Observation proformaClassroom observation is an important element to monitoring creativity as

it allows teachers to deepen their knowledge and understanding of the ways individual students behave and think creatively (Redmond, 2008). The following table has been designed to allow teachers to conduct in depth observations into the creative behaviors of individual students. Again the eight characteristics of creative behavior nominated in the flower model have been adhered to.

The observation table is quite detailed in its approach so for teachers to successfully conduct observations on their individual students requires that they be allowed some release time to do so. It is important to keep in mind that the assessment of creative work will always involve some level of interpretation and negotiation (Ellis & Barrs, 2008). Therefore the framework lists some possible questions that students can be asked alongside each characteristic. This allows teachers to gain insight into elements of creativity that is not always obvious from observation alone. Providing stimulus for discussion and negotiation with students was included in the observation framework with the principle of reflection in action in mind and the idea is that teachers conduct their observation while students are actually deeply engaged in class work that is highly creative in nature. This means that the table not only allows teachers to gain valuable insight into the creative workings of their students but also allows students to reflect on their behavior while engrossed in the action of working creatively.

The observation statements are quite open and space is reserved for teachers to note any insights into how individuals act as creative people. In the same way the skills involved in being creative, imaginative and innovative will be evident in different students in different ways, any attempt to assess these skills must be open enough to consider and accommodate individual differences.

1

Observation Framework

Teacher: Creative Context:Student: Year: Date:

Creative Thinking : ImaginationCreative Thinking : ImaginationGenerates ideas

Imagines possibilities Comes up with new/ original ideas Gains inspiration from a variety of

sourcesPossible questions

What made you come up with this idea? Have you seen anything like this before?

Communicates ideas Is able to communicate own ideas

(this can be verbally or through annotations)

Contributes to class brainstorms and discussions

Possible Questions* Tell me about your ideas?Critical thinking

Considers the wider impact of ideas Takes in new information and makes

connections with prior knowledge to inform ideas.

Assesses the value of ideas in relation to desired outcome

Possible Questions Do you think your idea solves the problem/

answers the question/ communicates the message?

How do you think your idea will affect the users of the product/ viewers of the artwork/ audience/ readers etc

Independent thinking Demonstrates individuality and

personality in the thoughts and ideas generated.

Activates prior knowledge, makes connections and brings own perspective to ideas.

Reflects personal values in ideas.Possible Questions

What did you know about . . . . (element of idea) before you came up with this idea?

Have you experienced . .. .. (element of idea) before?

What do you like about this idea? Creative Action : InnovationCreative Action : Innovation

Collaboration Works as an active member of a team

2

Listens and responds to others ideas Contributes own ideas and makes

suggestions Is open to others ideas and

perspectives

Possible Questions How do you feel you have contributed to

this project ? How has your team discussed your ideas?

Skills in creative production Willingness to learn and apply new

skills Plans projects and considers desired

outcome in making decisions. Identifies issues and explores options Actively learns develops a range of

new skills and creative behaviors. Possible Questions

Have you worked this way before? Why did you make that decision? Did you come across any problems? How

did you solve them?Confidence and enjoyment

Is self motivated Derives intrinsic satisfaction though

being creative. Is emotionally involved

Possible Questions How do you feel when you are being

creative like this? Are you enjoying this project? Why?

Openness and Courage to take risks

Is open to new ways of working Is willing to take risks and put new

ideas into action. Willing to challenge and extend

themselves Responds to feedback

Possible Questions Was there something you did in this task

that you haven’t done before? Did you take any risks?

Reflection and EvaluationSelf Evaluation

Identifies own strengths and weakness in working creatively

Nominates skills and behaviors that they would personally like to develop or finesse

Reflects on own experience of working creatively.

Evaluation of Others Evaluates work produced by others

and is able to give constructive feedback.

Recognizes the value of what others

3

produce and perspectives they provide.

Evaluation of Product/Output Evaluates their creative output against

the situation or problem posed. Identifies strengths and weaknesses in

product/output Evaluates the wider implication and

applications of product/output.Teacher ActionWhat will I do to assist this student in developing his/ her capacity for creativity.

Suggested Assessment tools for monitoring Creativity and Imagination in Education.

As part of the flower framework for monitoring creativity and imagination in education the following assessment tools are recommended.

