Bibliography

Answers, 2014. Science inquiry definition?. [Online] 

Available at: http://wiki.answers.com/Q/Scientific_inquiry_definition?#slide=4

Bruner, J. S., 1961. The Act of Discovery. s.l.: Harvard Educational Review.

Educa8, 2014. What is ESDGC?. [Online] 

Available at: http://www.educ8training.co.uk/what-is-esdgc/

Heathcote, D., 1985. Theory into Learning. A Drama of Learning: Mantle of the Expert .

Heather Banchi, Randy Bell, 2008. The Many Levels of Inquiry. s.l.:The Learning Centre of the NSTA.

Henry, J., 2001. Creative Management. s.l.:SAGE.

James C. Kaufman, Dr. Ron Beghetto, 2009. Beyond big and little: The Four C Model of Creativity. 

s.l.:Review of General Psychology.

Jane Nicholas, Martin Pollard, Robert Smith, Stephen Thomas, 2010. Assessing the International Dimension in Education in Schools in Wales Phase II. [Online] 

Available at: http://www.britishcouncil.org/executive_summary.pdf

Pykett, J., n.d. Creativity in Religious Education. [Online] 

Available at: http://www.cornwall.gov.uk/media/3621685/Creativity_in_Religious_Education_-6_Pages-.pdf

Scotland, E., 2012. About creativity. [Online] 

Available at: http://www.educationscotland.gov.uk/learningteachingandassessment/approaches/creativity/about/index.asp

Film Education

Film in our culture are used for expression and transmission of stories, propositions and to circulate, organise and retrieve information and retrieve information and to maintain or challenge political powers.

Media in education has two sets of values contributory use: encouragement of communication, cultural diversity. The second set is subject in their own right: media languages, method of production or consumption. The criticism of this are they could fall back on their reading skills. 

Through watching films from a young age children can obtain literacy skills e.g. genre recognition, they can explain moving images at a worldly level than they can texts. Thus they can engross themselves in more complex films.

Literacy is a broad collection of knowledge, skills and apprehension, a child's ability to understand and analyse films is part of being literate.

Films are worth studying as a part of cultural heritage, the learner can obtain information much easier through media and can access and immense amount of knowledge. Film education have three integrated parts:

Cultural: widen learner’s experience of variety of media and content

Critical: evolve learner’s critical skills in investigating and evaluate media outputs

Creative: expand learner’s creative skills within media for communication, participation in debates 

An Enquiry-Based Approach To ESDGC

ESDGC stands for Education for Sustainable Development and Global Citizenship. It's about preparation of individuals whom can confront the issues of 21st Century. They provide excellent learning experiences that aid individuals lives and assist organisation to be become more successful, fruitful and bankable. They have seven main themes that identify the problems of the world: 

• Poverty and Wealth 
• Health 
• Climate change
• Natural Environment
• Choices and Decisions
• Identity and Culture 
• Consumption and Waste 

And their nine key concepts are: 

• Interdependence 
• Rights and Needs
• Citizenship and Stewardship
• Sustainable change
• Uncertainty and Precaution
• Quality of Life
• Conflict Resolution
• Values and perception

(Educa8, 2014)

ESDGC is important because it acknowledge that the world is prejudiced and unbalanced, nevertheless it can be moulded and changed by the perspectives, significance and performance of the human beings whom reside in the world. They promote the development of thinking skills, along with the guidance, inclusion and engagement towards the young people's learning. 

IDE - International Dimension in Education

It's devised to all parts of education and learning that comprise European or International activity. And surrounds activities found in many areas of Welsh National Curriculum. The usefulness of IDE is greatly considered by educational political parties, including the Welsh schools for it's seen as key element in their educational settings. 

