Creative Curriculum Research Articles

A Study of Innovative and Creative Curriculum System Based on Quanzhou Maritime Silk Road Culture

Innovative Creativity Course is a learning system with students as the main body and innovation as the carrier.This study analyzes the necessity of integrating regional culture into innovative and creative curriculum, and illuminates the cultural characteristics of Quanzhou Maritime Silk Road (MSR) from the perspective of regional culture. On this basis, this study proposes that innovation-driven curriculum contributes significantly to the cultivation of qualified designers, and summarizes the four approaches (i.e., deepening of the integration of education and industry and establishment of the integrated teaching group, set-up of distinguished teacher and master studios for MSR culture, promotion of the model of shared curriculum resources, and advancement of the construction of the patent pool for the branded MSR culture) implemented to facilitate the pedagogical reform of innovative and creative curriculum and thus provide a solid theoretical and practical foundation for students to engage in design work.

Eksistensi Model Kurikulum Pendidikan Anak Usia Dini

Curriculum of Early Childhood Education is a set of plans about early childhood learning goals ranging from 0 to 6 years old which intend to develop children's potential optimally. Poor of teacher attention and unfortunate infrastructure lead to unappropriate children’s potential development. The objectives of this study are to: 1) describe the form of a curriculum development model for early childhood education, and 2) describe the implementation of the curriculum model for early childhood education. This research uses a literature study method that relies on bibliographical sources from books and articles in scientific journals related to the subject matter. The results of this study indicate that: 1) the curriculum development model for early childhood education can be changed by adding, reducing and improving the curriculum regularly, 2) curriculum models for early childhood education include: a) High / Scope curriculum, b) Creative curriculum, and c) The Vygotsky Curriculum. d) The Waldorf Curriculum.

An Investigation into the Curricula (and Quality) Used by Early Childhood Educators

Most preschool-aged children spend time in Head Start and other center-based care. Thus, early educators’ use of a quality curriculum is essential to maximizing children’s learning; yet, little is known about the curricula used in these settings. We examined the curricula utilized by educators working in diverse settings with children ages 3 to 5, focusing on key features of quality curriculum identified from the literature. Most educators (75%) reported using formal curricula. Creative Curriculum and HighScope were the most common; 6% of educators reported no curriculum use. There was a lack of consensus regarding what constitutes curriculum with 16% of participants reporting the use of materials generally not considered curriculum (e.g., learning standards). Although most educators were using a curriculum that included some key features, less than 15% were using curricula with evidence of effectiveness for supporting children’s learning. Findings have important implications for supporting practice and future research.

Choosing Quality Early Childhood Curricula

This article summarizes a study investigating the curricula and features of those curricula used by 497 early childhood educators across one Midwestern state. Curricula were identified and coded for quality features derived from the research, theory, and policy literatures. Results indicated that most educators utilized Creative Curriculum or High Scope (over 60%); however, these and many other curricula did not include all the key quality features. Importantly, most educators were utilizing curricula with no evidence of effectiveness for supporting children’s outcomes. Furthermore, limitations in the presence of key curricula features may indicate that curricula generally are not adequately supporting early childhood educators. We conclude with a series of questions for educators and programs to consider when selecting their curriculum.

MUSICAL PROCESSES IN THE PRIMARY SCHOOL CLASSROOM

Music is a strand of the Creative Art curriculum content for Ghanaian primary schools. Composition, performance and listening forms part of the methods or strategies that are supposed to be used to teach this art form in the classroom. Elsewhere, it is argued that these three musical processes constitute the starting point of music activities in the classroom. Having some knowledge and practical insight of each of these processes is therefore very significant for the teacher’s professional practice in the music classroom. This article attempts to describe these processes and highlights some activities that can serve as a guide for the teacher to engage pupils in music activities under each of these three interrelated activities for effective musical learning and experiences. Article visualizations:

ARABIC ENGLISH JAPANESE LEARNING PROGRAM IN MADRASAH DINIYAH TAKMILIYAH (MDT): A STUDY ON THE ROLE OF MDT IN BANDUNG CITY

