Imagination and

Creativity

By Annabel Ellis
Week One – Personal and Professional Reflection

Creativity

As stated by Robinson (2006) within the Ted Talk “Do school’s kill creativity”, it has become
apparent that future experiences within our wider world, have not been considered
(Robinson, 2006). Education and the winder society has not considered the future
occupations, skills, knowledge and resources as part of our children’s lives. In regards to this
unknown area, the concept of implementing creativity within education is pivotal. Creativity
allows people to engage in a range of authentic skills such as communicating, thinking
beyond limitations and taking risks. Robinson states, “If we don't grow into creativity, we
grow out of it”. Consequently, children are being deprived of essential lifelong skills within
education. In addition, educators must encourage students to engage in appropriate risk
taking decisions, communicate ideas and concepts with others and empower children to
embrace their individuality and unique abilities. Empowering children to embrace creativity
embeds efficient and effective learning opportunities in which will maximise skills, enabling
children to be ready for future opportunities. Educators must implement practices and
learning opportunities which will develop essential lifelong skills. Educators must therefore
provide the essential skills, tools and knowledge to children in order to maximise
opportunities to encounter challenges and successes within the future in which support our
future citizens.
In conjunction to this week’s reading, I am beginning to understand the importance creativity
instills within our everyday life. Creativity provides essential skills, resources and knowledge
which enable us to engage with challenges and successes. As an educator, I understand the
responsibility of embedding creative practices within my teaching in order to inspire others to
think creativity.

References

Robinson, K. (2006). Do school's kill creativity? Retrieved

from https://www.ted.com/talks/ken_robinson_says_schools_kill_cr
eativity
Week Two – Personal and Professional Reflection

What is Imagination?

There is a lot of debate as to how imagination develops and forms within each
Individual. Such mysteries surrounding imagination, ideas and the unconsciousness
has been described as a “gateway” by Dewey (Greene, 1995, p. 20). Dewey states
that imagination is the gateway through which meanings derived from past
experiences find their way into the present. That is, “the conscious adjustment of the
new and the old” (Greene, 1995, p. 20). Whereas Liu and Noppe-Brandon’s article
discusses the environmental factors which impact the production of imagination in
addition to personal factors. This perspective of Imagination uses an ICT
(Imagination, Creativity, Innovation) Continuum to describe the environmental factors
or attributes in which imagination forms (Liu & Noppe-Brandon, 2009). This
perspective allows optimal opportunity for untapping into the possibilities and
exploring the unexplored alternatives.

In addition, it seems as though some authors unpack ideas and imagination in terms
of evolution, as though the original idea continues to coexist in another idea.
Whereas other authors discuss the potential environmental factors in which impact
the development of Imagination. In addition, there are multiple perspectives in the
development of Imagination. In conjunction, imagination is formed in regards to the
individuals creativity, environmental and personal factors in which allow them to
explore the unexplored.

References

Greene, M. (1995). Imagination, breakthroughs, and the unexpected. In Releasing

the imagination : essays on education, the arts, and social change (pp.
17-31). San Francisco: Jossey-Bass Publishers.

Liu, E. & Noppe-Brandon, S. (2009). What, Why and How: What Imagination Is. In
Imagination First: Unlocking the Power of Possibility (pp. 18-39).
Retrieved from https://ebookcentral-proquest-
com.ezproxy1.acu.edu.au/lib/acu/reader.action?docID=468685&ppg=42
Week Three – Personal and Professional Reflection

What kind of thing might creativity be?

The terms originality and usefulness is often discussed when referring to creativity.
Whilst there are many variations in defining creativity, one definition that struck out at
me was Stein’s complex definition (as cited in Runco & Jaeger, 2012, p. 93). Stein,
defines creativity with multiple layers in which factors in the context of creativity such
as our society, the existence of already proposed materials and resources in which
recreates something original. Thus, Stein implies that creativity is influenced by our
environment. Again, this idea of environmental factors is also outlined by Kaufman
and Sternberg (2007), stating creativity being influenced by social and industrial
factors such as fields of economics, education and the arts (Kaufman & Beghetto,
2009, p. 1). The definition of creativity draws me back to week two’s focus on
imagination and how they interrelate. Dewy states “the conscious adjustment of the
new and the old” (Greene, 1995, p. 20). It is then stated by Kaufman and Beghetto,
that perhaps the creator makes a slight alteration in what already exists (Kaufman &
Beghetto, 2009, p. 5). From this, I am now noticing the relationship imagination and
creativity play within each other and our environment. Something which I reflect on
when thinking about creativity, is the nature in which it occurs. For example, How
does creativity occur? How can individuals have the ability to be more “creative” than
another individual? What internal factors promote and motivate creativity?

