Make your move: Exploring a pedagogic toolkit for creative development and global learning in primary education

The purpose of Theatre of the Imagination® is to develop a methodology which helps creative development through design and making in primary education. Objectives supporting this aim include: the development of personal agency through metacognition; the development of creative skills and ideas through practical workshops; and engagement with global learning goals through discussion and storytelling. A series of Constructivist Learning Design workshops have generated tentative findings that suggest design and making can help students to achieve these objectives. An analysis of qualitative data arising from the process of Participatory Action Research indicates that the global citizenship agenda, in tandem with design and making, helps to nurture empathy.

[1]  L. Festinger,et al.  A Theory of Cognitive Dissonance , 2017 .

[2]  D. Boud,et al.  Reflection, turning experience into learning , 1985 .

[3]  H. Gardner Multiple intelligences : new horizons , 2006 .

[4]  P. Rodgers,et al.  Design Without Discipline , 2013, Design Issues.

[5]  R. Lowry,et al.  Attitudes and Practices that Shape Children's Drawing Behaviour in Mainstream and Performing Arts Schools , 2015 .

[6]  T. Ingold Making: Anthropology, Archaeology, Art and Architecture , 2013 .

[7]  O. Dreĭer,et al.  Comprar Psychotherapy in Everyday Life | Ole Dreier | 9780521880176 | Cambridge University Press , 2008 .

[8]  D. Kuhn,et al.  Metacognition: A Bridge Between Cognitive Psychology and Educational Practice , 2004 .

[9]  C. Burgess Theories of Childhood , 1987 .

[10]  L. Vygotsky Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[11]  Johnny Saldaña,et al.  The Coding Manual for Qualitative Researchers , 2009 .

[12]  W. Baggett,et al.  Question-driven Explanatory Reasoning , 1996 .

[13]  Andrew Pickering,et al.  Material Culture and the Dance of Agency , 2010 .

[14]  J. Piaget,et al.  The Moral Judgement of the Child , 1977 .

[15]  K. Robinson,et al.  The Element: How Finding Your Passion Changes Everything , 2008 .

[16]  D. Schoen The Reflective Practitioner , 1983 .

[17]  Zhang Zhi-hong Constructivist Learning Design For Foreign Trade Oral English , 2009 .

[18]  Howard Cannatella Education through art. , 2007 .

[19]  M. Shayer,et al.  Learning Intelligence: Cognitive Acceleration across the curriculum from 5 to 15 Years , 2002 .

[20]  B. Zimmerman,et al.  ADOLESCENTS ’ DEVELOPMENT OF PERSONAL AGENCY The Role of Self-Efficacy Beliefs and Self-Regulatory Skill , 2006 .

[21]  George W. Gagnon,et al.  Learning Circles: Creating Conditions for Professional Development , 1998 .

[22]  A. Bandura,et al.  Multifaceted impact of self-efficacy beliefs on academic functioning. , 1996, Child development.

[23]  F. Hunt Global Learning In Primary Schools In England: Practices And Impacts , 2012 .

[24]  N. Mercer,et al.  Dialogue and the Development of Children's Thinking: A Sociocultural Approach , 2007 .

[25]  Rosan Chow Projection before Analysis , 2009 .

[26]  J. Dewey,et al.  How We Think , 2009 .

[27]  Simon John Bowen,et al.  A critical artefact methodology : using provocative conceptual designs to foster human-centred innovation , 2009 .

[28]  J. Alexander,et al.  ‘Draw, write and tell’: A literature review and methodological development on the ‘draw and write’ research method , 2015 .

[29]  A. Garton Exploring Cognitive Development: The Child as Problem Solver , 2004 .