Category Archives: Research Clusters

C-SPACE researcher clusters

Creativity: getting it right in a week

Creativity: Getting in right in a week
Creativity: Getting in right in a week

Creativity is often be misunderstood as being for ‘special people’ who have original ideas, or is solely the domain of the arts. We think that creativity is for everyone, in every subject, of all abilities. As teacher educators and researchers we recognised that many professionals working in education, from all phases, face increasing pressures including performance and assessment outputs. This means that time set aside to plan for creativity, to teach for creativity or develop creative learning is not afforded. We think that creativity should be at the heart of teaching and learning and through this book we want to help teachers and educational practitioner recognise it within the classroom.

Teachers and education practitioners play an important role in the development of creativity. Significantly, they have to provide learners with an environment for self-discovery leading to self-actualisation and encourage learners to become more creative individuals. To achieve this, teachers must also be afforded time to explore their own creative teaching approaches. After all, creative learners need creative teachers.

Throughout this book we want to show teachers and education practitioners that creativity is more than just that one original idea, which may have historical importance. It is a process that can be encouraged within the classroom and have significance for lifelong learning. A creative endeavour may begin with a spark of an idea, but through its development can include play, experimentation, critical thinking, exploration, investigation, discussion, collaboration to name but a few. These then lead to new insights, new understandings and new knowledge. Creativity is exciting!

We hope that this book will provided teachers and trainee teachers with practical-led guidance on creative teaching, teaching for creativity and creative learning. It presents key areas of creativity in straightforward, bite-sized chunks, offering time-saving, practical support and ideas. We do not see this book as being an additional workload pressure for teachers or educators, but as a time saving, practical support, offering the opportunity for thought and action. The book is therefore short and straight to the point for that very reason!

Designed to be read over a week, it is divided into seven chapters, each detailing clear strategies and a summary of some relevant underpinning theory. We also offer the reader the opportunity to see the strategies in action and then encourage them to try things out themselves. Sometimes this might take them out of their comfort zones, but this is a creativity book after all and we wouldn’t be doing a very good job if we were not putting theory into practice! Ultimately, we want teachers and educational practitioners to consider new insights, be open to new possibilities, to build their creative confidence which will then be passed onto learners.

We hope that many teachers and educational practitioners enjoy the book, we would love to hear from you. Most importantly we hope that they see that creativity is fun, that it is good for them and good for learners, and that that feel encouraged to leap into the deep end wearing water wings!

Taking risks

Victoria & Martin

Kinsella, V. and Fautley, M (2017). Creativity: Getting it Right in a Week. Critical Publishing.

Dr. Victoria Kinsella is Senior Research Fellow in Education at Birmingham City University. Victoria has researched widely in the field of the arts education and creativity. She has worked on a number of creative arts research projects in various contexts including schools, prisons, galleries, arts centres and with educational agencies. Prior to her academic studies she worked as a teacher in UK secondary schools.

Follow Victoria’s work on ResearchGate.

Professor Martin Fautley is director of research in the school of education and social work at Birmingham City University. He is widely known for his work on researching assessment in the classroom, but also researches understandings of musical learning and progression (especially in the novice stages), composing, and creativity.

Find out more about Martin’s work, follow him on WordPress Blog, @DrFautley on Twitter

Improving Learning and Teaching through Collaborative Observation

In November 2016, Dr. Matt O’Leary and Dr. Vanessa Cui from C-SPACE were successful in their application for HEFCE Catalyst Fund: Innovation in Learning and Teaching. In this blog post, Matt and Vanessa tell us about the project and some of highlights of their recent activities.

Context

Teaching excellence has been at the centre of debates about quality in English Higher Education (HE) in recent years. The introduction of the Teaching Excellence Framework has ratcheted up this focus even further. Fuelled by critiques of teaching as ‘the weakest aspect’ of English HE (Gill,2015), the government has argued that universities need to adopt a more evidence-based approach to learning and teaching (L & T) akin to that associated with research.

