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Introduction

This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence.

CHCECE043 Nurture creativity in children

Elements

1. Understand the role of the arts in development and learning
2. Create experiences that nurture creativity
3. Nurture creativity through teaching and learning
4. Nurture creativity through engagement with children
5. Evaluate experiences

How students participate in assessment

You are required to read and follow the instructions below. Additional instructions may be provided via Apex Learning Management System (LMS), the  Student Handbook or other supporting documentation.

Assessment conditions

Assessment responses must demonstrate a capable understanding and consistent application of knowledge.

1. You MUST provide responses to all questions at a Satisfactory level
2. You MUST use the referenced learning materials to guide responses
3. You can complete the assessment in a classroom setting or self-study environment

Authenticity requirements

You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures.

Assessment instructions

You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question.

Attempting assessment tasks

You are required to answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Your assessment will typically be reviewed and assessed by a qualified assessor within 7-14 days.

Assessment outcomes

The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process.

Reasonable adjustment

You can apply for reasonable adjustment to this assessment activity. Please contact supportteam@apex.edu.au to request any reasonable adjustment.

Accessing, saving and/ or printing required readings

You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question.

You are directed to these learning materials via the list below and at the start of each question.

You may choose to save these files electronically or print them.

Student appeals

You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for the Appeals Against Assessment Grades Policy and Procedure.

Learning materials and required readings

Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment.

	Textbook reference Kearns, K. (2020) Frameworks for Learning and Development, 5th ed., Cengage Learning Australia, Melbourne. Chapter 3

Readings Australian Children’s Education and Care Quality Authority (2020). Guide to National Quality Framework https://www.acecqa.gov.au/sites/default/files/2020-01/Guide-to-the-NQF.pdf A Musical Journey – Song Library Victorian State Government. Fine arts (emergent literacy) Literacy Teaching Toolkithttps://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliteracy/Pages/finearts.aspx Kangaroo Dance: https://www.youtube.com/watch?v=_b-vI3Nf50g Digital Season. Kids Music Café: Around the World (Premiere) Victoria State Government. Making Meaning through Dance (5.50 mins) Literacy Teaching Toolkit. https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/videos/Pages/meaningdance.aspx Gift of Curiosity: Process art vs. product art: What is the difference Process art vs. product art: What is the difference? Roy, D. & Watson, K. (2018). The Arts in early childhood learning. https://www.teachermagazine.com.au/articles/the-arts-in-early-childhood-learning#:~:text=The%20arts%20in%20education%20are,and%20diverse%20interpretations%20of%20knowledge The Project Approach http://projectapproach.org/about/project-approach/ Video: Investigating Trees Early Childhood Videos (11.30) The Lego Foundation:  What we mean by creativity: https://www.legofoundation.com/media/2312/what-we-mean-by-creativity.pdf Red Ted Art. (2018) 30 Art Projects for Kids – Exploring the Great Artists https://www.redtedart.com/art-projects-for-kids-great-artists//

Creativity and critical reflection

This question requires you to demonstrate your knowledge of the concept of creativity.

Question 1

	Reading What we mean by creativity. The Lego Foundation https://www.legofoundation.com/media/2312/what-we-mean-by-creativity.pdf

The Lego Foundation describes creativity as processes of connecting, exploring and transforming. The Lego Foundation refer to the connection between play and creativity as both reciprocal and interwoven (a chicken and egg concept).

1. Read the document, critically reflect on the concept of creativity, and drawing on your own philosophy on creativity create a word cloud to represent your own understanding.

Below is a list of programs you can use and an example of a word cloud created on classroom learning:

Word Cloud Programs:

• http://worditout.com/
• https ://tagul.com/
• http://www.tagxedo.com/

Whenever we try something new we are considered creative. The concept of creativity is in built in children. Creativity connects us to the world and encourages us to explore it. This is what children do when they play. The act creativity is intentional. It is a process that needs to be cultivated slowly. It is a dynamic process that aims at creating something new. Creativity is the gateway of innovation and when we try to include fun in the learning’s we are being creative. The art of creativity is instinctive in children and that can also be continued in adults. Being creative means being motivated and eager to explore the world that is around us(Roque,2016).

