CIEP 390 Teaching Creativity: An International Perspective
Summer 2016 - Session II
CIEP 390: Teaching Creativity: An International Perspective
John Felice Rome Center, Loyola University Chicago Summer 2016
Name: Lara K. Smetana, Ph.D.
This course asks how, during this era of high-‐stakes accountability, do we as educators ensure that all students have an opportunity to tap into their innate creativity, pursue and develop their interests and to express themselves in varied ways? Students will consider how environments, experiences and practices foster the creativity of diverse learners through the exploration of theories of creativity, creative people, products and spaces. Outcome: Students will have an increased understanding and demonstrated skills in: valuing and promoting curiosity, creativity, and life-‐long learning in students.
- Syllabus: An Illustrated Field Guide to Keeping a Visual Diary and Cultivating the Capacity for Creative Observation
- Other readings and resources will be posted on the Sakai site for the course
- How have theorists, researchers and educators used the term creativity, creative potential, and creative productivity? What can we learn from creative movements throughout history about what facilitates or enhances the development of expression of creativity?
- Why should we make space for creativity in the teaching and learning of all students?
- What barriers can constrain students’ curiosity and self-‐expression in school? What structures and pedagogical tools support the development of students’ curiosity, creativity and self-‐expression?
- How do we incorporate creative aspects in the teaching of specific disciplines?
- How can creativity be assessed?
- How are we as teachers developing and expressing our own creativity?
As a part of this course, students will:
- Describe and apply central concepts, principles, and theories associated with teaching creativity.
- Identify constraints and enhancements for individuals’ creative productivity, including their own.
- Select relevant instructional resources and strategies for differentiated and universally designed instruction across content areas.
- Create and select activities and environments that are designed to help students develop as independent learners and complex problem-‐solvers.
As a part of this experience, students will be assessed on the following dispositions:
- Value and promote curiosity, creativity, and life-‐long learning in students.
- Participate in ongoing professional development, reading, and research in order to deepen their knowledge and expand their repertoire of skills.
As a part of this experience, candidates will:
- Learn to apply course material to improve thinking, problem solving, and decisions.
- Learn fundamental principles, generalizations, or theories.
- Develop creative capacities.
Grading and Assessment
- Grading: All assignments will be graded using the rubrics posted on Sakai throughout the course. Each assignment will be calculated into the total number of points for the course. The number of points earned will be divided by the number of points possible, and a letter grade will be assigned using the scale below.
|A||93 -- 100|
|A-||90 -- 92|
|B+||87 -- 89|
|B||83 -- 86|
|B-||80 -- 82|
|C+||77 -- 79|
|C||73 -- 76|
|C-||70 -- 72|
|D||61 -- 69|
|F||0 -- 60|
- Attendance: Attendance is mandatory.
- Participation: In addition to the importance of attendance, active participation is central to this course. The following guidelines for participation will be considered in the course grades:
Attitude and Demeanor Part I
- 2-‐Always prompt and regularly attend sessions. (no absences or tardies)
- 1-‐Rarely late and regularly attend sessions (No more than 1 absence).
- 0-‐Often late and/or poor attendance at sessions (More than 2 absences).
Attitude and Demeanor Part II
- 2-‐Always prepared for sessions with assignments and required materials.
- 1-‐Rarely unprepared for sessions with assignments and required materials.
- 0-‐Often unprepared for sessions with assignments and required materials.
Level of Engagement in Class
- 2-‐Always a willing participant. Contributes by taking initiative, offering ideas and asking questions in sessions, small groups and classroom sessions.
- 1-‐Often a willing participant. Contributes by taking initiative, offering ideas and asking questions in sessions, small groups or classroom sessions
- 0-‐Rarely a willing participant. Rarely contributes to sessions by taking initiative, offering ideas or asking questions.
Integration of Readings into Classroom Participation
- 2-‐Often cites from readings; use readings to support points.
- 1-‐Occasionally cites from readings; sometimes use readings to support points.
- 0-‐Rarely cite from readings; rarely use readings to support points.
- 2-‐Listens when others talk, both in groups and in sessions. Incorporate or build off of the ideas of others.
- 1-‐Listens when others talk, both in groups and in sessions
- 0-‐Rarely listens when others talk, both in groups and in sessions.
- Assessment:Course grades will be determined by evaluation of the following course assignments:
- Weekly Reflection Journal (30%): You will keep a reflection journal in which you synthesize and make sense of course readings and experiences. Each week, you will be asked to respond to broad questions or ideas and how they pertain to your work as an educator.
- Creativity Interview (20%): You will select one historical figure one contemporary person you consider to be creative. You will conduct background research on the former and an interview with the latter to better understand his/her processes, products, and environments.
- Creative Environment Review and Plan(20%): You will select and describe a place, space, environment or experience that has inspired your own creativity. Then, you will synthesize your experience with course readings to consider implications for physical and emotional environments you will create in your classroom to enhance students’ self-‐expression, critical thinking, curiosity, and creative potential.
- Creative Activity Resource Cards (20%): You will develop a collection of at least 5 “resource cards” providing detailed descriptions and reviews of activities aimed at promoting and assessing creativity in children. At least 1 resource card should describe an activity you have developed on your own.
- Participation (10%): Course participation will be assessed according to the guidelines listed above.
John Felice Rome Center School Policies and Information
University Policies and Information
We strive to facilitate an inclusive environment respectful of all cultures and people. This module calls on candidates to meet the needs of diverse learners, and to make diversity the substance of the content that they will teach. This will be demonstrated in their coursework and relationships with classmates and instructors as well as in emerging
professional relationships and knowledge of professional planning and instruction with the administration, faculty, students and families at the school and informal site.
Please use the following link to find university policy statements about the topics listed below:
- Academic Honesty
- Conceptual Framework
- EthicsLine Reporting Hotline
- Electronic Communication Policies and Guidelines