Abstract:
Effective teaching still instinctively tries to keep a creative spark at its core while managing an increasing tide of quantitative data collection on student learning and a focus on words and numbers. The creative element however, is seen by some to take time away from the serious business of learning. I see creative learning experiences as those that engage, empower and value learning and the learner often providing the context for the learning. This paper looks at the timing and placement of the development of creative, innovative and curious minds in the New Zealand curriculum. I also look to the creative designer’s daily notebook to affirm and provide guidance towards creative teaching practice.