RESEARCH - Durham Commission on Creativity and Education - My thoughts and analysis.
The Durham Commission on Creativity and Education is a recent study undertaken by Durham University concerning the presence of creative learning within education and highlighting how creativity is a universal tool that impacts many subjects, as well as the future job prospects of young people. This commissioned study is significant because it is the first within my research that considers creativity as a universal skill that crosses much of the curriculum at both primary and secondary school level. It views creativity as a skill that needs to be worked upon or nurtured in a similar manner to reading and writing due to the changing jobs market that young people will enter into. Looking at creativity in a more universal position whereby it filters into subjects that are traditionally considered as ‘core’ gives my project further justification of the need for creative, skills based learning in education in a far more prominent manner. In this text, it is my intention to document some of my findings from this research, and make note of areas of particular significance to my project. Studies such as these highlight a wider need for creativity within schools and are a prominent reminder of the value of practical learning that promotes being creative and boosting skills. Although it is important to acknowledge that this study was commissioned by Arts Council England and it’s aims are to “identify ways in which creativity and specifically creative thinking can play a larger part in the lives of young people from birth to the age of 19” (Durham Commission on Creativity and Education - Durham University, 2020), there are direct examples of arts education within the study, however it aims to look at how creative skills can be transferrable to a range of subjects, thereby giving validity to the presence of the arts in schools.
As this study’s findings have recently been released and analyse educational standards across an 18 month period of research, this is one of the most current indicators that I have analysed for my research into the status of arts education. Looking at this study gives me the opportunity to make comment on current findings, how they impact students to day and compare them to older studies I have already analysed to see if there has been any improvement within the education system within the last five to seven years. As this study looks at a range of subjects, while commenting on the importance of creativity, it gives my project vital context about the value of creativity and how the arts should have a more prominent position in education in light of such findings. It is my intention to look at the study itself, the report of it’s findings and the recommended suggestions that the study offers in an aid to improve standards of education within schools. This will allow me to briefly look at all aspects of the commissioned study in a way that is brief but still informative for my research.
Looking at the background of this commissioned study, there in an acknowledgement that there is “increasing recognition of the economic and social value of creativity and creative thinking” (Durham Commission on Creativity and Education - Durham University, 2020) by those in industry and the world of work across a range of careers. Recognising the value in being creative is significant because it shows that there are areas of education that do acknowledge the importance of creativity when entering into the world of work, something that is often not discussed when compared to other lines of investigation I have undertaken. Identifying that there is a need for people with a creative mind in the workforce, regardless if it is a creative industry or not, highlights the need for creative learning within schools because students need to be given the relevant tools to flourish in this area. It is also important to note that creativity can come in different forms, which is why this study is important in terms of its ability to identify this way of thinking as a universal tool rather than something that is exclusively held by the artistically gifted. Rethinking how one considers creativity not only helps you understand its importance, but also it’s value as a transferrable skill. Although it is often associated with the arts, and many would consider it both begins and flourishes in this area of education, the transferrable skills it can provide for other subjects such as science is extremely valuable. The fact that there is recognition for creative thinking in terms of being an impact on social and economic factors, potentially shows a change in perception for creative learning and specifically the arts because it shows that there is a place for artistically inclined people in society, and therefore its need in education is just.
However, it is important to acknowledge the discussion of value can take on many forms, which causes some uncertainty when trying to quantify it. In the case of this discussion, the level of value a skill has, such as creativity for the benefit of this study, the more desirable a person becomes in terms of employability and thus future job or career prospects. This study highlights that many sectors such as the arts, sciences, engineering and technology are or have begun to look for those who are free thinking, creative and innovative, not just academic. I believe this is a step in the right direction because it will begin to filter down into the education system that the narrowing of the curriculum is limiting student choices, careers and ultimately futures because they are opting for exam friendly subjects rather than the education of creative thinking, life skills and subjects that students may be talented in.
Later into the study it outlines the main questions that the commission covers. This is important to note because I saw similarities between my own areas of research and this study. Looking at the key research questions has given me an indication of the lines of investigation Durham University have undertaken, their themes and how they have categorised their areas of research to form an informed conclusion. The questions they focused on where;
“is developing a creative education which promotes creative thinking and practice of benefit - why is it important, and is there currently a gap in the current education system in the provision of this?
What are the benefits, with particular reference to the themes, and what part does thinking and acting creatively particularly play in the development of these?
How do we teach/encourage creative thinking and practice, and create the conditions for how these benefits can be realised?” (Durham Commission on Creativity and Education - Durham University, 2020).
These questions are significant because they consider the need for creative education, if it is worth it, the benefits and help to consider how to teach or encourage students in creative thinking. The questions posed compliment each other because they consider the issues, themes and relevant examples, while looking to provide some suggestions as to how to implement creative learning into the classroom effectively, which ultimately shows how the commission are trying to achieve a full understanding while providing credible steps to improve the education system in this area. This benefits my personal understanding because I am aware of what is being covered and for what purpose. It also gives clarity into how they are measuring thing such as need and value, something which I have found harder to quantify when reading other studies on similar subjects. Although this is a small aspect of this study and its wider findings, having clear questions that ground the discussion is important in this analysis because it has shown me that in three clear steps they are able to gain an understanding of the need for creativity, creative learning and its impact on a range of subjects taught on the curriculum, while at the same time giving importance and value to the arts and calling for creative subjects to have amore prominent position in the curriculum at both primary and secondary level.
