Home' Independence : Independence Vol 38 No 1 May 2013 Contents VOL 38 NO 1 MAY 2013 INDEPENDENCE 21
CREATIVITY & INNOVATION
Use trial and error when they are not
sure of how to proceed, viewing failure
as an opportunity to learn.
How do schools develop their students'
ability to think creatively? How do
we support creativity and build a
community that values creative thought?
How do we create a school where the
creative experience can flourish?
Perhaps the first step is for schools to
be broadminded and open to diversity.
Creativity is both an individual and a
social process, enhanced by teamwork.
It thrives in a social environment that
is stable enough to allow continuity
of effort, yet sufficiently diverse and
open to encourage creativity in all its
Part of the answer also lies in attracting
and retaining the right staff -- especially,
but not limited to creative people who
are open to diversity. Every school
should have a number of eccentrics and
bohemians, as well as those of different
ethnic and national backgrounds, and
a good balance of young and old. A
creative school needs to both generate
and attract top talent.
Creativity is also encouraged in a
school that has a focus on culture,
art and music, as the arts can provide
the 'energy' for creative ideas and
Schools should teach creativity both
generically and in terms of specific
skills. Thinking skills must be taught
and developed explicitly, and evident
in all aspects of the curriculum. It is
essential that schools demonstrate a
serious commitment to the teaching
and application of thinking skills such
as problem solving, decision making,
brainstorming, critical thinking, ideas
generation and assessing reasonableness.
This must occur within the context
of how thinking occurs within and
across the subject disciplines and
also as a means of encountering and
comprehending those same disciplines.
All schools have a stake in the future of
the nation and the world. If our students
are to participate actively in the creative
economy, our schools must sustain a
strong learning environment, invest in
research and development, commit to free
expression and remain open and attractive
to creative minds. We must also ensure
the curriculum is based on thinking skills
and make all-round efforts to build a
culture of tolerance and diversity.
This reflection was extracted from a speech
delivered by Kevin Tutt to a Headmasters' Forum
at the Senior School attached to Shandong
University, China, 8 October 2010.
explanation and communication to
research and write their historical
stories. They used their literacy skills
to create historical narratives, journal
entries, letters or poems to convey their
understanding, empathy and knowledge
of migrations to Australia in the 1800s.
Students used a range of ICTs to
communicate, research and inquire.
A Year 5 Website was set up with
individual class blogs in which students,
teachers and parents communicated
their thoughts, ideas and information. In
combined art and ICT lessons, students
quickly adapted to using iPad apps and
a range of digital technologies, to source,
create, transport and collage images into
unique artworks that illustrated their
stories. In particular, students became
proficient with the use of Juxtaposer,
an iPad app in which they could collage
images with layers and erasing, masking
and blending tools. Many of the images
were sourced through the internet or
picture libraries such as Trove, and
students acknowledged their sources by
providing attributions for images used in
their digital collages.
The project came to its culmination at
the end of Term 3, with the publication
through an online publishing site of
small booklets featuring the students'
written stories and digital collages. The
books were produced in multiple copies
so that each student received a copy of
the text they contributed to as an item
of enduring value. The seven schools
involved in the project contributed to a
Presentation Day at the Fremantle Film
and Television Institute, where students'
work was on display, short movies of
the projects were played and students
presented their reflections.
Both students and teachers were active
learners and participants in the project,
which provided exciting openings to
future projects involving collaboration
between subject teachers and the use of
JUNIOR YEARS ARTS SPECIALIST TEACHER,
METHODIST LADIES' COLLEGE
An online journal of MLC's involvement
in the Historical Inquiry Through the Arts
and Languages Action Learning Project
can be viewed at http://mlc-visualarts-
embed several of the
from the Australian
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