What Did Creative Partnerships Achieve?: A Review of the Creative Partnerships (CP) Research Archive

Thomson, Pat; Coles, Rebecca; Hallewell, Madeline

doi:10.1007/978-3-319-96725-7_2

Cited by 6 publications

(10 citation statements)

References 13 publications

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“…In line with the interpretation by Egeland and Fallmyr (2010), improved BRI may reflect the necessities identified by Diamond (2014), that effective EFs training programs also help children to reduce stress, increase joy, make children feel they belong and improve physical fitness, i.e., in sum programs that not only will improve EFs and physical health, but also the children’s mental health (Diamond, 2014). This assumption coincides with the conclusions from a critical review of a similar creative arts/culture-based curricula interventions, highlighting the benefits for well-being, citizenship, work-related skills, and habits (Thomson et al, 2015). Thus, improved BRI in the intervention group may not only reflect less problems with behavioral regulation, but also, according to Egeland and Fallmyr (2010) improved emotional regulation skills, and better mental health.…”

Section: Discussionsupporting

confidence: 86%

“…There is a possibility that the teachers involved in the intervention gradually altered their pedagogical practices to be more in accordance with AoL, so the prolonged effect may be directly related to the intervention. Such learning gains for teachers have also been reported from previous evaluations of other creative, arts and culture rich school curricula (Thomson et al, 2015).…”

Section: Discussionsupporting

confidence: 80%

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Art of Learning – An Art-Based Intervention Aimed at Improving Children’s Executive Functions

2019

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Executive functions (EFs) can be conceptualized as a mean of behavioral self-regulation, and difficulties with EFs may adversely affect school success, social function, and cognitive and psychological development. Research about EFs and how they are affected by various educational and psychosocial factors is sparse. EFs are of great importance to understand how children can handle the challenges that they meet at various stages of development. There has been an increased focus on programs aimed at improving EFs, either as a primary outcome, or as a supplemental result of a specific activity. In this randomized controlled study, 66 children (31 girls, mean age 7:1 years) were given an arts and culture rich intervention (Art of Learning) aimed at improving EFs. EFs were assessed with the Behavior Rating Inventory of Executive Functioning-teacher version (BRIEF-teacher form) before, immediately after, and 6 months after intervention. Outcome in the intervention group was compared to children from two schools serving as controls ( n = 37, 18 girls, mean age 7:3 years). In addition, teachers from intervention schools were also interviewed both individually and in focus groups. The results reveal that both groups improved their EFs, as measured with BRIEF, over time on the global executive composite (GEC) score, the metacognition index, and on behavioral regulation index (BRI). However, the intervention group displayed a significantly greater improvement than the control group on GEC and BRI. The teacher interviews reveal positive effects for the children when it comes to several aspects: collaboration, conflict management, inclusion, vocabulary, and confidence. These factors are regarded as important for EFs development and academic outcome. The results support the notion of best training transfer effects for tasks addressing global executive functioning and specifically behavioral regulation skills (BRI).

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Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 80%

Art of Learning – An Art-Based Intervention Aimed at Improving Children’s Executive Functions

2019

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“…Indeed, a number of policy programs and initiatives have been introduced in an effort to nurture creativity in school settings across various countries. Commensurately, there have been increasing calls to assess the impact of such interventions to provide evidence and inform the design of future policies and initiatives (Thomson, Coles, & Hallewell, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In this article, we respond to these calls by assessing the impact of one such policy program named Kreattiv , which was established in line with educational and cultural policy objectives in Malta, a European Union (EU) country. A government‐funded, arts‐based intervention aimed at supporting creativity projects in schools to complement the educational curriculum, Kreattiv involved collaborations between creative practitioners, educators and students in a manner similar to the UK’s Creative Partnerships program (2002–2011), erstwhile described as “the most ambitious, biggest and longest running arts education intervention in the world” (Thomson et al., 2018, p. 15). While a descriptive study was carried out on Kreattiv ’s first three years of operation (Briguglio & Debattista, 2017), no research has been published to date on the direct impact of Kreattiv on creativity itself.…”

Section: Introductionmentioning

confidence: 99%

Assessing Creativity in Secondary Schools: A Focus on the Impact of an Arts‐based Intervention

Briguglio

Baldacchino

Mangion

2022

Journal of Creative Behavior

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As programs aimed at fostering creativity in educational settings become more widespread, assessing their impact becomes increasingly important. This article responds to calls for evidence‐based policy in this field by assessing the impact on creativity of a government‐funded arts‐based educational program in Malta (European Union). A quasi‐experimental design was adopted and data was collected pre‐ and post‐intervention from a test group and a control group of students across nine secondary schools (n = 400 pre‐intervention and n = 259 post‐intervention). Students undertook a total of four Divergent Thinking tests, which culminated in indices comprising ideational fluency, flexibility, originality, novelty, relevance, and elaboration. Ordinary Least Squares models of creativity were estimated revealing a strong positive association between creativity scores and participation in the program. Difference‐in‐Differences analyzes with matched pre‐ and post‐intervention responses (n = 380), further confirmed that participation in the program positively impacts creativity scores, particularly among students who did not self‐select into the project and who had low prior exposure to creative experiences. We also observe an overall decline in creativity between the start and end of the scholastic year. These results suggest that arts‐based programs can be effective in enhancing (at worst, preserving) students’ creativity.

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“…Beghetto and Kaufman, 2007;Craft, 2014;Lin, 2011;Megalakai et al, 2012) and empirical work, including studies of teachers' and visiting specialists' classroom practices (e.g. Jeffrey and Woods, 2009;Craft et al, 2014;Galton, 2010; Thomson et al, 2018). Additionally, work has addressed teacher and learner orientations to 'creative teaching' and 'teaching for creativity' (Sefton Green et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Creative pedagogies: a systematic review

Cremin

Chappell

2019

Research Papers in Education

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This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990-2018. It responds to the increased international attention being afforded creativity and creative pedagogies in research, policy and practice and examines the evidence regarding creative pedagogical practices and the potential impact of these on students' creativity. The methodology encompassed four stages. Firstly, an educational database keyword search was undertaken and 801 papers identified, manual searches added 12 further papers. Secondly, through applying inclusion/exclusion criteria, 89 papers were identified for closer scrutiny; these papers focused on students aged 0-18 years in formal educational settings and were peer-reviewed reports of empirical work. Thirdly, these papers were subjected to in-depth review and rating, this reduced the included selection to 35 papers. Finally these papers were subject to further analysis and synthesis.The findings reveal that seven interrelated features characterise creative pedagogical practice, namely: generating and exploring ideas; encouraging autonomy and agency; playfulness; problem-solving; risk-taking; co-constructing and collaborating; and teacher creativity. The paper also reveals that the evidence for the impact of these pedagogical practices on students' creativity is inconclusive. It highlights the complexities and challenges of documenting creative pedagogies in the years of formal schooling and concludes with key recommendations and implications for research, policy and practice.

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What Did Creative Partnerships Achieve?: A Review of the Creative Partnerships (CP) Research Archive

Cited by 6 publications

References 13 publications

Art of Learning – An Art-Based Intervention Aimed at Improving Children’s Executive Functions

Art of Learning – An Art-Based Intervention Aimed at Improving Children’s Executive Functions

Assessing Creativity in Secondary Schools: A Focus on the Impact of an Arts‐based Intervention

Creative pedagogies: a systematic review

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