An accessible guide to the theory and pedagogy of creativity in higher education
Welcome to the Credne Creativity Handbook.
Broken into short sections, the Handbook provides an accessible introduction to the theory and pedagogy of creativity in higher education.
Each section comes as a PDF, which can be downloaded and printed out. But there are links embedded throughout - to relevant videos and further reading - so the Handbook is best read online.
Credne 1.1: Introduction: In a rapidly-changing, unscripted world, higher education institutions must reflect upon the competencies which their students will require in order to thrive. This section introduces the Credne Creativity Handbook and its contexts. Download the pdf here
Credne 1.2: What is creativity?: This section of the handbook considers the tricky issue of definitions, and gives an overview of some key concepts in creativity studies. Download the pdf here
Credne 1.3: Why is creativity important? Why exactly does creativity matter? Why should we be trying to foster it amongst our students – and in ourselves? Download the pdf here
Credne 1.4: A very brief (and incomplete) history of creativity: Understandings of creativity have not remained static across history and across cultures. Our own contemporary views really only came into being in the mid-20th-century, and popular ideas about creativity are sometimes still haunted by ghosts from the 19th century, and even from Classical antiquity. This section of the handbook gives a very brief run-through of the way ideas about creativity have changed. Download the pdf here
Credne 2.1: Can creativity be taught?: This handbook aims to show that it is possible to teach students to be more creative, and to provide tools to help them embark on this beautiful and risky adventure. So it should come as no surprise that we firmly believe that yes, creativity can be taught! Download the pdf here
Credne 2.2: Fostering Creativity: Divergent Thinking: Divergent thinking is a key element of creativity – and fortunately one that is easy to get your head around, and that can often be fostered in simple, practical ways. Download the pdf here
Credne 2.3: Fostering Creativity: Risk-taking and learning to fail: Being creative typically involves an element of risk-taking – and a consequent likelihood of failure. But risk-taking is multidimensional, and not all categories of risky behaviour are linked to creativity. Download the pdf here
Credne 2.4: Fostering Creativity: Modelling creativity to students: If you want students to be creative it will help if you let them see examples of what creativity – process or product – actually looks like. Download the pdf here
Credne 2.5: Fostering Creativity: The teaching and learning space: When it comes to fostering creativity, the impact of the physical environment is often overlooked. But there are some simple, practical steps that you can take to make a more creative space. Download the pdf here