In this assignment I will look more closely at the role of creativity in learning, especially in education.
First I will define creativity. Second I will have a look at how creativity is defined in the curriculum. What does the National Curriculum want the children to learn through creativity and how does it want the teacher to teach this? Is there an explicit way how the teacher should do it? How do they fix creativity especially with the subject English (as a native language) or with another modern foreign language?
After getting an idea how creativity is taught or should be taught in the British school system, I will have a look at Germany. How is creativity mentioned in the German Curriculum? I also will have a closer look at the subjects German (as a native language) and English (as a modern foreign language). Are there differences in the Curriculum and the way of teaching or is it the same?
After I have compared these two Curricula with each other, I try to give an example of how a creative English (as a modern foreign language) lesson could look like.
In the end I want to answer if creativity in school is necessary, or what do pupils learn from being creative.
Table of Contents
1 INTRODUCTION
2 WHAT IS CREATIVITY?
3 CREATIVITY IN BRITISH SCHOOL CURRICULUM
3.1 Creativity in the British and German Curriculum
3.1.1 Creativity in English
3.1.2 Creativity in modern foreign language
3.2 Creativity in the German Curriculum
3.2.1 Creativity in Deutsch (German)
3.2.2 Creativity in English as a foreign language
4 PLAN FOR A CREATIVE LESSON
5 DOES CREATIVITY HELP FOR LIFE (AFTER SCHOOL) AND WHAT COULD YOU LEARN?
Objectives and Core Topics
The primary objective of this work is to critically evaluate the role of creativity in learning and education. It examines how creativity is defined and integrated within the British and German curricula, specifically focusing on how native and foreign language subjects facilitate creative development and what benefits students derive from these creative learning processes.
- Theoretical definitions of creativity and its characteristics.
- Comparative analysis of creative integration in British and German educational curricula.
- Practical demonstration of creative lesson planning for language classes.
- The long-term value of creativity for personal development and professional life.
Excerpt from the Book
2 What is Creativity?
To find one right and good definition for creativity is very difficult. A lot of people associate the arts with creativity. They think someone for example who paints a picture, writes a book or plays an instrument is a creative person. But is this the only definition or way to define creativity?
No. There are a lot of definitions of creativity because everybody defines creativity in a different way for example: 'Creativity is a combination of flexibility, originality and sensitivity to ideas which enables the thinker to break away from usual sequences of thought into different and productive sequences, the result of which gives satisfaction to himself and possibly to others' (Jones, 1972: 7). 'Creativity is not just building or making something, not just variations of form. Creativity is an attitude, a way of looking at something, a way of looking at something, a way of questioning, perhaps a way of life – it may well be found on paths we have not yet travelled. Creativity is curiosity, joy and communion'(Spolin, 1983: 286).
Summary of Chapters
1 INTRODUCTION: This chapter introduces the focus on the role of creativity in education and outlines the comparison between British and German curriculum approaches.
2 WHAT IS CREATIVITY?: This section discusses the difficulty of defining creativity and provides various perspectives from experts and educators on its multifaceted nature.
3 CREATIVITY IN BRITISH SCHOOL CURRICULUM: This chapter examines the explicit integration of creative concepts within the British school system and compares these frameworks with the German educational curriculum.
4 PLAN FOR A CREATIVE LESSON: This chapter presents a practical lesson plan for a 9th-grade English class, demonstrating how creative tasks can be integrated into language teaching.
5 DOES CREATIVITY HELP FOR LIFE (AFTER SCHOOL) AND WHAT COULD YOU LEARN?: The final chapter reflects on the necessity of creativity in life and education, arguing that it fosters problem-solving skills and long-term learning success.
Keywords
Creativity, Education, National Curriculum, Creative Teaching, Teaching for Creativity, Language Learning, English, German, Role-play, Problem Solving, Imagination, Student Orientation, Learning Strategies, Pedagogical Approaches, Cognitive Development.
Frequently Asked Questions
What is the core subject of this paper?
The paper critically evaluates the role and importance of creativity within the context of formal education and school curricula.
What are the central themes covered in the work?
Key themes include the definition of creativity, its practical integration in British vs. German schools, and its overall contribution to student motivation and achievement.
What is the primary goal of the author?
The goal is to determine whether creativity is necessary in schools and to identify what pupils learn specifically from engaging in creative tasks.
Which scientific methodology is employed?
The author uses a comparative analysis approach, contrasting the curriculum guidelines of Great Britain and Germany.
What is addressed in the main body of the text?
The main body defines creativity, analyzes curricular requirements, differentiates between 'teaching for creativity' and 'creative teaching', and provides a concrete lesson plan as an example.
Which keywords define this study?
Major keywords include creativity, education, curriculum, learning strategies, and student orientation.
How does the author define 'creative teaching' compared to 'teaching for creativity'?
'Creative teaching' refers to the teacher's methodology (e.g., providing structured tasks like role-plays), while 'teaching for creativity' encourages students to explore their own ideas and imaginations independently.
What conclusion does the author reach regarding the German curriculum?
The author observes that while the German curriculum does not explicitly detail 'creativity' as frequently as the British system, creative practices are nevertheless common in actual classroom settings.
Why does the author suggest using detective stories in a lesson plan?
The detective story format is chosen to inspire creativity while effectively training students' speaking, listening, and writing skills within a structured pedagogical framework.
- Arbeit zitieren
- Daniela Müller (Autor:in), 2009, Critical evaluation of creativity's role in learning, München, GRIN Verlag, https://www.hausarbeiten.de/document/168302