The self assessment tool was designed to focus on how the IDE profited in school, with regard to social groups, viewpoints and effectiveness of both students and teachers. The tool is separated into five sections: 

• Outcome for learners
• Outcome for teachers
• Outcome for the whole school
• Outcomes for the wider community 
• Future development of IDE

The IDE's role in syllabus and qualification in Wales are:

• Wales, Europe and the World (WEW)/Welsh Baccalaureate Qualification
• Personal and Social Education (PSE)
• Education for Sustainable Development and Global Citizenship (ESDGC)
• Subject specifications  

(Nicholas & Pollard & Smith & Thomas, 2010)

Experience of Mantle of the Expert

For our seminar we had our own version of Mantle of the Expert approach towards our education. 
Our group had to create an appropriate bridge that's according to the needs of where the city is situated on the map, and present it to the council of that city. 
We chose No. 1, and started getting creative on the questions, working together to answer the questions was difficult at first for we all had different opinions on all the questions, but gradually we started accepting others perspectives. 

  

Without realising we all became embedded into our roles (I was the site manager and the project manger) and started to research into bridges, it became exciting and fun. 

We created a suspension bridge for it was appropriate on where it was going to be situated, we even learned about other types of bridges; just out of curiosity, how it's made, how does it hold up: such as the anchorage system. 

After all the research, we created a small model of the bridge with the materials that was provided for us. And finally we presented to the Council of the city, because they liked it so much they let us build the bridge for their city.

A new bridge will be soon be build in London and it'll be finished in 2017, it's a bridge that I'm truly looking forward to being finished. It's called the "Floating Paradise Garden".

Mantle of the Expert

Mantle of the Expert was developed by Dorothy Heathcote in the 1960's. It entails a fictional world where students take on a role of experts in an ordained field. Mantle of the Expert is a teacher-student model that allows the students to domineer their learning through creative drama, the students become the main communicator and teaches the individuals around the child on what they've succeeded in learning. (Heathcote, 1985) believe that students formulate knowledge rather than portrayal of a submissive receivers of knowledge, from a young age they thrive to learn they need appropriate guidance to expand their horizons. 

Therefore encouragement of critical thinking is essential so creating a boring subject into a fun idea can help the students to process and by-heart these new information without themselves realising. In this approach the collaborative research and acting is more important than the individual for it enhances the confidence and group work. Mantle of the Expert is also referred to as 'in-depth' drama, for the both parties - teacher and student - are experiencing the role. 

It is an approach where children are seen as adults or experts, the role of a child is disjointed, Mantle of the Expert allows students to have authority in the classroom and their learning, for the teacher taken on the role of facilitator rather than the transmitter. The students then research and demonstrate that they indeed have the power to investigate information themselves thus proving independence and self control. The usage of Mantle of the Expert innovates how the students engross in their learning for the reason that relaying of information has become a different method. And thus the children whom are involved in the roles, learning becomes more purposeful and incorporated into their minds.

In conclusion Mantle of the Expert strengthen creativity, exceed teamwork, skills of communication, critical thought, and decision making. But this can only work with the cooperation of the teacher and student, and subtle guidance's from the teacher to student. 

Scientific Enquiry

• "The ongoing process of discovery in science; the diverse ways in which scientists study the natural world and propose explanations based on evidence they gather"  
• (Answers, 2014)  
• There are eight essential factors in scientific methods

1. Define the questions
2. Observe 
3. Form an hypothesis 
4. Test the hypothesis by performing an experiment on the subject and collect the data
5. Examine the data 
6. Elucidate the data and draw conclusions 
7. Publish data
8. Retest

Inquiry based learning is a pedagogical method, which blossomed during the 1960's - where they rejected the traditional form of learning (Bruner, 1961). 

The Inquiry learning highlights constructivist ideas of learning therefore learning is best developed in group situations, where they can exchange ideas and encourage each other also promotes peer competition. 

In teaching and learning, inquiry based learning is most helpful for it covers a variety of methods including: research projects, case works and investigations. 

Specific learning process that individuals participate in inquiry learning are: 

• Creation of their own questions 
• Acquire evidence to support their question
• Explanatory of evidence
• Creation of links between the explanation and the knowledge from the investigation
• Fabricate arguments and premise for explanation

This is an another scaffolding technique produced by (Heather & Bell, 2008) they proposed four levels in inquiry learning:

Confirmation Inquiry

Individuals are produced with question and method and the results are known in advance, therefore the researchers verify the answers that's given.