Kaufman and Sternberg (2007) refer to a model in which can be applied to the
various and complex differentiations of creativity forms. This includes the
interweaving ability of knowledge, technical skills and specialised abilities or talents.
This model provides a measure for creativity as there are multiple lenses. Reflecting
on this model, I had never thought about creativity being a multi-dimension in which
can be measured. Such complexities indicate to me that creativity is unique and is
everywhere. As educators we all have the ability to recreate lessons, activities and
resources in which can assist other educators and encourage learning among our
students. Educators have a responsibility to appropriately integrate creativity within
the classroom environment and experiences in order to promote creativity (Jefferson
and Anderson, 2017). Promoting creativity is crucial to encourage as it is part of
being unique individuals and part of everyday life.
References

Greene, M. (1995). Imagination, breakthroughs, and the unexpected. In Releasing

the imagination : essays on education, the arts, and social change (pp.
17-31). San Francisco: Jossey-Bass Publishers.

Jefferson, M., & Anderson, M. (2017). Creativity. In Transforming schools: creativity,

critical reflection, communication, collaboration (pp. 67-71). London:
Bloomsbury Academic.

Kaufman, J., & Beghetto, R. (2009). Beyond Big and Little: The Four C Model of
Creativity. Review of General Psychology, 13(1), 1-12.

Runco, M., & Jaeger, G. (2012). The Standard Definition of Creativity. Creativity
Research Journal, 24(1), 92-96.
Week Four – Personal and Professional Reflection

Imaginative and creative practice: reflection on the nexus of the personal and
pedagogical

As stated by NACCCE (1999), creative teaching is defined as both teaching

creatively and secondly, teaching for creativity (Fautley & Savage, 2007, p. 29-30).
Another definition addressed by the NACCCE (1999), stated that teaching creativity
refers to the implementation of imaginative approaches in which makes learning
more interesting, exciting and effective.

Egan (1997), describes the “foundational capabilities” as the purpose behind

imagination and such capabilities and which allows individuals to ‘grasp’ the hidden
forms and realise the possibilities within our world (Fettes, 2015, p. 3). As a society
and culture, we have learned how to train and shape the possibilities and capabilities
through a diverse languages and behaviour. Thus, educators are able to grasp these
capabilities through language and behaviour in a way which educates and inspires
creativity within children and colleagues.

In addition to this week’s task, it is evident there is a direct relationship between

personal and pedagogical imaginative behaviours, as language and behaviour has
allowed people to educate others in how to achieve certain capabilities. As a society,
we have learned how to inspire and encourage others through our social and
behavioural communication. We are able to empower others to reach their full
potential and to grasp possibilities. As stated by Jeffrey and Craft (2001), effective
teaching for creativity must be focused on both learner empowerment and the
teaching of creativity (Craft, 2005, p. 67). Educators must focus on the
encouragement of innovative contributions from children within the school
environment, in which ultimately leads to creative individuals within the wider society
(Fautley & Savage, 2007, p. 35-38).

As educators, we have a responsibility of reflecting upon our professional and

personal implications of creativity (Fautley & Savage, 2007, p. 47-50). Such
questions may include:
 o Is this lesson providing opportunities for students to engage in creativity?
o Is the creativity within the pedagogy beneficial to students independent
learning? How? Why?
o As an educator, how can I engage all students I creative thinking?
o What prompts should I apply to engage students in creative thinking?
o What language can I apply within my teaching to promote creative thinking?
o Can you remember a creative individual? A past educator? Why were they
creative?
o Did past mentors play a role in your individual creativity? Why do you believe
so/or not? (Fautley & Savage, 2007, p. 34-35).
o Am I a naturally creative person? If not, what are the creative skills and
processes a creative person has to inform me?