However, when looking at the questions posed in this commissioned study, there is a lack of recognition of the downfalls in the education system and how one could possibly make links between the issues and the need for beneficial creative education. Although one of the posed questions suggests that there is a “gap” (Durham Commission on Creativity and Education - Durham University, 2020), the question itself does not refer specifically to what the gap is referring to, either from the position of the schools, or in a wider sense, the set curriculum. I believe this is because the study is taking the discussion about the arts in a different angle, whereby they look at the central theme of creativity as a universal skill, rather than something that just involves the arts. While I think there should be more of an indication that there are issues in the education system, and this should be outlined within the research questions to indicate a basic understanding of the curriculum’s current state, I can see why Durham University have decided to look at creativity as a skill rather than attributing it specifically to arts education. I believe they have done this to make it clear to a wider audience that creativity can take many forms and is beneficial to many subjects and ultimately career paths. It also heightens the impact of a lack of creative learning on other subjects and therefore a narrowing of the curriculum that. Impacts on future job or career prospects for young people.
Looking at the findings of this study is a significant part of my understanding because it allows me to see the conclusion that Durham University have come to in light of their 18 month research period. As the final report was published alongside the recommendations that both the university and Arts Council England suggested, taking a look at the findings summary is important for both my understanding and my body of research. At a later date, I will specifically analyse the case studies used to make up much of the findings as I feel that they need further in-depth analysis that considers the comments, thoughts and feelings of where they got their research from, whether it be schools or businesses and their requirements for young people in the workforce.
In light of the final report there is an acknowledgement that “the role of creativity and creative thinking should play in the education of young people. It was set up in response to the strength of opinion across the business, education and public sectors that young people are emerging into a world in which the skills and knowledge of the current education system will no longer be sufficient” (Durham Commission on Creativity and Education - Durham University, 2020). This finding is very interesting because it suggests that firstly, there is a need for creative education in schools and the curriculum, across many subjects and secondly, how young people are leaving school without the tools necessary to get into the workforce or the public sector. This is an alarming finding because it shows that young people are getting an education that gets them through exams, but not given the skills or tools that are useful for after their time in education is finished. One can suggest from this that the reason for students leaving school without relevant skills to be an effective part of the workforce, business or public sector is due to the narrowing of the curriculum. This is highlighted by the line “the current education system will no longer be sufficient” (Durham Commission on Creativity and Education - Durham University, 2020). This suggestion that the education system is limiting students from learning a range of skills both can be seen in the lack of value, time or funding put into creative subjects, a selection of subjects that promotes skills based learning, as well as developing a creative mind in it’s simplest form. The narrowing of the education in this area, through the Ebacc and not considering any creative-led subject as a ‘core’ or compulsory subject indicates the government and DoE’s (Department of Education) intent to promote academia, and subsequently a narrowing of the curriculum occurs. As this is now beginning to impact business and the workforce in terms of the type of young people they take on for further training or full time employment, the discussion of creativity as a universal skill is becoming more apparent and widely accepted. I believe this will impact how education is delivered in the future, and there may be more emphasis on creative subjects due to their ability to promote skills based, learning that emphasises creativity in young people. This will allow them to problem solve, think for themselves and be creative in their ability to produce ideas. However, this does not take away the ideology of academia being more important than creative learning, which is why I believe academic success is put in higher regard than creative or skills based learning.
Later in the final report it is stated that
“much has been achieved in our education system to improve academic standards, but respondents to the commission’s research argued that this has been at the expense of nurturing the creativity of our young people, neglecting the development of skills, knowledge, understanding and experiences which they will need in the world beyond school, and which our economy, culture and society need to flourish.” (Durham Commission on Creativity and Education - Durham University, 2020).
This comment is significant because it gives further weight to the idea that education and the world of work, industry and business have a detachment between what is required to do well in one aspect, and what is desirable for a young person’s future. Although it has been noted of improvements in aspects of the education system, it has been at the expense of the arts and other non-core subjects, which where many of the creative or life skills are developed and nurtured. The word “neglected” (Durham Commission on Creativity and Education - Durham University, 2020) is used in the study’s findings which is an apt way of describing how aspects of student’s development are being treated in the name of high grades in academic subjects. Although it is important to acknowledge the importance of a sufficient understanding in English, Maths and Science, the idea that success in these subjects should be at the detriment of promoting creative learning, understanding and the presence of the arts in schools should not be the case. I think this study highlights that many are coming to the realisation that the balance within the education system has gone too far in terms of academia and academic success.
