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This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators’ attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical work, a transgressing and transversing of conventional conceptions of ‘school climate’, ‘methodology’ and ‘pedagogy’. Our school climate project emerges as an experimental mapping of eventful research, a slow research creation process where we attuned to emergent affirming pedagogical relationalities. Students worked alongside researchers over six weeks at an Australian community school, enacting research creation in the making of school climate. Da(r)ta created include voice recordings, reflective notes, written responses, photographs, narratives, soundscapes, zines, posters, drawings and maps. [ABSTRACT FROM AUTHOR]

The last few decades have seen a growing trend toward the analysis of creativity and flow experiences in pedagogy, but we have only a limited knowledge of how cultural institutions can contribute to flow experiences in learning processes. Our study argues that the effectiveness of learning might be enhanced by the experiential accumulation of knowledge and that the experience of the flow state is also crucial for developing creativity. Focusing on the learning experience of 261 undergraduate students in museums and other cultural institutions, our 20-item Flow State Survey tests if pedagogical events in cultural institutions can help students experience a flow state. Our results support the conclusions of previous research as we found a significant correlation between the appropriate level of challenge and the likelihood of experiencing flow. Moreover, we found high scores for flow experience in the case of both genders, but with significantly higher values for females on a "merging of action" factor. All things considered, we conclude that museums and cultural institutions, when offering appropriate events, can boost the likelihood that students will experience flow-like states; thus, these institutions can provide an ideal environment for creative learning. [ABSTRACT FROM AUTHOR]

Background & Objective: In the medical field, there is a growing emphasis on fostering creativity and innovation in medical students to prepare them for the unpredictable nature of patient care. This study aimed to explore the perspectives of both lecturers and medical students on the current teaching practices and their influence on the development of creative thinking skills. Materials & Methods: The study was conducted as qualitative research at the Malaysian Faculty of Medicine and Health Sciences and included a purposeful sample of eight medical students and seven lecturers. Data were gathered through individual semi-structured interviews held via the Google Meet platform and analyzed using a thematic analysis approach. Results: The findings indicate that learner-centred approaches, such as problem-solving exercises and group discussions, seminars, debates, and dramas have a positive impact on enhancing their creative thinking abilities. The use of technology-assisted teaching methods, including e-learning and simulation labs, was also perceived as inspiring, however, limitations in technical infrastructure were noted. Challenging activities like assignments, games, competitions, and online tests encourage creative learning. Hands-on activities, such as bedside teaching and clinical skill learning, are also valuable in learning clinical skills in unique ways, but their effectiveness could be reduced by environmental and personal factors. Furthermore, practicing para-curriculum activities in a supportive and relaxed learning environment was identified as fostering a culture of original thought. Conclusion: This study suggests that a comprehensive approach to medical education that integrates creative pedagogy can be instrumental in fostering creativity in medical students. Providing opportunities for creative thinking through workshops and addressing technical infrastructure limitations in technology-assisted teaching methods could be considered in enhancing the creative curricula in the South East region. The findings underline the importance of a learner-centred approach and a supportive learning atmosphere in promoting creative learning. [ABSTRACT FROM AUTHOR]

Background In the UK, simulation in midwifery education mostly relates to developing clinical skills such as managing obstetric emergencies. However, there is minimal use of neonate simulators in educating student midwives on the impact of teratogens on fetal development. There is also limited research on using neonatal simulators as a creative pedagogical tool in undergraduate midwifery education. Objectives The two main objectives of this study were to ascertain whether students could recognise the physical impact of teratogens in the early postnatal period while interacting with simulators and to explore whether midwifery students understood their role as future midwives when working with pregnant women who may be misusing substances. Methods This qualitative research involved Level 4 student midwives from south England. A taught session on protecting the unborn environment was provided and students were tasked to interact with low fidelity fetal alcohol syndrome simulators and medium fidelity drug affected simulators. Student responses to group activities, such as interacting with the simulators and considering their role as future midwives in educating pregnant women about the impact of teratogens on a fetus and newborn baby, were collected. Results The use of the simulators was a useful pedagogical tool for enhancing student knowledge around teratogenesis and fetal impact. Conclusions Neonatal simulators can be used to engage undergraduate midwifery students and enhance their learning and knowledge. [ABSTRACT FROM AUTHOR]

