GREAT LEARNING

We define creativity in the GL model within the section on personal standards as the use of the imagination or original ideas. 

 

The importance of creativity came initially from Howard Gardner’s work on ‘Five Minds for the Future’.  We are convinced that creativity is a vital element within the ideal of Great Learning and schools need to promote creativity not just within the arts but also across all aspects of the school.  Creativity should feature in the work of leaders and staff, the learning of students and felt within the ambiance of the school.

 

Imagination and innovation can positively enhance curriculum design and learning strategies along with other institutional effects such as the visual environment. At Danube, one way in which creativity is promoted amongst students and staff is through the use of visible thinking and creativity routines. This results in all members of the community having the opportunity to demonstrate informed creativity.

 

The school displays the creative talents of our students around the school and encourages members of staff and the parent body to do so as well.  The school video  demonstrates creativity and humour.

 

If a school however restricts creative thinking or lacks creativity within its visual environment, then the full concept of Great Learning becomes more difficult to achieve. For example, learning environments that are bare and lacking in visual stimuli fail to maximise opportunities of student engagement. 

 

We believe that when creativity is promoted within the school then this will support the ideal of Great Learning.