Both personal and pedagogical implications of creativity interrelate and impact one
another. As educators we must reflect on our creative approaches to education in
order to develop a deeper understanding of how we are empowering innovative
creativity (Fautley & Savage, 2007, p. 29). As educators we must also be fully aware
of the skills and behaviours embedded within our teaching and the language in which
we use to promote creativity. This is a process of metacognition in which is part of
being a responsive and reflective professional practitioner (Fautley & Savage, 2007,
p. 52). We must promote opportunities to for students to extend their thinking in a
meaningful way.

Educators have the responsibility of planning efficient and effective learning

opportunities for students. Planning and documenting activities and tasks for
students to experience, allows sufficient opportunities for educators to implement
creative practices and structures (Fautley & Savage, 2007, p. 45-46). Implementing
creative processes within planning and learning opportunities, resonates to students
and which allows students to expand the boundaries within their own learning. For
example beginning a task using mapping as a method of “gathering, ordering and
recording knowledge” in which promotes imagination and creativity (Victoria and
Albert Museum, 2008). Thus, it is up to educators to encompass forms of teaching in
which encourage and promote creative thinking or behaviour (Craft, 2005, p. 42).
References

Craft, A. (2005). Pedagogy. In Creativity in schools: tensions and dilemmas. (pp. 41-
50). Routledge: London.

Fautley, M., & Savage, J. (2007). Teaching Creatively. In Creativity in Secondary

Education (pp. 28-68). Exeter: Learning Matters Ltd.

Fettes, M. (2015). The TIES that bind: how imagination grasps the world. In
K. Madej, G. Judson & K. Egan (Eds.) Engaging Imagination and
Developing Creativity in Education (2nd ed.) (pp. 2-16). Cambridge
Scholars Publishing.

Victoria and Albert Museum (2008). Mapping the Imagination. Retrieved

from http://www.vam.ac.uk/content/articles/m/mapping-the-imagination/.
Week Five – Personal and Professional Reflection

The imaginative and creative student

It has been prevalent that creativity is not a biological factor in which we are born
with, but rather an attitude towards life. Such individuals in which inhibit creativity will
aspire to respond to problems freely and freshly and in which inhibit a positive
automatic mindset (Sternberg, 2007).

People who inhibit characteristics of creativity promote opportunities to engage with

alternative and innovative ideas and, encourage others and themselves in aspiring
opportunities. Such encouragement and promotions encourage individuals to be
creative and which display behaviours associated with creativity (Sternberg, 2007).
In addition to this statement, I believe individuals thrive off others in ways which
empower people and inspire people to be creative and achieve the “impossibilities”.
Through ongoing collaboration and communication I believe people inspire other
people to engage in creative practices through their skills, expertise and knowledge
(Csikszentmihalyi, 1997). Moreover, the way in which a person may use specific
tonality and emphasis to communicate authentic ideas inspires others to be creative.

Through ongoing investigations and problem solving from present to past and
considering the future, we are able to consider past lessons learned in which allow
opportunities to think creatively within the future (Egan, 2003). In regards to this idea,
creativity can be applied to any context. When a child or adult makes a ‘mistake’,
they are able to apply past knowledge learned from this mistake in order to achieve a
probable outcome in the present or future. For example, learning a solution within
mathematics and being able to apply a sufficient strategy (Sternberg, 2007).
Creativity embeds critical thinking skills including applying, analysing, evaluating,
organising and generalising in which is heavily involved within subjects of
Mathematics, English and the arts (music and visual arts).

In regards to creativity and education, teachers must emphasise the notion that
creativity can be applied to any context. Rather than emphasising on ‘typical’
subjects such as music and visual arts which apply creativity, educators should
promote the idea of creativity being applied in all contexts (Csikszentmihalyi, 1997).
Teachers should model how to think creatively though ongoing by applying analytical
skills such as questioning assumptions and facts (Egan, 2003). As a society we must
promote the idea of reflecting and critiquing answers to problems, rather than
achieving an answer. Thus, creativity can be applied to any context in which problem
solving is required. For example, innovation to achieve a more sustainable world
(Egan, 2003). Educators must encourage students to take risk-taking learning
opportunities which embed creativity in order to learn and be innovative (Sternberg,
2007, p.12-13).