This article reports on the preliminary results of a pedagogical experiment instituted by a community of practice (CoP) called the Creativity Collaborative, which is composed of scholars from varying disciplines, backgrounds, and scholarship interests: library and information science, technical education, academic librarianship, media literacy, and rhetoric and composition. In a desire to broaden approaches to teaching and research, the CoP came together around the shared interests of visual methodology and arts-based expression and embarked on a journey to infuse creativity in their professional practice. Through the methodology of self-study, including the CoP acting as a critical friends group, the Creativity Collaborative engaged in individual research activities and then brought data from those projects to the group for discussion and reflection. The results thus far indicate that providing students with opportunities for creativity and arts-based expression lead to a welcome and positive disruption of traditional teaching and learning, increased student engagement, meaning making and real-word connections, and collaborative risk taking that decenters traditional pedagogical systems. Together with students, the Creativity Collaborative discovered the freedom to depart from the normative traditions of higher education pedagogical practices. [ABSTRACT FROM AUTHOR]

This article describes the development and implementation of Jenny Moon's 'Graduated scenarios' (2004, 2001, 2009) in the disciplinary context of media production. Graduated scenarios have previously been used to model different levels of critical thinking and reflection and have been based on situations and experiences that can be related to by a wide range of people. Our development of them in a specific creative disciplinary context, for use by students within that context, represents an evolution of the process, but we also consider the possible reception of such models in the context of debates around academic literacies and the degree to which they may be seen and used as contributing to an orthodoxy of expression. We acknowledge that this experiment in writing and pedagogy may be perceived as providing 'exemplars of standards', but argue that it actually models differing depths of thinking, and also opens up discussion about orthodoxies of academic writing. Our four models of different levels of critical reflective writing are provided as appendices, and may be used or adapted as necessary. The production of such graduated accounts is 'effortful work', but the process can help us (academics) to better understand our own, as well as facilitating learners', concepts of depth and 'good practice'. [ABSTRACT FROM AUTHOR]

Research methods courses can provide essential opportunities for graduate students to develop themselves as researchers. This article offers insights into the application of creative pedagogy and praxis for a graduate-level qualitative research methods class. Students learned and applied the innovative research method--gender audit as process and method--to understand the gendered nature of University social media accounts. Applying principles of collaborative learning and hands-on practice, students gained confidence in themselves as researchers while examining a contemporary issue affecting higher education institutions. [ABSTRACT FROM AUTHOR]

In fashion design, pedagogy balancing a strong technical foundation with a more disruptive attitude during the ideation and development procedures provides the potential for diverse, emergent, aesthetically and critically poignant outputs. The ultimate goal in this is to offer a learning environment that is inclusive and accesses dormant design curiosity, also, as a teacher, to devise methods that will lead to discovering a personal and distinct aesthetic vocabulary. 'Ratio', 'resize', 'repeat', 'reduce', 'remix' and 'rearrange' are the 6Rs that can challenge the creative design process and reprogramme the design brain into unearthing radical new forms, concepts and aesthetics. This article will address the established literature on the ways of nurturing creative thinking as it supports the methodology of serious play directed by the 6R terms to exercise ideation generation in fashion education. This discussion will be evidenced with a case study to show that the 6Rs can successfully introduce and/or expand creative thinking in fashion design processes. The aim of this is to provide students with tools, habits and tasks that empower a creative mindset when approaching the early conceptual and compositional stages of garment development, while also addressing the tutor's role in establishing and exemplifying a creative ethos that is integral to initiating these methods and pedagogy. Most importantly, this approach is fundamentally driven by the need to invest in a more diverse student body to potentially reach unnoticed and less privileged fashion talent. [ABSTRACT FROM AUTHOR]

Case conceptualization is a key aspect of providing appropriate and effective counseling interventions. Teaching and learning case conceptualization can be difficult given the complexity and scope of a multitude of theories. Creative pedagogy and training experiences can assist in making this process more understandable and personal. We provide an overview of the use of music as a creative and critical means for conceptualizing a case through an Adlerian lens. [ABSTRACT FROM AUTHOR]

A film poem is a cinematic work which uses a written, often canonical poem as its inspiration. Film poems frequently exceed the likely intentions of the poet, becoming something new; one creative work is used as a springboard for another. Typically, however, in film poems the poem's stylistic detail is largely irrelevant to its cinematic execution. In a previous article, I spotlighted how this oversight/limitation can be addressed by bringing film poems into stylistics teaching and assessment. That article showed how stylistic analysis of a poem can be used to drive generation of a screenplay for a film of the poem. But, it did not show how the film could be produced on that basis. In contrast, this article does just that, modelling how a student could make a film from a poem, with their mobile device, where stylistic analysis has been used to stimulate the screenplay. Accompanying this article is a film that I made on a mobile phone. This is of Michael Donaghy's poem, Machines. In developing this approach for producing film poems via stylistic analysis, I incorporate ideas from the philosopher, Gilles Deleuze, and from his collaboration with the psychoanalyst, Félix Guattari, in their book A Thousand Plateaus. In particular, I make use of their concept of 'intensive multiplicity'. Generally, this article highlights how common ownership of mobile devices by university students, in many countries, can be used, in conjunction with stylistic analysis, to foster a different approach to interpreting poetry creatively which, in turn, can extend students' natural capacity for creative thinking. [ABSTRACT FROM AUTHOR]