Teacher reflective journalThe purpose of the teacher journal is to allow teachers to act as reflective

practitioners and record any insights into CIE and themselves as creative individuals throughout their experience. This journal may be organized into sections corresponding with the imagination and innovation focuses for each term although the structure should not be prescriptive, instead teachers should be free to record their reflections in a manner that is consistent with how they learn. If teachers already keep a reflective journal for their general teaching practice, then CIE reflection can simply be incorporated into the existing journal. This expanded reflection can then be organized and

4

recorded concisely in the flower models for creative teaching and teaching for creativity.

Student reflective journalThe student reflective journal serves a similar purpose in allowing students

to reflect on and strengthen their understanding of CIE and how they understand themselves as a creative person. It is up to the teacher’s discretion whether students keep a separate reflective journal for CIE or incorporate this reflection into an existing journal. Reflective time is an important aspect of creative learning as it encourages students to review their own learning and to deepen it, allowing students to articulate their understanding of the learning process and become more independent as learners (Ellis & Lawrence, 2009).

Student portfolio- examples of each of the characteristics across different subjects.

Student portfolios are a great way to showcase students work as they not only celebrate student’s success but also show how their work has developed over time. Students can derive enormous satisfaction and a sense of achievement through seeing the changes and developments in their own work. Portfolios also allow students the opportunity to consolidate their learning by discussing the processes they went through with teachers and family members.

The proposed portfolio format for the Flower Framework comprises of two components. The first component is a record of the process, product and evaluation of particular creative activity undertaken, the second is a recognition page detailing an award that a student has received for displaying the particular creative thinking or creative action skill focused on in each term. Portfolios may take a number of forms, they may be digital (web pages, video interviews,

5

PowerPoint presentations), be a book, display folder or any other form deemed suitable. Below is a suggested format for student portfolios.

Portfolio Component 1: Creative Task Record

6

The aim of this component of the portfolio is to display the process undertaken, product/output created and student reflection on a particular

7

creative task undertaken in class and to celebrate and showcase their work. It is recommended that one of these be completed each term so that by the end of the year students have record of four creative tasks. It is advised that the four creative tasks detailed address creativity in different forms for example one portfolio entry might detail the task of designing a product in technology, one might detail the task of creating a science model or experiment, one might detail the creation of a piece of artwork and one might detail the creation of a drama performance or piece of music. This will highlight to stakeholders the multidisciplinary nature of creativity and allow students to reflect on how they work creatively across different subject areas.

At the completion of a creative task it is recommended that the portfolio page be completed immediately and taken home for parents and family members to comment on. This creates a connection with the creative learning undertaken in the classroom and the students’ home environment. Family members should be encouraged to discuss portfolios with students and if deemed appropriate a questioning guideline might be included at the front of the portfolio to promote rich discussion between family members and students about their work.

8

Portfolio Component 2: Creative Behavior Award

9

The aim of this section of the portfolio is to celebrate the creative behaviors, as stipulated in the flower model, in instances when they are demonstrated by each student. It is recommended that in each term students will receive two awards: one for the focus skill for that term in creative thinking and one for the focus skill for that term in creative action. The awards should be given out in incidental opportunities when particular students clearly demonstrate the focus behavior. Teachers should ensure that students understand their achievement.

As with the previous component of the folio it is recommended that these awards be given out across a range of subject areas. For example in term one a student could receive a creative thinking award in mathematics for coming up with new ideas of how to solve a particular problem. They might also receive a creative action award in physical education for working in collaboration with other students to invent a new sport.

Suggested Flower Framework yearly program

Yearly Flower Framework Implementation Program

Term

Focus In the classroom In the staffroom

1 Imagination- Imagination- generating generating ideasideasInnovation- Innovation- working working togethertogether

Introduce CIE. Explore what it means to be

creative and brainstorm creative behaviors.

Introduce and discuss basic flower model and model for multiple intelligence.

Discuss term focus, generating ideas and working together.

Students fill in

Introduce flower framework and display in school.

Introduce and discuss all models. Contrast and compare classroom

lists of creative behaviors, elicit four key behaviors of innovation and 4 of imagination and insert into whole school flower model.

Discuss what it means to be a creative school and implement any changes to make whole

10

questionnaire Introduce portfolios Introduce reflection journals Each student receives 2

awards throughout term. Teachers complete one

observation framework per student.

End of term

* One creative activity detailed in portfolio.* Award for generating ideas and award for working together in portfolio.* Student portfolios taken home for parent comments.

school more creative . Teachers fill in questionnaire. Establish portfolio system for

classrooms. Discuss methods for teacher

reflection, models and reflective journal.