Research Purpose: The purpose of this study is to propose a plan that will effectively integrate a 3-years foreign language program of Arabic-English-Japanese in three different Islamic schools, “Madrasah Ibtida’iyah, Madrasah Tsanawiyah, and Madrasah Aliyah” in Cipadung Sub-District, Cibiru District.
 Research Method: The study utilizes a mix of both qualitative and quantitative research approach with a detailed analytical method. The research gathered its primary data by the school (madrasah) statistics, for example, curriculum activity assessments, student’s involvement in the lecture, test scores, sample questionnaires, and some sample exercises. However, the data is analyzed by organizing the primary data in charts or graphs.
 Principal Findings: The main findings obtained from this study is, the implementation of smart and creative learning methodologies will create a student’s engaging and enjoyable learning environment. A properly designed curriculum developed teaching strategies, utilization of audio/visual resources boosts the student’s interest in learning foreign-language courses. Thus, the effective implementation of foreign-language-programs can create better growth opportunities for the youngsters of Indonesia.
 Application: The integration of three different foreign languages into a single curriculum is although very difficult, but once it is embedded in the course, it has several applications as well. This study is an inherent part of most academic research, which is based on creative curriculum designs for schools and colleges. This is also impactful and suitable in modern technological based teaching and learning research activities.
 Novelty/Originality of this study: The novelty that makes this study more prominent as compared to the previous ones is the blend of technology in the traditional way of teaching. The use of audio/visual gadgets firmly grasps the interest of students of all ages throughout the lecture. Similarly, the smartly planned curriculum based on student’s caliber has ultimately helped in advancing the existing knowledge of each understudied student.

Multiple Intelligences-based Creative Curriculum: The Best Practice

<p style="text-align:justify">The purpose of this research is: 1) to develop the model and produce the assessment of creative curriculum-based learning program multiple intelligences (MI), 2) to know the characteristics and impacts of developed product models. Research using multi-years by method R & D (Research and Development) with two phases; First phase: 1) Preliminary survey stage, 2) definition stage, 3) design phase, 4) trial stage, and 5) development stage; The second phase: 1) the instrument design stage through the Forum Group Discussion, 2) the product trial phase of 100 children in Sleman Regency, 3) wide-scale implementation of 200 children in Yogyakarta Province, 4) the evaluation phase with construct analysis and achievement of research subjects' performance, 5 ) the stage of measuring the effectiveness of the product with user perception. The subject comprises 200 children of early childhood and 20 kindergarten teachers in 10 kindergartens in the Yogyakarta province in Indonesia, by the approach of Reflective Measurement Theory (RMT). The results showed that: 1) the MI-based creative curriculum assessment model was developed to meet valid, reliable and conformity criteria of an empirical data model, 2) The implementation of the assessment model had fulfilled the requirements worthy of using three criteria aspect; 1) The results of the assessment using creative instruments based on multiple intelligences on children get "very good" results, 2) the readiness of the teacher in learning is included in the "good" category; 3) teacher performance appraisal shows the "very good" category, and 4) the benefits of the products developed are in the "very good" category. It was concluded that the developed product had tested empirically and practically so that it was useful in learning in early childhood.</p>

Social work students’ perceptions of their readiness for practice and to practise

ABSTRACT This study explores how social work students perceive they become ready for the workplace during their three-year undergraduate course at two Higher Education Institutions sites in England. The work provides a unique contribution in that to date little is known from the perspective of students themselves, about how they perceive they become ready for the workplace. This study used an integrated mixed methods methodology. Data were gathered from a combination of pre- and post-test questionnaires (N = 74 participants) and eight semi-structured interviews including the use of pictorial images and drawings. Five themes were generated from the semi-structured interviews are: (i) becoming ready and resilient; (ii) feeling shut out; (iii) navigating my placement; (iv) trying to fit things together and (v) having what it takes. Participants described their becoming ready for practice as a developmental journey in which they become more resilient, confident and reflective. The findings suggest satisfaction with the social work course although for some they perceived themselves less prepared for most statutory social work positions. The findings from this study can be used to inform and enhance a creative curriculum to support student confidence and competence by facilitating a supported learning environment offered by practice educators pre registration.

Implementation of virtual reality in technical education: an innovative view

Advancement of Virtual Reality (VR) is creating many opportunities to efficiently managing educational system in the present days. The application of VR in educational sector can contribute towards to cope up with today's digitalised educational management system. To keep such objective in mind, this research study investigated the possibility to apply VR in education, especially in technical education and analysed its potential outcomes. The inherent benefits of VR in technical education are elaborated within the scope of this research study with the aim to meet the expectation of today's up-to-date student generation. A case study on the application of VR is conducted to demonstrate how the innovative technology can be employed to produce creative training and learning engineering curriculum. Overall outcomes from this case example are presented along with the various works done by the researchers and practitioners on virtual reality are reviewed and highlighted as well.

Creative Curriculum of Art Activities to Learn Self-Directed Thinking In the Class of Nursery Teacher

Creative Curriculum of Art Activities to Learn Self-Directed Thinking In the Class of Nursery Teacher

On the Charm of Chinoiserie Fashion - Preliminary Research into the Illustrations of Cheongsam Dress -

This study is conducted from a design perspective with women's fashion and uses the cheongsam dress as an example within Taiwan and mainland China to investigate Chinoiserie fashion design. First, we adopt the Evaluation Grid Method of Miryoku engineering to interview subjects about their perceived cognition of Chinoiserie women's fashion to determine the purchase charm features that affect consumers the most. These findings help provide relevant references for fashion instruction personnel in the design of creative curriculum and instruction and can also add some effective information to the database of future fashion design. As our research results show, the consumer groups in mainland China and Taiwan have different perceptions of Chinoiserie fashion, while design professionals and non-design professionals have diverse preferences regarding their perceived cognition of Chinoiserie fashion. Therefore, these results indicate that people from different backgrounds have rather significant differences in terms of sensibility for Chinoiserie fashion.