Traditional approaches to capturing and promoting teaching excellence have largely been shaped by a managerialist agenda that conceptualises academic staff as accountable suppliers of a product and students as consumers of that product, with an overreliance on reductive metrics that fail to reflect either the authenticity or complexity of HE learning and teaching. This raises some important questions for the HE sector.

How can we develop a greater understanding and improvement of L & T among academic staff and students? How can we combine scholarly knowledge, practices and our education ideologies to satisfy the demands of policymakers while generating data about L & T that is legitimate and worthwhile? What can we do to create and nurture an approach that sustains and enhances authentic L & T experiences?     

About the project

A HEFCE-funded project at Birmingham City University seeks to use collaborative observation of L & T as a means of harnessing staff and student perspectives. Observation is a common method for staff development in HE, typically through a peer observation model. Some HE institutions have introduced teaching observation as a performance management tool in recent years. However, recent research (e.g. O’Leary & Wood, 2017; O’Leary, 2016) has revealed that assessment-based models of observation can often be a deterrent to developing L & T practice. Our project is built on the belief that improving student learning requires teachers and learners to develop an awareness and understanding about learning collaboratively in the context of their programme.  It is our attempt to answer the questions raised above.

Underpinning this collaborative observation process is the principles of critical reflection (Brookfield, 1998), learning as collective consciousness (Bowden & Marton, 1998) and participatory inquiry. A key feature of our methodology is the reconceptualisation of observation as a method to enhance L & T practices through inquiry rather than as a method of assessment. Pairs of teaching staff and students come together in a collection of subject-specific case studies to co-investigate, co-observe and co-reflect on their own classroom L & T practices. Within our collaborative approach, student identity is reconceptualised from that of ‘consumers’ and ‘evaluators’ of teaching to co-researchers and co-producers of knowledge about L & T.

Our project started in November 2016 and it runs until April 2018. It is led by Dr. Matt O’Leary and Dr. Vanessa Cui from C-SPACE. The project works with five case studies in the Faculty of Health, Education and Life Sciences: BA (Hons) Early Childhood Studies, BSc (Hons) Nursing (Adult), BSc (Hons) Nursing (Child), BA (Hons) Primary Education with QTS and BSc (Hons) Radiography. Each case study is made up of two staff members and two first/second year students. On our project website, there is more details about our project, our methodology and each of the case studies: http://blogs.bcu.ac.uk/collaborativeobservation/.

Recent activities

During last summer, we were busy sharing our project and some preliminary findings at internal and external events. At our C-SPACE annual conference and the University’s Festival of Teaching, we hosted a symposium and a workshop where four of the case studies shared their experiences with the delegates.

Primary Education participants’ talk on their case study and their Cycle 1 experience at C-SPACE 2017 conference:

Staff from the Child Nursing case study talk about their case study and their Cycle 1 experience at C-SPACE 2017 conference:

Staff from the Early Childhood Studies case study talk about their case study and their Cycle 1 experience at C-SPACE 2017 conference:

We also ran an innovation session at this year’s BERA conference. During the session, we had really engaging and critical discussions with the delegates around issues on Ethics and power dynamics in staff and student collaborations like ours. We also discussed how this could be an opportunity for students and staff’s personal and/or professional development, and how this model could potentially be used in different types of HE educational project on student engagement and student learning experience.

Innovation session delivered by Matt O'Leary and Vanessa Cui at BERA 2017 annual conference.
Innovation session delivered by Matt O’Leary and Vanessa Cui at BERA 2017 annual conference.

To follow our project, please visit our website. You can also get in touch with Vanessa to add your contact detail to our mailing list.

