Titlebook: Creativity Policy, Partnerships and Practice in Education; Kim Snepvangers,Pat Thomson,Anne Harris Book 2018 The Editor(s) (if applicable)

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B.-M. Harnoss,E. Lorenz,H. Zühlke,M. Ernstr critical issues relating to creative assessment tasks. Writing from an Australian context, using research based in arts education, this chapter outlines the many challenges associated with creative assessment. Critical components of creative tasks are discussed and the criteria appropriate for art

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E. P. M. Lorenz,H. V. Zühlke,B. M. Harnossnding of the key problems surrounding artistic-creativity and apply it to systems of teaching and artmaking practices. The authors distinguish artistic-creativity in art education and artistic practice from other definitions of creativity, and argue that in order to effectively teach artistic-creati

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https://doi.org/10.1007/978-3-642-72610-1ompanying policy and practice challenges. The chapter articulates, critiques and shifts away from conceptualisations such as ‘Wise Humanising Creativity’ and proposes (posthumanising) creativity as a new articulation which may allow us to consider and action creativity to meet these challenges. This

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Introduction, Sampling, Local Testing, etc.,e person is formed . as they participate, practice, and perform new ways of being, relating, and understanding their local context and the perpetually changing global world that edges ever closer. The authors observed such an ‘ecology of care’, amidst the instability of the Brexit referendum in June

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Introduction, Sampling, Local Testing, etc.,levant for those charged with educating teachers, as well as for teachers in schools. This chapter focuses on the creation of mandated assessment tasks, designed to promote creative learning in teacher education contexts. The course design and research processes used Engeström’s Theory of Expansive

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d the United Kingdom. This chapter reflects on a contemporary range of creative engagement practices, creative partnerships and emergent ecologies as new ways of working in the cultural sphere. Propositions that signal purposive change have been articulated, rather than perpetuating assumptions abou

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Kim Snepvangers,Pat Thomson,Anne HarrisExamines gaps in creativity education across the education lifespan.Analyses how creativity can advance in order to respond to pedagogical innovations and economic imperatives.Emphasises the individua

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