Structured Inquiry

Individuals are provided with questions and method but the researchers must explain the results that's been carried out.

Guided Inquiry 

Individuals are only provided with the research question, they must design the method and assess the question and the outcomes of the results.

Open Inquiry

Individuals themselves create the questions, plan the experiment and explain their results.

Leading on from this, in an education setting scientific inquiry is acknowledged as an objective of learning and a teaching methodology. These types of learning are created to expand the students exploration, knowledge, widen the interpretation of new learning. Scientific inquiry is fruitful when the learners acknowledge the significance of their learning.

Mihaly Csikszentmihaly

When the individuals, domains and fields intersection; creativity materialises. For creativity to betide, rules and practices of circulation must take place from the domain to the individual. The person then generate a novel variation that's appropriate for the domain.This variation will be selected by field for inclusion in the domain.
Creativity can only occur when there's an affect in the domain. 

The role of Domain
The variety of domains that shapes cultures are: maths, music, religion, various technologies etc. 

Cultures are made up of a variety of domains: music, mathematics, religion, various
technologies, and so on. Innovations that result in creative contributions do not take
place directly in the culture, but in one of such domains.

Social Context 
For an individual to be labelled as creative meme must be socially valued. This social validation can only be valued if the societies opinions match the individuals creativity.

Field
The second point of the system model is the society or the field. This is made up of individuals whom exercises a certain domain and have power to change it. There are many different types of societies but these societies can only thrive if there are material surpluses, only then it can promote creativity in that domain.
The access to material resources aids creativity to flow but without acquiring capital it's doubtful to do novel work in some parts of the domain. 
The field can entice specific minds and through their trials and errors rewards are promised - only if the individual succeeds. These types on individuals are intrinsically motivated e.g. Leonardo Da Vinci. 
It truly depends on the field in terms of societal values to beguile new individuals with receptive of innovation.(Henry, 2001)

Seven Da Vinci Principles

 Curiosita/Curiosity
Quest for knowledge and a curious approach to life

Dimonstrazione/Demonstration
Personal experience of testing knowledge 

Sensazione/Sensation
Observation of the world 

Sfumato/To tone down
The embracement ambiguity and change

Arte/scienza 
Balance between art and science which he indicated in "whole-brain" thinking

Corporalità
The cultivation of grace, ambidexterity, fitness and poise. Da Vinci believed that our mind and body are connected therefore one should learn to preserve our bodies thus our health will grow.

Connessione/Connections
All things are connected and ideas occur from this interconnectivity. It's also called "Systems Thinking"; the talent to shape new structures through amalgamation and connections of different elements.

The Leonardo Effect

The four stages are developed to increase creativity in teaching and to develop a thirst for knowledge in children despite the children's learning level.

Stage 1 - Capture learners imagination

Induce on the children's curiosity then a process of self process exploration begins and provide them with their accountable needs.

Stage 2 - Development

Enables children to make connections drawing out the learning process. 

Sate 3 - Creation

From what the children have learned, they are encouraged to put forward their themes into a creative context. Thus proceeds a higher level of learning and knowledge.

Stage 4 - Reflect and communication

Presentation of their knowledge from the subject to an extensive audience takes place

In the seminar we produced our own Leonardo Effect.

We researched about 'Why is the sea salt different to table salt? And why is sea salt salty?' 

After we done our research we presented the class with the information we found.

Art and Science

Art and Science never met eye to eye in the past, but recently many artists have changed this view for they're moulding these two opposite subjects into one and creating a brand new art movement. 

"Interest in the intersection between art and science has gained more momentum in the last five years than it has in the past hundred years. We are all becoming inter-disciplinarian and the UK must nurture more polymaths to build a future that governments and funders are yet to understand, one that recognises that both art and science are equally important for innovation.... Scientists are now driven by funding outcomes to explore dialogues with artists. This complex interaction can sometimes lead to innovative collaborations where both gain knowledge that can influence how they approach their own work. To produce meaningful outcomes, such relationships should be about exploration and not exploitation, with the creative process unhindered by predetermined agendas." 