Matt & Vanessa

References:

  • Bowden, J. and Marton, F. (1998). The University of Learning: beyond quality and competence, London: Routledge.
  • Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
  • Gill, J. (2015). David Willetts interview: ‘What I did was in the interests of young people’. Times Higher Education, Article published online June 18, 2015. Retrieved from https://www.timeshighereducation.com/david-willetts-what-idid-was-in-the-interests-of-young-people. Accessed on August 28, 2017.
  • O’Leary, M. & Wood, P. (2017) ‘Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector’, Professional Development in Education, Vol. 43(4), pp. 573-591.
  • O’Leary, M. (Ed) (2016) Reclaiming lesson observation: supporting excellence in teacher learning. Abingdon: Routledge.

Research Snapshot: Communicative musicality – sounds rhythms and pulses in music and language

Researcherspno

Dr Carolyn Blackburn, Research Fellow in Early Childhood Studies, and Ian Axtell, Subject Leader for Music Education, Centre for Research in Education.

Findings

Participants in this study appeared to recognise the value and importance of children’s spontaneous musical activities and to encourage it describing the benefit for children’s holistic development and the role of music in attachment and bonding. However, they also appear to have identified benefits for children in attending organised, structured musical activities both within the home, but more substantially outside the home.

Recommendations
  • It is recommended that parents and carers are offered guidance and advice about the importance of acknowledging and valuing young children’s spontaneous musical activities in the home. It is a matter of concern that parents might lack confidence to instigate and encourage young children’s musical activities in the home;
  • It is recommended that an online database of trialled and validated musical resources be made available for parents and carers to use in the home;
  • It is recommended that this study is extended to include particular groups of children and families such as minority ethnic groups and children with disabilities;
  • It is recommended that a study to explore young children’s musical activities in early years settings be conducted to explore the understanding and practices of early childhood practitioners given the importance of young children’s spontaneous musical activities in their overall and holistic development as noted from the literature review in this report.

 

Download the full report here: communicative-musicality-report-130987955021412745

Research Snapshot: Kirsty Devaney

Kirsty’s research is investigating how the assessment of composing in UK secondary school examinations is impacting the teaching and learning of composing within schools.

Research Snapshot: Eddie Hulbert

Eddie’s research is on Family Learning Birmingham, an initiative which aims to provide guidance for parents or carers who are either unemployed, on benefits or have very few qualifications by providing a way for families to learn together.

Research Snapshot: Literacies for Employability

Researchers

Amanda French, Alex Kendall, Phil Taylor

Aim of research
  • improve student understanding of employability as a dynamic, lifelong concept
  • offer students the opportunity to investigate, analyse and describe the literacy practices of workplaces and placements that they encountered whilst at universitylit
  • identify and evaluate workplace literacies in structured contexts
  • make contributions that add value to employers
  • encourage tutors to co-investigate workplace literacies with their students
  • provide a meta-narrative of workplace literacies across different occupations
  • embed overt instruction of workplace literacies into curriculum design across different disciplines

Read more here: http://www.bcu.ac.uk/research/stories/literacies-for-employability

Research Snapshot: Listen Imagine Compose

ResearchersLIC

Martin Fautley (Birmingham City University), Pam Burnard and John Finney (Cambridge University), Pauline Adams (Institute of Education), Jonathan Savage (Manchester Metropolitan University).

Research aims
  • How can composers and teachers be supported to work most effectively together?
  • How do professional composers make judgements about the quality of compositions and what are the indicators of progression? What correlation is there between these criteria and those of exam boards?
  • What does creative progression look like – for example the difference between a Year 7 and a Year 9 composition – and how can we ensure progression within the secondary curriculum, particularly given the genre-based approach?
  • What are the challenges around assessing creativity and how can students be supported to take risks, fail and experiment in a system where assessment is central?

To read more go to: http://www.bcu.ac.uk/research/stories/listen-imagine-compose

To read full REF report download the pdf: Birmingham City University – 25 – Creativity in Education

Research Snapshot: Shannon Ludgate

PhD student Shannon Ludgate of the School of Education talks about her research on children’s use of touchscreen technology. Shannon describes her research and what she hopes to achieve during the course of her PhD.