On Co-Creativity in Playful Classroom Activities

Abstract

Recent research points to the essential role of creativity in coping with and acting in a changing world. It has been shown that individual, collaborative and communal efforts are a core capacity for acting in and coping with everchanging circumstances, such that a novel emphasis on cocreativity has arisen. Yet there is very little research on how to provide occasions for co-creativity in classrooms and so the research problem focuses on enabling co-creativity.Therefore, a playful pedagogical design was created and facilitated in classroom. The qualitative data collection methods involved narrative-Socratic dialogues with teachers and students, field notes, and gameplay videography.The Narrative-Structural Method was used to analyze the research material. The main results show that playful classroom activities provide an occasion for co-creative reframing's, engaging in dialogue, expressing emotions, and co-creating a shared story that is rich in co-determined actions. In conclusion, the pedagogical implications of the results are that classroom activities for co-creativity may facilitate mixed playful pedagogies and empty content spaces, so that children and young people can playfully identify, explore and negotiate shared topics that are novel and meaningful to themselves and others. the students of the middle school who worked on piloting the paper prototype of 4Scribes.I am very thankful to Kerry Chappell, Gertraud Kremsner, Christian Swertz, Alessandro Barberi, Matthias Huber and Wolfgang Ruge and the reviewers for taking the time to read and provide feedback on this paper. This paper is dedicated to our esteemed and much loved colleague, Professor Anna Craft, who very sadly died during this project. While we miss her companionship, we are very grateful for her kindness, inspiration and creativity. INTRODUCTIONScholars and scientists have identified accelerating change and uncertainty (Rogers, 1969;Giddens, 2003;Beck, 2007) as central constants in society. Some see increasing entropy (Heintz, 1982) and accelerating connectivity (Hepp, Krotz & Winter, 2005;Seitz, 2002), others deep transformations of the way we produce as well as exchange goods, money (Teusch, 2004; Altvater & Mahnkopf, 2007;Perraton, 1998;Neyer, 1995), and information (Feigelson, 2003; Wurzer, 2000;Featherstone & Lash, 1995;Farhauer, 2003;Giddens, 2003) as core drivers of accelerating change, as well as the disruption of the welfare state (Bourdieu, 1997) and the politics of speed (Glezos, 2012) as a core driver of uncertainty. As a consequence of our ever-accelerating and uncertain world, Engel and Hurrelmann (1989) identify an increase in socio-psychological strain on children and young people and Wilkinson (2009) forefronts deep psychological effects such as vulnerability and anxiety.These circumstances, coupled with the old assumption regarding radical change and society in flux (Seibt, 2016), re-raise questions for education. How can we educate and enable children and young people for a future world that we cannot fully grasp yet?How...

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