E)P1whiteP1house!pdf
Faultey, )!, A Savage, O! 011:3! Creativity in Secondary Education! E.eter- 5earning
)atters 5td!
Finnish *oard of Education! 01113! *asic Education %etieved from
http-EEwww!oph!fiEenglishEcurriculaMandM,ualificationsEbasicMeducation
International *acculuate! &rimary Cears &rogramme (ome &age! %etrieved from
http-EEocc!ibo!orgEibisEoccEguestEpyp..Mhome!cfmGsub6ectHpyp..
)acare, #! 01123! Creativity and imagination ;image<!
)acare, #! 01123! Illumination ;image<!
)acare, #! 01123! Incubation ;image<!
)acare, #! 01123! &reparation! ;image<!
)acare, #! 01123! Jerification ;image<!
)akebeliefscomi.! ;website< retrieved from http-EEwww!makebeliefscomi.!comE
@ew South $ales *oard of Studies! @S$ Syllabuses for the Australian Curriculum-
English! %etrieved from http-EEsyllabus!bos!nsw!edu!auEenglishE
&ortelli, )!, A Fildes, 5! 01183! *uilding Schools in the 1
st
Century and Current
#hinking about learning for a lifetime! %esearch and Innovation 'pt of Education and
Early Childhood development of )elbourne! %etrieved from
https-EEwww!eduweb!vic!gov!auEedulibraryEpublicEpublEresearchEpublE*uildingMschools
MinMtheM1stMcentury!pdf
%edmond, C! 0n!d3! #he Creativity $heel- Assessing creative development! #eacher
resource! England- Creative &artnerships! %etrieved from
http-EEcreative6unction!org!ukEwp=contentEuploadsEcreativity=wheel=1:!pdf
Embrace Creativity and Imagination Framework 1B
Spencer, E!, 5ucas, *!, A Cla.ton, K! 0113! &rogression in Creativity- developing new
forms of assessment! %etrieved from http-EEwww!creativitycultureeducation!orgEwp=
contentEuploadsE&rogression=increativity=Final=%eport=April=11!pdf
#E' Conference! 01183 Sethi, +! +ids, #ake Charge! %etrieved from
https-EEwww!ted!comEtalksEkiranMbirMsethiMteachesMkidsMtoMtakeMcharge
$enger, E! 018893! Communities of &ractice- 5earning, )eaning and Identity! @ew Cork-
Cambridge Nniversity &ress
Embrace Creativity and Imagination Framework 1?
A&&endi$
,ind map
Embrace Creativity and Imagination Framework 1:
Creativity and Imagination: Posters
Embrace Creativity and Imagination
The first stage of this creative process involves consideration of an
issue, being inquisitive, wondering and questioning. Creative thinking
starts with careful observation and analysis of how things work or fail.
Image- &reparation 0)acare 1123
During the preparation stage I could be involved in:
questioning and challenging assumptions
wondering and questioning
envisaging what might be
using images and metaphors to understand concepts
eploring and and investigating
using my intuition
showing initiative
identifying and clarifying information and ideas
The second stage of this creative process involves consideration of the
idea along with its application and the ramifications. Connections and
relationships are actively developed. This stage can require taking time to
!let ideas sit!.
Image- Incubation 0)acare 1123
During the incubation stage I could be involved in:
concept formation considering alternatives
brainstorming listening with understanding
researching daring to be different
analysing playing with possibilities
discussing keeping options open
investigating applying logic
reasoning tolerating uncertainty
problem solving persisting
making connections and seeing
relationships
looking at things in a different
way
The third stage of this creative process involves arriving at a point of
realisation where a solution becomes apparent and then acted upon. This
stage can involve a refinement process to achieve a final
product"solution.
Image- Illumination 0)acare 1123
During the illumination stage I could be involved in:
generating and testing
hypothesis
decision making
developing precision and
accuracy
creating
crafting and improving trial and error testing
developing techniques refinement
drawing conclusions putting ideas into action
de#constructing"reconstructing open#mindedness
willingness to try new ways of
doing things
making community links
giving and receiving feedback collaboration
The final stage of this creative process involves reflection and
evaluation.
Image- Jerification 0)acare 1123
During this stage I could be involved in:
presenting
reporting
analysing
evaluating
reflecting
proposing new applications
remaining open to continuous learning

Terina Macare Embrace Creativity and Imagination Framework

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