Education and Democracy in the Time of Digitisation

<p><em>With Digitisation, each of “democracy”, “education” and, consequently, and conclusively, “Education and Democracy” enters an exciting new dimension. Current considerations of how “government by the people” should be addressed, encouraged and embodied in schools are outdated, unless the realisation that nothing can ever be the same again becomes the starting-point. This paper explores the nature of that forthcoming and fundamental transformation, as made necessary and possible through contemporary technology and as embodied in The Global School. Just as piecemeal Information and Communication Technology (ICT) applications are of limited significance, so also are isolated experiments with democratic educational initiatives now obsolete. Universal connectivity straddles schools worldwide and cuts across the institutional, societal and historical factors that gave rise to pernicious politico-socio-educational injustice. Propagating democracy is essentially undemocratic; moral education is the antithesis of morality. </em><em>T</em><em>he need from now onwards is for a convivial learning-supporting pedagogy, delivering the creative learner-driven curriculum, with the open, well-informed and on-going debate as the fundamental methodology. </em><em>The substance, practice and consequences of education may now become much more equitable, ethical and enjoyable (and far less competitive, test-oriented and world-of-work-dominated). </em><em>These and other implications for “Education and Democracy” of this ground-breaking “Education embodying Digitisation” reality are investigated and welcomed.</em><em></em></p>

Emotion-Focused Curricula Models and Expressions of and Talk About Emotions Between Teachers and Young Children

ABSTRACT Early childhood curricula reflect guiding principles or beliefs about the knowledge, skills, and behavior that are considered important for learning in the early childhood setting. This study examined linkages between teachers’ and young children’s expression of and talk about emotions during interactions in early childhood programs, using either the Creative Curriculum or the more emotion-focused Responsive Classroom approach. The research also examined teachers’ and children’s emotion-related behavior in relation to the gender composition of the interactions and teachers’ social-emotional teaching practices. Participants were 117 preschoolers (64 girls) and their teachers. Teachers and children in the Creative Curriculum classrooms displayed proportionately more negative emotional expressions than their counterparts in classrooms adopting the Responsive Classroom approach. Teachers’ negative emotional expressions were also more likely when children expressed negative emotions. Teachers’ and children’s negative expressions were less likely when teachers reported high use of social-emotional teaching practices. Teachers’ emotion talk was also more likely when social-emotional teaching practices were high. Gender composition of the interactions was also predictive of teachers’ emotion-related behavior. Discussion focuses on the important effect of curricula in supporting teachers’ and young children’s expression of and emotion talk in the early childhood classroom.

Colleges of Education Graduates Academic Achievements in Visual Arts and Quality Delivering of Primary Schools Creative Arts Curriculum in Ghana

The aim of this study was to investigate the colleges of education graduates academic achievements in visual arts and their subject matter competency for quality delivering of primary schools creative arts curriculum in Ghana. The study employed cross-sectional survey design. The study targeted visual arts lecturers and graduates of colleges of education. The sample size for the study was 241 (5 lecturers & 236 graduates). The instruments used for data collection were questionnaire and interview guide. The findings of H01 indicated that colleges of education graduates academic achievements in visual arts have no relationship with their subject matter competency for quality delivering of primary schools creative arts curriculum. The results of H02 revealed that teaching and learning resources have positive relationship with the quality delivering of primary schools creative arts curriculum. The study revealed that colleges of education graduates academic achievements in visual arts do not reflect their subject matter competency for quality delivering of the primary school creative arts curriculum. The study also found out that teaching and learning resources were not available for quality delivering of primary schools creative arts curriculum. The study recommended that Ghana Education Service should liaise with visual arts units in colleges of education to periodically organise workshops and seminars for primary school teachers to enhance their subject matter competency. The study also recommended that government should supply creative arts textbooks, modern visual arts teaching and learning resources and tools and materials lacking in primary schools to promote effective teaching and learning of creative arts.