Include CIE in school newsletter. Inform stakeholders of term one focus.

End of termMeet together and discuss CIE application in first term. Share ideas and new discoveries. Compare teacher reflection flower models for sections on generating ideas and working together. (possibly combine main ideas into large flower framework model).

2 Imagination- Imagination- communicatincommunicating ideas g ideas Innovation- Innovation- creative creative production production skillsskills

Introduce and discuss new term focuses of communicating ideas and creative production skills.

End of term* One more creative activity detailed in portfolio.* Award for generating ideas and award for working together in portfolio.* Student portfolios taken home for parent comments.

Introduce creative focus behaviors of communicating ideas and creative production skills. Share ideas on how these might be explored in the classroom this term.

End of termMeet together and discuss CIE application in second term. Share ideas and new discoveries. Compare teacher reflection flower models for term focus creative behaviors of communicating ideas and creative production skills. (possibly combine main ideas into large flower framework model).

3 Imagination- Imagination- critical critical thinkingthinkingInnovation- Innovation- confidence confidence and and enjoymentenjoyment

Introduce and discuss new term focuses of critical thinking and confidence and enjoyment.

End of term* One more creative activity detailed in portfolio.* Award for critical thinking and award for confidence and enjoyment in portfolio.* Student portfolios taken home for parent comments.

Introduce creative focus behaviors of critical thinking and confidence and enjoyment. Share ideas on how these might be explored in the classroom this term.

End of termMeet together and discuss CIE application in third term. Share ideas and new discoveries. Compare teacher reflection flower models for term focus creative behaviors of critical thinking and confidence and enjoyment. (possibly combine main ideas into large flower framework model).

11

4 Imagination- Imagination- Independent Independent thinkingthinkingInnovation- Innovation- openness and openness and courage courage

Introduce and discuss new term focuses of independent thinking and openness and courage.

Teachers complete one observation framework per student.

End of term

* One more creative activity detailed in portfolio.* Award for independent thinking and openness and courage in portfolio.* Student portfolios taken home for parent comments.* Student questionnaires filled out.

Introduce creative focus behaviors of independent thinking and openness and courage. Share ideas on how these might be explored in the classroom this term.

Teacher questionnaires filled out. Data from student

questionnaires and teacher questionnaires compared and contrasted. Has CIE implementation been successful? What needs to be improved? What can we change next year?

End of termMeet together and discuss CIE application in fourth term. Share ideas and new discoveries. Compare teacher reflection flower models for term focus creative behaviors of critical thinking and confidence and enjoyment. Reflect on CIE as a whole for this year. (possibly combine main ideas into large flower framework model).

Section 3: Effective lessons forSection 3: Effective lessons for introducing and promoting creativityintroducing and promoting creativity

and imagination in educationand imagination in education

The purpose of these two lessons is not to highlight the integration of creativity and imagination into other subject areas across the curriculum, although of course this is important, instead these lessons will focus explicitly on students developing and recognizing the skills, attitudes and values of creativity and imagination. Other classroom skills concerning the way students work, such as research methods and group collaboration skills are addressed initially specifically and explicitly so that they can then be applied to a wide range of classroom tasks. It could be argued that in developing the capacity to work creatively and imaginatively across a range of tasks and subject areas,

12

students would benefit from firstly engaging in some activities that focus purely on developing the skills involved in this ability.

These lesson plans are non restrictive and open in the way they have been recorded to allow adaptation to suit the climate of individual schools and classrooms. With this in mind no time restrictions have been recorded so that teachers can teach these activities as discrete single lessons or stretch them over numerous lessons.

Lesson Plan One: “What is creativity?”Lesson Plan One: “What is creativity?”

In this lesson students will examine what creativity is, what creative behaviours are and reflect on their own experience of being creative. This lesson would be an effective introductory lesson for schools wishing to begin integrating creativity and imagination education into the curriculum. The stimulus of this lesson is the idea that in order to encourage creative behaviours in students, students must be made aware of what these behaviours are and how they can engage in these in the classroom. In this manner students will become actively involved in the assessment of CIE by nominating the behaviours that they feel are involved in working creatively and setting a goal for how they might like to extend their creative abilities. The student questionnaire could be incorporated into this lesson or the activity described in this lesson could be an alternative method of eliciting student understanding of creativity.

