Teacher–Artist Partnership Framework Within School Makerspaces to Foster Students’ Creativity

Document Type

Article

Source of Publication

International Journal of Art and Design Education

Publication Date

1-1-2022

Abstract

Creativity is a fundamental skill to prepare individuals to work and live in a changing world. Educators have recognised its value and advocate that schools can provide an environment for fostering the creative thinking skills of students. Makerspaces are emerging in school contexts, and they carry great opportunities for engaging students in creative thinking processes. The school makerspace also offers a professional learning space for teachers and artists to collaborate to support students’ creative potential through making activities linked to the curriculum. This paper proposes a teacher–artist partnership framework within the makerspace to support mutual professional growth and opportunities to foster a learning environment conducive to creative expressions. The framework consists of three non-linear and iterative processes, namely (a) developing craft knowledge, (b) co-constructing knowledge, and (c) reflection and researching, supported by a community of practice and internal and external communities. Expected outcomes from the partnership for students, teachers and artists, and recommendations are discussed.

ISSN

1476-8062

Publisher

Wiley

Disciplines

Arts and Humanities

Keywords

creative thinking, making, school, teacher–artist collaboration, technologies

Scopus ID

85141439988

Indexed in Scopus

yes

Open Access

no

Link to Full Text

Share

COinS