Directors’ reports about program-wide pedagogical approaches: Using institutional theory in a mixed methods study of Chicago-area centers serving 3- and 4-year old children

Using institutional theory as a framework, we examined how professional norms and regulatory standards were associated with the instructional styles and curricular approaches that directors reported were used building-wide in centers serving 3- and 4-year-old children. We conducted a census surveying 229 child care center directors located in 31 ZIP Codes on the west and north sides of Chicago. We also completed in-depth interviews with a subsample of 29 directors. Most directors reported a highly child-initiated instructional style, although these directors were evenly balanced among those that reported little, some, or very much direct instruction. Directors who were highly embedded in the field of early care and education (ECE)—signaled for instance by their ECE certificates—most often reported highly child-initiated styles combined with little direct instruction. The majority of directors reported using Creative Curriculum, and those highly exposed to regulatory standards—such as the requirements of their local public funding grantees—were most likely to use it exclusively. In-depth interviews revealed some directors were able to explain the rationale and mechanisms through which a child-initiated instructional style supported child learning, whereas others pointed to outside requirements when justifying their center-wide style and curriculum. We encourage future studies regarding how and why ECE programs adopt various pedagogical approaches in the context of their institutional environments.

Orr, S., and Shreeve, A. (2017). Art and design pedagogy in higher education: knowledge, values and ambiguity in the creative curriculum. Routledge

Orr, S., and Shreeve, A. (2017). Art and design pedagogy in higher education: knowledge, values and ambiguity in the creative curriculum. Routledge

Space and Time in the Creative Curriculum: Drama and education in two island nations in the early twentieth century

This article aims to reflect on space, time and education in two distinct but related ways: space and time as components of pedagogy, focusing on drama in the curriculum, where space and time frame language and gesture in a complex mode of communication; and as dimensions of historiographical analysis of the evolution of educational policies and practices. Considering progressive innovations of teaching through drama in Britain and Japan, we explore relationships across space and time, drawing on documentary and mainly published evidence. For primary sources we draw on the writing of individuals such as Shoyo Tsubouchi and Kuniyoshi Obara in Japan, Harriet Finlay-Johnson and Henry Caldwell Cook in Britain. We identify a number of progressive schools, their enterprise and experiments, and consider the role of national and international forums. Sources include professional journals in English and Japanese languages, the New Education Fellowship, its conferences and its journal New Era as vehicles for exchange. Taking a critical approach to historiography, the article refers to more recent pedagogical discourse and historical scholarship by Takeo Fujikura, Manami Yoda, Gavin Bolton, Mary Bowmaker and Helen Nicholson. It concludes by considering lessons for education history, and legacies for drama in education, reflecting on current challenges for school drama in light of its past.

The The family involvement in different early childhood curricula and approaches in the world

Family involvement, an important element of effective early childhood education programs, is crucial for children's learning processes and development. With family involvement, while families have the opportunity of participating and contributing to their children's development and learning processes schools gain unique information about children's interests, needs and experiences. A positive cooperation to be developed between families and schools helps children to integrate home and school lives. The aim of this study is to present the current situation by reviewing the literature in terms of family involvement and discuss and compare the family involvement dimension of the Primary Years Program (PYP), Montessori, Reggio Emilia, Creative Curriculum and Te Whāriki programs, which are early childhood education programs and approaches around the world. For this purpose, a review study has been conducted.

The Case for Alternative Creative Curricula, and What We Did at Stanley Park

This article outlines reasons for creating the Excellent Futures Curriculum at Stanley Park High School, Carshalton, the strengths of the curriculum, and its subsequent development.

교원양성기관의 창의성 프로그램을 경험한 유아교사의 내러티브 탐구 : 창의성 교과과정을 중심으로

본 연구는 창의성 프로그램 경험이 유아교사에게 어떤 의미를 가지는 지 살펴보고 교원양성기관에서의 창의성 교과과정 채택 및 창의성프로그램 적용의 의미를 찾아보고자 하였다. 자료 수집을 위해 경기도 소재 4년제 S대학교 유아교육과를 졸업한 창의 지도사 2급을 지닌 8명의 전/현직 교사들을 대상으로 1-3회에 걸쳐 심층면담을 실시하였다. 연구결과 첫째, 교원양성기관의 경험은 창의성에 대한 올바른 이해를 돕고 유아교사가 되었을 때 창의적인 발문을 하도록 동기를 부여했으나 경험시기를 효율적으로 조정해야할 필요성을 시사해 주었다. 둘째, 창의성 프로그램은 끊임없는 피드백과 반성적 사고를 통한 체계적인 수업, 활동 계획의 경험이자 창의적인 세계관을 형성해가는 시간이었으며 현장에서 유아교사로서 자연스럽게 창의적 접근을 할 수 있도록 돕는 역할이었다. 셋째, 현장에서 창의적인 유아교사가 되어가고 또 창의적인 유아교사로 살아가도록 하는 촉매제 역할이 되었으나, 실질적으로 누리과정과 창의성 요소, 기법의 연계점이 예비 유아교사 때 훈련되어져야만 환경적인 제약을 극복하고 창의적으로 유아를 교육할 수 있으며 현장에서 창의성 적용을 위한 지속적인 보수교육이 이루어져야 함을 시사했다.