Lesson Topic/Focus: What is creativity? Year Level(s): Open to adaptation for any year level

Learning Objective(s)/Outcome(s):

13

In this lesson students will examine what creativity is, creativity’s presence in the world, what creative behaviours are and reflect on their own experience of being creative through this lesson students will hopefully develop a sense of ownership over the school definition of creativity and imagination education and feel more confident as valued members of a creative community.

Assessment:

Students will be involved in a self assessment by reflecting on how and when they feel they are being creative and how they feel they could improve their creativity.

The above information will be invaluable to the teacher in future planning of creative lessons by allowing him/her to review how individual students view themselves as creative people and gain insight into the kinds of learning opportunities that might inspire creativity in individual students.

Students and teacher collaborate in establishing a list of creative behaviours that they feel should be encouraged in a creative classroom.

Lesson Resources: Large cut out of the word creativity. Coloured textas Large sheets of paper.

Content of Lesson

A. Introduction Wow factor- A big cut out word spelling “Creativity” is on display on the wall of the classroom”

14

Students are posed with the simple question “ What is creativity?” natural discussion of this question will be facilitated, key points will be recorded and understanding will be extended with the following questions.

“Why is creativity important?” “ Where can you see creativity in the world” “Why do you think it is important for us to be creative at our school?”

B. Development

Students will be made aware of the schools efforts to encourage creativity and imagination in their learning. Students’ will be told that they have a really important responsibility in this lesson today as they will be assisting the Principal and all the other teachers in deciding what creative behaviour is and how they can encourage creativity in the classroom.

The school definition of creativity and imagination education will be written in the centre of the board and through discussion connections will be made between the definition and student’s ideas from the introductory discussion defining creativity. This will hopefully instil a sense of ownership of the school definition.

“To be creative is to form new connections, imagine new possibilities and engages one’s intelligences to transfer these imaginings into communicative action”

The school definition (as listed above) will then be broken up with to make it easier for students to digest. Key ideas and terms within the definition will be discussed individually and a concept map of ideas created on the board around the definition. Possible questions are listed below.

15

Focus Questions for definition concept map:

“Making connections” What is meant by making new connections? When do you make new connections? Why do you think this is important in being creative? (the emphasis is that we are making connections all the time without

even knowing it)

“Imagining new possibilities” What is meant by imagining new possibilities? How/When do you use your imagination? Why is this important in being creative?

“Engaging one’s intelligences” What is meant by engaging? Why do you think the word intelligences are plural? Are we intelligent in more than one way? What might these intelligences be? (If students are already aware of

Gardiners multiple intelligences this is an opportunity to link this theory) How might we use these types of intelligences in being creative? Does this mean we can be creative in all of our school subjects?

“Communicative Action” What word does communicative sound like? (communication) What does communication mean? What does action mean? So what do you think communicative action might mean? What sort of things could you create that might communicate a message? Do these always have to be physical things or objects that you create?

* After this rich discussion the activities as listed in the consolidation and practice section will be explicitly explained.

16

C. Consolidation and Practice

Students are then asked to work in groups to come up with a list of creative ways of thinking and creative ways of acting.

With a blue texta they will write things that creative people think (this relates to the imagination aspect of creativity) and with a red text they will write the things that creative people do (this relates to the innovation aspect of creativity and also encompasses general creative behaviours throughout the creative process).

Each group’s responses are recorded in coloured textas decorating one of the letters of the word “creativity” with their ideas, for display in the classroom.

Once they have done this students are given a blank piece of paper and are asked to complete the sentence “I feel that I am being creative when . . … . ..” and “ I would like to be even more creative by . .. . . . . . . . . . . . . .” (here students may list a capability they might like to have, a behaviour they might like to improve or set a personal creativity goal) “In the future I would like to be able to . .. . . . . . ., being a creative person will help me achieve my goal because . . . . . . . . . . . . . . . .” . To ensure that this lesson itself is consistent with creativity and imagination learning students are asked to be creativity in the way that they present these responses. These responses must be recorded in writing but students are asked to incorporate illustration, or some sort of pattern or quirky font so that their response shows their personality and is original.

D. Closure

17

At the end of the lesson students come together with teacher to combine their ideas to formulate a class list of creative behaviours. The teacher will thank students for their input and inform them that he/she will be using this list of behaviours and the information that they have provided on how they personally work creatively to help him/her assist students in developing into confident creative people that can achieve their goals. The teacher also informs students that he/she will be taking this list to a staff meeting to discuss with other teachers and the Principal, what creative ways of thinking and acting should be encouraged in this creative school. On an ending note the teacher asks the students to draw on everything that they have discussed today to answer the following question “In being a creative school what are some things we should value?”

