[What is the role of the curriculum in developing the creative abilities of students
Dear Mr. Khalid,
Craft 2006 told that creativity is no longer seen as an optional extra. The kind of creativity being valued is a generative approach
to ongoing problem-identification and problem-solving, rather than a kit-bag of
pre-ordained tools for life. The relationship between creativity and the curriculum is critical to understanding higher education. We always have to do to create the spaces in curricula to promote students’ creativity. However, one conception of the curriculum emerged that offered broader possibilities for understanding creativity. This was the idea of the ‘lived’ curriculum – this included talk about the curriculum as experienced in the classroom.
The lived curriculum arose dynamically out of interactions with students. Curriculum design was thus seen as a creative act in its own right (Margaret Edwards, Chris McGoldrick, and Martin Oliver, 2006).
I hope I have been of some help.
Andrija
If the development of the curriculum is based on the interaction and feedback in both direction-vertical and horizontal - consultation with students and consultation with expert in the field, in line with the creativity policy of the nation , then creativity will be integral part of the curriculum , curriculum without creativity imbibed will not be sustainable for higher education.
This recent book on research on creativity in mathematics education might be of interest as it also addresses issues that are related to creativity such as the role of digital tools and the affective components in the education process:
Book Broadening the scope of research on mathematical problem sol...
Creativity could be a part of the curriculum and that depends on the curriculum's learning outcomes (LOs) and/or teaching goals. Namely, during writing of LOs, we are using one of the taxonomies, e.g. Bloom's taxonomy for cognitive domain (and affective etc..). In that taxonomy, or precisely in its revised version (revision had been carried out by Bloom's colleagues Anderson and Krathwohl), the highest level is synthesis or creation. It's the highest level in higher order thinking skills.
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