This book review presents the basic premise of the book, which is use of poetry to teach undergraduate courses. The author of the review shares her own experiences with using poetry to teach college courses and highlights the beginning chapters. The editors of the book, Frank Jacobs, Shannon Kincaid and Amy. E. Traver, and other authors share their experiences from a workshop on the use of poetry in college. Empirical and anecdotal examples do well to underscore the need for more arts-based education and particularly poetry in teaching college courses. [ABSTRACT FROM AUTHOR]

This paper provides an overview of a collaborative model with which to equip educators with the tools to apply and embed simulated person (SP) methodology in their teaching. Our aim is to expand opportunities to foster student success through simulation by embedding the training of simulators and faculty within undergraduate education. The development of this model supports the application of SP methodology within higher education and involves a) developing an applied elective course for undergraduate theatre students that will provide them with the opportunity to learn simulation methodology and to develop skills that will prepare them to work in the field of simulation as SPs, b) delivering workshops to educate faculty to work with and effectively utilize SPs as a pedagogical approach for teaching undergraduate students, and c) using fundamental principles of experiential learning to provide educators, SPs, and students with opportunities to work collaboratively across disciplines. [ABSTRACT FROM AUTHOR]

The way in which educators choose to engage with learners and to offer opportunities to share knowledge of both the physical world and the world of ideas is an ongoing area of international research interest but remains diffuse and difficult to systematise. This idiosyncratic quality underscores the privileged position of teachers as creative professionals. By exploring Claude Lévi-Strauss's conception of how and for what purpose we share knowledge within society, this paper explores the relationship between perceptions of teachers' professional role and the challenges they face working within formal education systems. The artisan quality of teachers' practice, gained through experience, association and personal commitment, makes possible a visualisation of teacher professionalism as bricolage that, when read alongside theories of teacher agency, generates an affirmative picture of how teacher professionalism may be reframed as creative and responsive rather than homogenous and mechanistic. [ABSTRACT FROM AUTHOR]

Photovoice, a participatory action research method, supports deep, personal reflection through the use of photography, personal narrative development, and group discussion. This lesson plan describes the use of Photovoice as a pedagogical tool in an undergraduate human sexuality course. The goal of this activity is to encourage students to 1) think beyond the texts presented in class, 2) make critical connections to their own lived experience and community context, and 3) deepen reflection through sharing and discussing with others. The lesson plan describes the process of bringing Photovoice into the classroom as well as student insights on the activity. [ABSTRACT FROM AUTHOR]

This phenomenological study assessed master-level students’ experiences of using photovoice, a creative learning activity, in a race-based multicultural counseling course. Students were asked to engage in weekly written reflections regarding a course-related photographic image, with the goal of more deeply processing cognitive and affective reactions to the course. Data analyzed included focus groups, student written responses, and photos. Findings indicated use of photovoice as a means for processing cognitions, which allowed students to deepen learning by extending a racialized lens outside of the classroom. Students also indicated use of the tool to process emotional reactions at various stages of the course, allowing learners to creatively and visually express feelings as they surfaced. [ABSTRACT FROM AUTHOR]

This paper encourages educators in library and information science (LIS) to adopt the "creative deliverable," that is, an assignment that gives students the freedom to display their understanding of course material in an almost unrestricted range of alternative formats and genres, while retaining some key features of traditional scholarship. Using the traditional essay as a point of comparison, we define the creative deliverable; profile its application in a library and information science course; display three examples; detail important practical considerations for its use; and share the student perspective. [ABSTRACT FROM AUTHOR]

It has been argued in the literature that it is harder for Asians than Westerners to think and act in a creative manner due to cultural influences and the discourses of creativity are always culture-specific. This study addresses this issue by using a qualitative research approach, exploring and analysing the characteristic features of creative practice and its pedagogic practices in a Chinese context. Case studies of three Chinese preschool classrooms were reported. Interviews and observations were used as data sources. Findings revealed that the Chinese teachers held similar perspectives about creativity-fostering pedagogies but the three cases demonstrated different interpretation of these pedagogies, ranging from being strongly teacher-directed to strongly child-centred. A balance between teacher-directed and child-centred was found to be more effective pedagogic practice in the Chinese classroom. Results suggested that different creative pedagogies might work for certain contexts and certain children. An awareness of both cultural and contextual appropriateness is important for creativity reform in the Chinese context. This offers useful insights when transplanting creative pedagogies from other contexts, planning professional development programmes to support a pedagogical shift from traditional pedagogic practice to creativity-fostering pedagogic practice. [ABSTRACT FROM AUTHOR]