Lesson Plan two : “How did that get there?”

This lesson will focus on students applying the behaviours, skills and attitudes of creativity (as nominated in previous lesson) in a student directed project aimed at encouraging creativity. This activity might take place of a sequence of lessons, it is up to the individual teacher’s discretion as to how far he/she wants to take it. This activity is a good example of the kinds of creative tasks that could feature in the student portfolios. The activity is mostly applicable to the upper years of primary school although could be simplified to cater for the lower years.

Lesson Topic/Focus: The creative process

Learning Objective(s)/Outcome(s):

18

Students will apply the behaviours, skills and attitudes of creativity in a student centred creative project.

Through this project students will realise their own creative potential and become more confident in their creative ability.

Students will be shown ambiguous, puzzling images and stimulated to imagine a range of possible occurrences that led to the situation pictured.

Students will select their best idea and engage their intelligences to put their imagining to action to communicate what happened to led to the puzzling situation pictured.

Students will reflect on the success of their project and evaluate their own creative behaviours.

Assessment:

Student portfolio Observation framework. Student reflection journals

Background to the learning:

In the previous lesson as detailed students discussed what creativity is, what it means to be creative and the skills, attitudes and values involved in being creative. They also reflected on their own experiences of creativity and how being creative can help them achieve their future goals.

Students have been involved in students directed learning experiences before engaging in both group and individual tasks. They have some insight as to how they work best.

Students are aware of multiple intelligence model.

19

Students have engaged in group work tasks previously and are aware of what it means to work as an effective member of a group.

Focus creative behaviours for the specific term have been introduced and discussed.

Lesson Resources:

Creative process task brief (as attached) Photographs showing strange situations open for interpretation. Pencils and Pens Other materials such as video cameras, PowerPoint programs on

computers, art supplies, costumes, cameras etc may need to be sourced and provided along the way, depending on the medium that students choose to communicate their ideas.

Content of Lesson:

A. Introduction

The puzzling images (featured below) are displayed on a power point one by one. Students are told that they are going to be given a challenge in a moment concerning these weird pictures but for the next few minute they are to observe these images one by one in silence and try to imagine what they think might have happened to create this situation.

20

21

B. Development

After students have had a chance to engage their imaginations and observe these images in silence they are asked what they saw and a shared discussion takes place.

They told that they are then asked “How did that get there?” and asked to share their ideas of what might have happened.

The Challenge is then announced to students; they are then told they are going to have to brainstorm as many ideas as they can about what might have happened in the picture. They will pick their best idea and be creative in how they communicate their idea to the class. Attention is drawn back to the “creativity” poster to remind students what it means to work creatively. Focus behaviours for creativity and innovation for the specific term are discussed. Focus Questions:

What does it mean to work creatively? How might you show this behaviour?

22

What are some of the ways of thinking and acting creatively that we discussed last lesson?

In making this a creative challenge what are some of the things we will value in this project?

How are some ways you might work creatively in this challenge? What are some risks you might take? How might you show that you are thinking and working in new ways?

Student are then told that the teacher has consulted the information that they shared with her in the previous lesson about how they as individuals work creatively and to stay true to this they are allowed to present their idea in any way that suits how they work creatively and are encourage to engage a variety of their intelligences. Focus Questions:

What different intelligences might you use in your project? How might you demonstrate this? What are some creative ways you might present your project? What tools could you use?

Students are then told that so they are able to work creatively in the way that suits them best. They are allowed to work individually or in a group up to 4 students but they must take use their initial share time in a group. (This might take some shuffling and rearranging on the teachers part although it is important for this activity that students feel they are receiving some degree of choice in how they work creatively).

Group work skills are reinforced. Focus Question: What are some things you need to think about when working as a group? If people in a group don’t agree on a certain idea how could you fairly

resolve the issue?

23

C. Consolidation and Practice

Students engage their imaginations and brainstorm in groups to generate as many ideas as they can.

Groups then discuss their ideas and select their best idea. Any individuals who want to work alone are allowed to do so at this point. Groups then discuss the different ways they could present their ideas

trying to be as creative as possible and regarding the time frame that they have been allowed for this task.

Students choose their best idea. This may be o A storyo A poemo A news reporto A dramatisationo A songo A detectives reporto A piece of artwork or musico A science invention that allowed this situation to happen.o The possibilities are endless.