Alongside the final report of Durham University and Arts Council England’s findings, a list of recommendations is also provided to show how the role of creativity could be implemented better into the curriculum. This list of suggestions is really insightful because it shows how the commission have taken their findings and given clear points where schools can move forward to make changes. Although many of the suggestions require further governmental funding, which is a severe issue in terms of creative subjects and their financial treatment, many of the recommendations centre around the Department of Education and Ofsted having the ability to evaluate creativity, skills based learning and the arts within their findings in terms of determining a schools status. This will then cause schools and sits for education to re-evaluate the time and value they put on subjects deemed to be non-core. There are other suggestions that call for a recognition of ‘value’, as well as an acknowledgement that barriers have to be changed for how we teach creative learning across all subject, not just the arts. As the list of recommendations is extensive, I will analyse two of the larger suggestions given within this aspect of my research that link closest to my project and research.
One recommendation from the study discusses “teaching and creativity through system leadership and collaboration” (Durham Commission on Creativity and Education - Durham University, 2020) which is particularly significant to my project. It is suggested by the study that “a national network of creativity collaborations should be established, in which schools collaborate in establishing and sustaining conditions required for nurturing creativity in the classroom” (Durham Commission on Creativity and Education - Durham University, 2020). This is of importance because the study recommends more emphasis on meaningful partnerships and collaborations in an aim to nurture creative learning, something that within the arts is particularly needed. As creativity is being discussed as a universal skill, having those from creative industries within the classroom will benefit such learning because they will approach education from a skills based position, something which is clearly being overlooked in the current curriculum. I believe this recommendation gives validity to my project, as well as other charities and organisations like it that are trying to promote arts education and the use of artists as educators. Seeing that there is a clear need for creative professionals in the classroom so that students can develop skills shows that the “gap” (Durham Commission on Creativity and Education - Durham University, 2020) referred to in the initial stages of the study can begin to be filled by those who know their craft, specialism or job to the extent that they can prepare young people through skills based education. This recommendation goes on to outline that there should be “schools that value creativity should nominate a champion for creativity. This role would require an understanding of teaching for creativity and resource to promote this across the curriculum” (Durham Commission on Creativity and Education - Durham University, 2020). The statement highlights the clear importance put on creative learning by the study because it shows that creative learning should be an integral aspect of a child’s development, not an optional one. Therefore staff need to be trained in teaching creativity and being able to have the access to contacts and form partnerships with creatives within creative industry.
Another recommendation put forward by the study suggests that “recognising the value of creativity” (Durham Commission on Creativity and Education - Durham University, 2020). I found this particularly interesting because from my prior research, I have found it difficult to quantify the value of creative, skills based learning due to it being objective. Throughout this study’s findings, value should be measured by Ofsted’s inspection frameworks so that an adequate amount of creative learning occurs in every school. This is an interesting way to quantify value within something, however in the contexts of this study I think it is appropriate because Ofsted are the governing body over school standards, and therefore should consider how well and what quality the level of creative learning is in a school while inspecting. An increase in standards and emphasis on better written frameworks for inspection could see an improvement in the arts in this sense. However, I think more needs to be considered when looking into the value of the arts, and to fully recognise that value can be placed on a number of different factors that require to be quantified in different ways. This, I feel is the only way to come to a full, and well-rounded conclusion about the value of creativity, creative learning and specifically the arts within education. Although I think this study has been thorough in many areas of it’s discussion, I think that its way of quantifying value benefits the study, but does not consider all of the implications associated with the term ‘value’ to the extent that it may be required. However, it is clear throughout the study that the role of creativity as a universal skill is valuable enough to investigate to such length and needs to be focused on more within the curriculum.
After analysing some of the aspects of this Durham University and Arts Council England’s study on the role of creativity in education, I have gained an understanding of the role of creativity as a universal skill rather than something that artistically inclined people possess. Discussing the role of creativity and creative learning as a skill is important in outlining it’s lack of emphasis in schools. The fact that the study recognises that many subject require a creative understanding shows how important it is for a child’s development, and also how vital it is to progress into the world of work. The acknowledgement by business and industry that students coming out of school and into the workforce without a variety of academic and creative skillsets is becoming both alarming and concerning to employers, thereby showing that there is a disconnect between what is taught in the classroom and what is required in the world of work. This disconnect has become apparent due to the shift of focusing on academia and academic success, rather than a wide ranging curriculum that covers a range of skills and opportunities to flourish. I think these findings affirm other areas of my research in many respects because even when this study considers creativity a universal skill, he curriculum falls short in this area.
One area of the study that I feel does not go into specific detail is within the recommendations on value. Although this area of the study is merely a recommendation and only briefly suggests what should be done in recognising the value in creativity, only focusing on Ofsted’s role in evaluating how creative learning is delivered does not consider the multi-faceted nature of the term ‘value’. It is something that is difficult to quantify, and I do believe they give a sufficient method of improving how creativity is valued within schools, I feel that the study does not do enough to come to a full conclusion in this area. When defining value, I feel that it needs to cover a range of aspects to then come to an informed conclusion.
Looking at this study has been informative and insightful, and I believe it is thorough in terms of its discussion of the role of creativity as a skill. However, some of the recommendations made after the study’s findings need further research and consideration to be thorough in their delivery. Overall, I believe this has been very beneficial to my research and further understanding into the arts in school, as well as the need for creative learning within education.
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