In the past 20 years, creativity has increasingly been recognised as an important aspect of young people's education around the world. The global interest in creativity is fuelled by various economic and social considerations. One concern of the approach to creativity in education is the curriculum. The research reported in this paper aimed at identifying the curriculum-level enablers and barriers to nurturing creativity in Hungarian public education by investigating the place of creativity, as well as that of creative pedagogy, in the Hungarian National Core Curriculum (HNCC) using content analysis. Findings revealed that creativity and the components of creative pedagogy were recurring elements of the HNCC. In Arts and Mathematics, the high importance of creativity was also supported by the strong presence of the elements of creative pedagogy. The barriers identified include the lack of clear and consistent definitions of creativity, the varied incidences of creativity and components of creative pedagogy, with extremely low attention to nurturing creativity in Foreign languages, Man and nature (science), and The Earth - our environment (geography). It has been concluded, therefore, that a more coherent and consistent approach to creativity across the HNCC is required. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative study was to explore how teachers deal with a pedagogical framework developed in the West which aimed at supporting Chinese teachers’ creativity-fostering pedagogy and the impacts of the framework in regard to teachers’ pedagogical practice. Three Chinese preschool teachers were followed for six months. Interviews, observations and reflective notes were used as data sources. Findings revealed that the framework demonstrates the potential for advancing teachers’ understanding of creative practice and developing competencies in using creativity-fostering pedagogy, although this was in teacher-directed activity. Each teacher benefited from the study according to her individual situation and teaching approach. Changes in teachers’ perception and pedagogical practice were evident which highlight that teachers’ pedagogical practice is not predetermined or stable, but open to change and development. This study suggests the Western views of creative pedagogy can be adapted to the Chinese context. Creative practice is complex, changing and developmental, and the findings of this study aim to provoke discussion on the cultural appropriateness of creative pedagogy and suggest implications for future research, practice and practitioner research in other educational contexts. [ABSTRACT FROM PUBLISHER]

This article extends the ongoing debate about socially just pedagogy by arguing that disadvantaged learners’ capacity to exercise learner agency, which is essential for learning but has been shown to be unequally constrained, can be more effectively enabled. This is accomplished by critically discussing the possibilities and limits of a selection of existing literature on socially just pedagogies, including Critical and Productive Pedagogies, for enabling learner agency. Using sociocultural theory of learner agency, the article argues that these pedagogies implicitly aim to support learner agency but are to varying extents limited in this respect. It is argued that through a dialogue with the research on pedagogy for Possibility Thinking, disadvantaged learners’ agency can be significantly increased. The article argues that this could lead to extending learner agency from learning in the form of meaning-making and knowledge-construction to learners co-imagining socially just pedagogies and co-transforming existing unjust pedagogical practices. [ABSTRACT FROM PUBLISHER]

Psych-Outis a team-based game designed to motivate graduate counseling students to study diagnostic symptoms and related interventions associated with reading assignments. At least 83% of students agreed or strongly agreed that the game contributed to their enjoyment of the class, increased their motivation to study for class, and contributed to their learning of the course content. Four themes (learning, preparation, team, and suggestions) emerged from student evaluations of the game and reflected positive results. [ABSTRACT FROM AUTHOR]

A deliberate design and arrangement of creative learning activities in tertiary design education is crucial in helping design students to release their creative potential. Unfortunately, a systematic and deliberate design of creativity training has not yet been implemented in any higher design education institutes in Hong Kong. This article aims to classify various creative-thinking techniques in order to provide design educators with the chance to rethink the arrangement of creativity training in higher design education. Although this article is unable to provide a pedagogical framework for design educators, the five categories, namely (1) identifying and mapping attributes; (2) making possibilities; (3) changing and shifting perspectives; (4) making associations and analogical thinking; and (5) probing emotion and the subconscious, have been classified and introduced to support the importance of arranging appropriate creative-thinking techniques to learning and teaching of creativity in design education. [ABSTRACT FROM AUTHOR]

Social work literature clearly demonstrates that ethics play a central role in defining and developing the profession. The purpose of this paper is to describe a pedagogical framework that supports students in becoming ethical delegates through creative classroom assignments. This framework reflects a personal perspective and provides the reader with a starting place to explore innovative teaching techniques within the classroom in order to foster a creative and safe place for students to enjoy learning about authentic ethical dilemmas. [ABSTRACT FROM AUTHOR]