Once an idea has been decided on students list the equipment they will need and if working in a group assign roles to different group members.

Students then set to work putting their imaginings into action and completing their project by the designated deadline.

At the end of each lesson that students work on the project, they record in a journal progress they have made and explain the creative skills, behaviours and attitudes they have employed.

D. Closure

Students present their projects to the class.

24

Students give and receive feedback from other students. Students reflect on task in the portfolio format.

References

Brooks, J., & Brooks, M. (1993). In search of understanding: the case for constructivist classrooms. Alexandria USA: Association for supervision and curriculum development.

Chappuis, S., & Stiggins, R. (2002). Classroom assessment for learning. Educational Leadership, 60(1), 40- 44. Retrieved April 10, 2010 from http://web.ebscohost.com.ezproxy2.acu.edu.au/ehost/detail?vid=1&hid=111&sid=52a08e8d-40d8-4332-8ace-

25

aad8b5ff31f6%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=7386630#db=a9h&AN=7386630

Chappuis, J., & Stiggins, R. (2005). Using student involved classroom assessment to close achievement gaps. Theory into practice, 44(1), 11-18. Retrieved April 10, 2010 from http://find.galegroup.com.ezproxy2.acu.edu.au/gtx/retrieve.do?contentSet=IAC-Documents&qrySerId=&inPS=true&tabID=T002&prodId=AONE&searchId=R1&retrieveFormat=PDF&currentPosition=1&userGroupName=acuni&resultListType=RESULT_LIST&sort=DateDescend&docId=A129090121&noOfPages=10

Craft, A., & Jeffery, B. (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1), 77-87. Retrieved April 20, 2010 from http://www.informaworld.com/smpp/content~content=a713619455&db=all

Craft, A. (2005). A Language for Creativity. Creativity in Schools: Tensions and Dilemmas (pp. 17 - 25). Oxon: Routledge.

Craft, A., Chappell, K., & Twining, P. (2007). Learners reconceptualising education: widening participation through creative engagement? Innovations in Education and Teaching International, 45(3), 235-245.

Ellis, S., & Barrs, M. (2008). The Assessment of Creative Learning. In J. Sefton-Green (Ed). Creative Learning (pp. 73 – 89). London: Creative Partnerships. Retrieved from http://www.creative-partnerships.com/research-resources/research/creative-learning,95,ART.html

Ellis, S., & Lawrence, B. (2009). The influence of the Creative Learning Assessment (CLA) on children’s learning and teachers' teaching. Literacy, 43(1), 3-10.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.

26

Gotz, I, (1981). On defining creativity. The journal of Aesthetics and Art Criticism, 39(3), 297-301. Retrieved April 11, from http://www.jstor.org/stable/430164

Grover, C.,Selby, E., Shepardson, C., & Treffinger, D. (2002). Assessing Creativity: a guide for educators. Conneticut: National Research Center on the Gifted and Talented. Retrieved April 2, 2010 from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED505548&ERICExtSearch_SearchType_0=no&accno=ED505548

Lucas, B. (2001). Creative Teaching, Teaching Creativity & Creative Learning. In A. Craft, B. Jeffrey & M. Leibling (Eds.), Creativity in Education (pp. 35-44). London: Continuum.

OECD. (2007). How the Brain Learns throughout Life. In Understanding the Brain: The Birth of a Learning Science (pp. 35-56). Paris: OECD Publishing.

Redmond, C. (2008). The Creativity Wheel: Assessing creative development teacher resource. Retrieved from http://www.creative-partnerships.com/area-delivery-organisations/durham-sunderland/resources/the-creativity-wheel-resource-for-teachers,217,ART.html

Schon, D. (1987).Educating the Reflective Practitioner. (pp. 26-31). San Francisco: John Wiley & Sons.

Robinson, K. (2001). Out of Our Minds: Learning to be Creative. (pp. 114- 118). Retrieved April 1, 2010 from http://dlibrary.acu.edu.au.ezproxy1.acu.edu.au/ereserve/copyright/documents/Robinson9830.pdf

Robinson, K. (2009). The Element: How Finding Your Passion Changes Everything. (pp. 1-26). New York: Penguin Group.

27

Wielgosz, M. & Imms, W. (2007). A Brief History of Creative Research: Where to now for Art Education? Australian Art Education, 30(1), 47 – 67. Retrieved April 1, 2010 from http://search.informit.com.au.ezproxy2.acu.edu.au/fullText;dn=163736;res=AEIPT

28