For our children to enable their creativity, their education must be creative.
Our objectives are to enable each students’:
- lifelong creative learning journey
- capacity to identify and create solutions to problems
- development of creative and co-creative capacities and capabilities
- ability to co-create their society, environment and collective aesthetic
- progression through curriculum levels, and
- achievements of national benchmarks in literacy and numeracy
by facilitating and evaluating developmentally appropriate creative and democratic experiences that build upon students’ innate state of creativity and drive for creative and academic learning, and to ensure the school:
- plans for and achieves improvements in these learning outcomes in the context of our creative and democratic learning community.
Australia’s Victorian government states in its 2015 Education State Consultation Paper, “Our economy is changing rapidly and we’re experiencing unprecedented demand for highly skilled and creative workers. Employers want a workforce that can think critically and creatively, apply skills that are relevant to industry, understand the world through the eyes of others, and work collaboratively to solve problems.”
The creativity agenda is here, and many schools around the world are educating to it. The difficulty is that creative education in the mainstream environment requires substantial changes in curriculum, delivery, and evaluation practice.
So, creative schools are being consistently created.
From across the globe, approximately 610 student-directed, learner-centred educational settings are registered with the Alternative Education Resource Organization in New York. AERO’s goal is to advance student-driven, learner-centred approaches in education. SoCE is registered with AERO, along with 12 other schools across Australia, and has developed supportive relationships particularly with
Fitzroy Community School in North Fitzroy and Koonwarra Village School in Koonwarra.
As an example, a review of research on inquiry-based and cooperative learning by Dr Brigid Barron and Dr Linda Darling-Hammond from Stanford University found, “Decades of research illustrating the benefits of inquiry-based and cooperative learning, helping students develop the knowledge and skills necessary to be successful in a rapidly changing world.”
The results they found include:
• “students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration
• active learning practices have a more significant impact on student performance than any other variable including student background and prior achievement
• students are most successful when they are taught how to learn as well as what to learn, and
• students learn increasingly important twenty-first century skills, such as the ability to work in teams, solve complex problems, and to apply knowledge gained through one lesson or task to other circumstances.”
Barron, Brigid, and Darling-Hammond, Linda. Teaching for Meaningful Learning: A Re-view of
Research on Inquiry-Based and Cooperative Learning. Stanford University. [Re-port] Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
State of Victoria Department of Education and Training. (2015) The education state; consultation paper. Retrieved from http://educationstate.education.vic.gov.au/explore-the-consultation-paper
“Tomorrow’s citizens must be effective problem-solvers.
That is precisely what intelligence is all about”
(Isaksen and Parnes, 2013)