Personally and professionally, I found these weeks’ readings, most engaging and
beneficial to my overall assumptions and outlook towards the term creativity. It has
come to my understanding that creativity is a way of living and being, rather than an
individual concept. Creativity is a sophisticated term in which includes endless
definitions. As educators, we should inspire creativity as a way of life or being, rather
than correlating creativity to specific subjects. Creativity is all around us, and which
should not be forgotten, but promoted and encouraged by all, to lead a sustained
and innovative society.

References

Csikszentmihalyi, M. (1997). Finding Flow. Psychology Today, 30(4), 46-71.

Egan, K. (2003). Start with what the student knows or with what the student can
imagine? Phi Delta Kappan, 84(6), 443-445.

Jefferson, M., & Anderson, M. (2017). Emancipation through problem-posing and dialogue.
In Transforming schools: creativity, critical reflection, communication,
collaboration (pp. 24-25). London: Bloomsbury Academic.

Sternberg, R. (2007). Creativity as a Habit. In Creativity (pp. 3-24). Retrieved from

https://www.researchgate.net/publication/237103683_Creativity_as_a_Habit
Week Six – Personal and Professional Reflection

Transformation: The imaginative and creative school

Throughout the ongoing professional development and reflections of educators, one

might ask themselves, ‘How might I implement an effective teaching approach in
which engages students in creative thinking?’. This was a question in which I
reflected upon throughout my personal and professional reflection within week four
and remains ongoing. It is up to educators to promote creative engagement within
the everyday classroom. Implementing creative and imaginative approaches within a
school environment should be embedded through a cross-curriculum approach. As
stated by David (2013), a school culture in which reflects creative practices, embeds
three key contexts to promote student’s engagement with creativity (Craft, 2014, p.
17).
- Firstly, the physical environment, which must encompasses the provision of
appropriate materials and tools.
- Secondly, providing a pedagogical environment in which promotes students to
take appropriate risk-taking within their learning and which provides a balanced
freedom. Also, educators modeling creativity and embedding creativity practices
within teaching.
- Thirdly, embedding partnerships beyond schools as this engages students to
engage with communities, sports and art in which can have a long-term impact
within a child’s life and participation.
One key environmental factor which stands out for me, is allowing opportunities for
children to engage in appropriate risk-taking decisions and behaviours. It is
imperative that an adequate school environment provides opportunities for children
to develop decision making skills. Children should not be deprived of decision
making and creative practices, as this can have leave an impact on students
development and lifelong skills.
Mezirow (1997, p. 5), describes the transformative learning theory as a process of
effecting change in a frame (Mezirow, 1997, p. 6). This refers to the values, attitudes,
feelings, associations and experiences in which structure our lives. For example, the
societal influences such as cultural, social, educational or psychological influences.
In relation to such norms, education encompasses a large part in an individual’s life.
Habermas (1981), research allowed educators to understand the impact and
implications of a controlled learning environment. Such research provides educators
with sufficient knowledge which promotes instrumental learning and communicative
learning.
The transformative learning theory emphasises the impact teaching practices and
pedagogy, may have within a child’s education. In regards to implementing and
promoting pedagogy for creativity, I have begun to understand the influence in which
my personal and professional pedagogy will have within a child’s life.
Through engaging in this week’s readings and content, I am now reflecting upon
some questions:
• How will my pedagogy impact a child’s education or more so, life?
• How might my personal and professional values impact children’s future values or
life?
• As an educator, what can I apply within my own pedagogy to promote creativity
within students?
• What knowledge or resources might I need to engage in, to promote creative
practices?
• How will this impact my teaching? How will this knowledge impact students
learning?

References

Craft, A., Cremin, T., Hay, P., & Clack, J. (2014). Creative primary schools:
developing and maintaining pedagogy for creativity. Ethnography and
Education, 9(1), 16-34.

Mezirow, J. (1997). Transformative learning: theory to practice. New Directions for

Adult and Continuing Education, (74), 5-12.

Tulley, G. (2007). 5 dangerous things you should let your kids do. Retrieved
from https://www.ted.com/talks/gever_tulley_on_5_dangerous_things_for
_kids.