Robert Devčić, founder of GV Art gallery

In my opinion science requires imagination, e.g. unveiling of hydrocarbons didn't arise until through theories and errors of it, and this process requires imagination. Art express emotions and thoughts which is interchanged to science, whilst scientific discoveries excites new art. But science oppresses ignorance and is the substructure for critical thinking and logical reasoning. Yet they cannot be separated, by combining them both, they can evolve, succeed and discover.

Education Kills Creativity

Before technological devices was discovered the human beings thrived in a cultural world filled with different types of art, music and books, it was valued to be creative, and creative individuals was truly recognised by the society. They also thrived to be knowledgeable therefore then be able to communicate with one another. 
In this century we are slowly killing this - by leeching off the technological devices, of course music is still valued but not much as art or books. Children, after they hit their teenage years do not consider art as a subject and books as 'uncool' they turn their backs on it and truly believe that this world has become boring. To replenish themselves they turn towards media. 

In primary we are encouraged to be creative and think outside of the box, educators create an environment that is inclusive, caring, hands-on approaches, educators are there to inspire the children and have taken on a role of creative approaches thus children have thirst for knowledge and willing to learn.
In secondary schools the thirst for knowledge becomes minimum for most, the experience of schooling becomes negative, the pressures from constant examination and squeezed in information, and no way to escape breeds hatred towards education.
To tackle this problem creativity must be imputed into secondary schools, creating other way and not just relying on the technological devices. E.g. R.S. is based solely on books, by creating activities such as group work, field trips, bringing art into R.S. (creating statues or mandalas) and working along with different subjects can promote amazing outcomes - combining Geography and R.S, when learning about the baptism of Jesus. 

Therefore subjects do not have to rely mostly on technologies, it only needs certain amount of work to make the subjects interesting (Pykett).

The Four C Model

James C. Kaufman and Dr. Ron Beghetto produced The Four Model of Creativity, it was developed to assist the other models and speculations of creativity, as well as examining developmental process of creative growth in individuals (Kaufman & Beghetto, 2009) .

mini-c: creativity that occurs during the learning process

little-c: circadian creativity

Pro-c: expert level of creativity 

Big-C: creative genius e.g. Beethoven 

In conclusion everyone have mini-c, and many can reach little-c. With enough work many can achieve Pro-C and a few will attain Big-C. According to Kaufman and Beghetto this process is normal and all levels of creativity are beneficial.

What Is Creativity?

For our first lecture we created something from the paper that was given to us, after this completion we threw it across the room. Unfortunately for me, my boat came back to me.

Inside I wrote a 'hidden message' on what creativity is for me:

Creativity for me is about personal experience - the colours I've seen that makes the world beautiful, the passion for exploring; our imagination is made up of wild activities, from the things we've explored since from a young age is embedded into our minds and thus those memories will help us to create things that some consider as 'not relevant' or 'nothing'.

The subject of art in education promotes us to walk down a path that we've not explored before, it helps us to form and find our identity without us realising - only after a while it clicks.

Creativity and Education 

If creativity is encouraged in education it can lead to improvement of motivation, self confidence, and achievement of learners. Encouragement of creativity in pupils will lead to:

• exploration 
• open mindedness 
• decipher problems
• co-operation
• more control over their learning 

Children are already creative, at the ages from 8-10 perspectives of others becomes more dominant, they thrive to find the 'right answer'. Therefore educators should bring forth and expand the children's natural creativity and not restrain it. To accomplish this here are some approaches to learning creatively:

• Provision of efficient techniques for hands on experimentation, debates and group work.
• Encouragement of critical thinking and exploration of ideas.
• Not being ashamed of failures but learning from it.
• Open consultations of problems.
• Asking open-ended questions.
• Corroborate appraisal procedures review and reward creativity, enterprise and innovation (Scotland, 2012).

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