Encouraging students to think creatively was once something left to the art department, while teachers of so-called academic subjects focused on the important matters of facts, quotes and dates.
But increasingly, schools are looking at ways to foster creativity across the whole curriculum, and asking students to solve problems using innovation, by applying skills to subjects in a creative way. So why is taking such an approach in subjects like maths and science so important?
In this episode of the Tes podcast, Tes senior editor Simon Lock asks school leaders to explain why they are keen to encourage creativity across the whole curriculum, and meets an inventor-turned-YouTuber to find out how a GCSE project changed her life.
‘Playing with endless possibilities’
Kerri Sellens, a specialist art and design teacher at Lansbury Lawrence Primary School in Tower Hamlets, London, describes the creative process there as enabling children to “communicate and to imagine, to collaborate and to play with the endless possibilities that there are”.
“Being conscious of creative thinking allows children to make connections within their learning, and to make those connections within the world around them, especially young children,” she says.
“Ultimately, creativity celebrates our individual abilities, and through creative teaching and learning, educators are guiding and supporting the future generation of independent critical thinkers.”
She goes on to explore the “misconception” that creativity is just for arts subjects, explaining that it is “a common human trait that we’re all born with”.
“It’s something that we probably lose or perhaps we lose competence with as we get older,” she continues. “I always think of that famous Picasso quote: ’Every child is an artist. The problem is how to remain an artist once they grow up.’
“It’s a real privilege, working in a primary school and seeing how unselfconscious young children can be and how keen they are to learn and try new things. And creativity is something that can be honed and developed and needs to be nurtured as we grow.”
A life-changing coursework challenge
Meanwhile, engineer, inventor and YouTube presenter Ruth Amos, explains how creativity has shaped her life in exciting and unexpected ways.
“I’m an inventor, which was never really my plan,” she recalls.
“When I was at school, I thought I wanted to go and study law and that never happened, mainly because of a [design and technology] teacher. I went to a very normal secondary school in Derbyshire, and as part of my coursework for resistant materials, my teacher set me the challenge to design something to help his dad go up and down stairs because he had had a stroke.”
She invented the StairSteady, which is a specialist handrail that helps people go up and down the stairs. The project led to her being named a young engineer for Britain and patenting the StairSteady to launch her own business.
“Now I’m really passionate about engineering and inventing,” she continues.
“Me and my friend Sean have a YouTube channel [Kids Invent Stuff] where we set an invention challenge every single month and primary-age children send in invention ideas as pictures or videos and then we bring at least one of them to life. So we’re building real kids’ invention ideas, whether that be giants or electric dog cars, or jam-firing rockets, or giant dinosaurs that mop your floor.
“It sounds a little dramatic, but I would say my GCSE resistant materials coursework literally changed the course of my life.”
Listen to the full interview via the Tes podcast below:
Together with Aardman Animations, the Intellectual Property Office has produced a range of resources designed to inspire young inventors. At the same time, students will learn what intellectual property means and what they need to do to ensure it remains safe. Find out more at: www.crackingideas.com
