Teaching for Positive and Transformational Creativity through Service Learning

Abstract

Positive creativity involves creative ideas and products that are beneficial to humanity. This paper discusses the importance of fostering positive and transformational creativity in PK-12 and college settings, and concrete classroom strategies for nurturing positive creativity through a service learning pedagogy. A brief history of service learning pedagogy is discussed, along with a practical application of the K-12 Developmental Service Learning Typology, a theoretical service learning pedagogical model. This practical application highlights three examples of how service learning can foster positive and transformational creativity: experiential learning through community service or volunteering, problem-based learning through community exploration, and using Destination Imagination as a form of social or community activism. The latter two examples demonstrate using curiosity to create positive, novel, and useful products through a cycle of deep exploration of topics that each student has an intense interest in, called the Roberts Curiosity Community Exploration Cycle (R-CCEC).

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

“…These camp activities may have enhanced students’ social awareness by giving them opportunities to socially interact with places and people in real contexts. Therefore, summer programs aiming to develop social awareness may benefit from planning for community engagement and service learning (Desmet, 2022; Desmet & Roberts, 2022), especially with people and places that reflect different realities than the campers’ regular life experiences.…”

The Art of Learning and Communication for Elementary School

“…Generally, they have two music teachers as supervisors: one for university studies, the other for teaching practice. Each teacher obviously has his own training scheme, but both teachers and students can collaborate so that prospective teachers can benefit harmoniously from adequate theoretical knowledge and pedagogical practice in real situations [6] .…”

“…As As Astin argues, having students work collaboratively on academic assignments, "may be more powerful than traditional pedagogical methods because it motivates students to be more active and participants are more involved in the learning process." [6], [18] In terms of funding, almost all aspects of JaF are financed independently, both by residents and artists. A small part was obtained from the government, for example the renovation of Jebor Hall, with funding from the Creative Economy Agency (Bekraf), and the Maestro Joint Learning program, with the support of the Ministry of Education and Culture.…”

Implementation of Service-Learning as a Strategy to Foster Intercultural Coexistence in the Local Community: A Case Study

“…The application of SL in different educational settings and stages has already been extensively described in recent studies [32,33], together with its impacts on civic awareness [34], creativity [35], social bonding [36], participation [37], critical thinking [38] or sustainability [39], to provide but a few examples. According to Furco, SL improves educational performance and content learning, as well as participation, commitment and motivation to learn [40], while also helping to link theory and practice, reflection and action [41].…”