Creativity in Hong Kong classrooms: transition from a seriously formal pedagogy to informally playful learning

Abstract

This article provides research evidence that creativity can be nurtured as abilities and skills both in the general domain as well as in specific domains with methods appropriate to the holistic development of young learners. It reports upon two empirical studies on the enhancement of creativity in children and young people, and connects to teachers’ creative self-efficacy. The studies focus upon infusing creative arts in early childhood curriculum, and employing creative drama in subjects such as Chinese, English and General Studies. Playfulness is an important feature in these innovative pedagogies and teachers' use of creative drama techniques is also strengthened. The research evidence lends support to the hypothesis that arts-enriched learning elements and playfulness in the classroom environment can enhance individuals’ creative performance. The implications and limitations for implementing such playful learning and creativity in education are discussed.

Keywords:

• creativity in education
• arts-enriched learning
• creative drama
• learning for creativity

Funding

The work described in this paper was supported by a grant from the Quality Education Fund [Project No: 2010/0512], and the Teaching & Learning Grants of City University of Hong Kong [Project No: 6980101].