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A generative framework for creative learning: A tool for planning creative-collaborative tasks in the classroom

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  • Sylvia Truman

    (Faculty of Business and Management, Regent's College London, UK)

Abstract

In this paper a generative framework for creativity is presented which extends upon Wallas‟s model of creativity (1926), social learning theories and creativity theories. The framework offered here presents a distillation of learning and creativity theory drawing upon salient roots of both creativity and learning theories in the 21st century. The generative framework can be instantiated for use as a learning support tool to assist with the design of classroom and / or other creative learning experiences. Creativity theories are discussed in relation to their appropriateness of the framework. An explanation of the framework is present-ed and an example instantiation provided. The development of the generative framework has been influenced by psychological accounts of creativity and socio-constructivist accounts of learning. The framework presented here has a number of implications for creativity theory as well as teaching and learning practice.

Suggested Citation

  • Sylvia Truman, 2011. "A generative framework for creative learning: A tool for planning creative-collaborative tasks in the classroom," Border Crossing, Transnational Press London, UK, vol. 1(1), pages 1-13, January-J.
    • Handle: RePEc:mig:bcwpap:v:1:y:2011:i:1:p:1-13
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    File URL: https://journal.tplondon.com/index.php/bc/article/view/85
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    Cited by:

    1. Hassan Soleimani & Hadiseh Fallahpour, 2016. "The Correlation Between Creativity in Male and Female Iranian EFL Learners and Guessing Through Etymology," International Journal of English Language and Literature Studies, Asian Economic and Social Society, vol. 5(2), pages 84-91, June.
    2. Dogus Simsek, 2013. "Experiences of Turkish Cypriot, Kurdish and Turkish Youth in Creating Transnational Social Spaces in London Schools," Border Crossing, Transnational Press London, UK, vol. 2013(1302), pages 15-27, July.

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