Josie Harvey University of Huddersfield j v harveyhud

Josie Harvey University of Huddersfield j. v. harvey@hud. ac. uk

Aims The paper focuses on: • • • The emergence of the Creativity Cafés The inquiry into their impact with staff Use of case studies to investigate why staff attended them, any changes to their teaching practice, and any benefits in students’ learning and engagement Staff represented 5 different academic disciplines Critical Reflections

The emergence of the Creativity Cafés • Interviewed over 40 academic staff • Inquiry into creative and innovative methods used in teaching • Unaware of other creative teaching practice • Welcomed the opportunity to network with others and establish a ‘community of practice’ (Wenger, 1999)

The Creativity Café • An informal, but structured event where staff could network and share good practice • Themed session set out in a ‘bistro’ style with tablecloths, candles and waiters • ‘Diners’ sat with unfamiliar staff • Followed up at least one contact

The Case Studies • Interested in the impact of the Creativity Cafés on staff and students (Shaw, 2002) • Randomly elected from a range of disciplines (Jackson et al, 2008) • 5 staff interviewed.

Feedback from case studies – why staff attended • Contagious – Pick up new ideas on creative practice • Develop confidence in teaching creatively • Change their style to avoid ‘boring lectures’ and not get stale (Cropley, 2001)

Feedback from the case studies- changes in teaching approach? • More flexible. Willing to experiment with new ideas and different ways of working eg. Lego, playdough, wikis, pe -assessment, real-life case studies • Less teacher-talk. More engaging activities • More interesting to teach this way • Mood of the sessions was lighter

Feedback from the case studies – benefits in students’ learning • Lessons more enjoyable. More motivated to stay • Less able students flourished • Preferred more practical activities and less teacher-talk • Less resistant to change, and open to new ideas • More self-sufficient and able to work independently • Quality of work was higher

Feedback from the case studies – notes of caution • Not to lose focus of the lesson. Get theories across too • Some weaker students did not always get the ‘message’ • Need for creative resource materials. Can be costly and time consuming • Risk of failure when measured on targets and results • Small sample of staff • Student voice?

The future of the Creativity Cafés? • Feedback is always positive. Staff enjoy the ‘space’ to network and share ideas • Continue to build them into the staff development programme • Encourage informal networking with staff outside the Café. • Publication of book (Eastwood et al, 2009) • Production of ‘Creativity in Teaching’ DVD

References • Cropley, A. (2001) Creativity in Education and Learning. A guide for teachers and educators. London: Kogan Page • Eastwood, L. , Coates, J. , Dixon, L. , Harvey, J. , Ormondroyd, C. and Williamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press • Jackson, N. and Shaw, M. (2007) Developing Subject Perspectives on Creativity in Higher Education. In: Jackson, N. , Oliver, M. , Shaw, M. and Wisdom, J. , eds. Developing Creativity in Higher Education. An imaginative curriculum. Oxon: Routledge. • Shaw, P. (2002) Changing Conversations in Organisations: A Complexity Approach to Change. London: Routledge • Wenger, E. (1999) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press