1. Now that you have explored the reading, critically reflect on your own perceptions of creativity. Do you consider yourself to be creative? Why? Why not? How might you further develop your creativity?

Creativity is an art of exploring and trying out something new every time. This feature is naturally seen in children and might be continued in their adulthood also. The art of creativity is nurtured overtime. Creativity is the gateway of innovation and when we try to include fun in the learning’s we are being creative. The curiosity and imagination that we develop in our self is also creativity. The trying out of new ideas and different things is also considered as creativity. I do consider myself to be creative as I try out new things and have different ideas and opinions about different stuffs. I can further develop my creativity by bring more curious and out looking(Roque,2016).

1. Page 15 of your reading states that ‘creativity must be developed in concert with a sense of ethics’. For example, it might be creative to splatter paint onto the easel but is it a good choice because of the mess it will create in a confined space.?  Explain why it’s important to teach children that not all creative choices are appropriate.

Children cannot differentiate between good and bad. Hence teaching them appropriate creative choice is important. Creativity should be ethical and children must be taught that. The creativity should be ethical as per the rules and norms of the society. If children do not learn this they can harm themselves and the people around them (Gajda, et al., 2017).

Requirements of the NQS, Regulations and Laws

This question requires you to demonstrate your knowledge of NQS QA1, QA2, QA3 and QA5, regulations and laws as they relate to nurturing creativity in young children. These questions will also demonstrate your knowledge of:

• Techniques and skills, maintenance of resources and equipment used in creative experiences
• Ways to structure experiences in the above areas that encourage and support children’s agency and ensure safety.

Question 2

	Reading  Guide to National Quality Framework. ACECQA. https://www.acecqa.gov.au/sites/default/files/2020-01/Guide-to-the-NQF.pdf

Read the scenario to answer the question.

The arts zone Blue Bay Early Learning Centre now has a dedicated ‘arts zone’ where children can safely engage in clay work, painting, sculpture, collage and various craft. The area contains a preparation sink, a sink for hand washing (children and educators), paper towel dispenser, open shelving for easy access to cleaning materials such as cleaning cloths, bucket, dustpan and broom, mop and floor broom. Art/craft supplies such paper, paint, cardboard, glue, sticky tape, staplers, hole punch, clay buckets, collage materials, scissor, brushes, etc. are stored in another set of open shelves. The walls are lined with pin boards so that children and educators can display images of interest such as art, sculpture, animals, architecture, scenery etc. Non-slip vinyl flooring has been used which is easy to keep clean. If there is a spill of liquids on the floor the children know to get a floor cloth and wipe the spill or ask an educator for help. There are also drying racks and places where children can leave unfinished work to come back to at a later date (this allows children to work at their own pace). The children are free to choose how they would like to work in the arts zone and often there are several different types of work in progress, with children using a range of different materials and art techniques. Each day an educator is assigned to support the children and supervise their safety. Educator Samir has been working with the children to show them how to use the various resources/materials and how they must be maintained and cared for to reduce waste (e.g. putting lids on felt pens, wrapping clay in damp cloth and placing in bucket with lid on, cleaning brushes etc). The children know that when it’s time to move away from the area they must clean their workspace and tidy the area ready for use the next day. The educators role model how to share workspaces and resources and support children to assist each other as needed and work collaboratively. Each week a few children volunteer to tidy the containers of loose materials. Last week Jamil decided he would sort the coloured pencils and felt-tip pens by colour. He asked Samir to help him write each colour on a sticker which he attached to the containers.

2. How is the service demonstrating Section 165 National Law – adequate supervision and QA 2.2.1 Supervision – ‘At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard’?

There should be reasonable precautions taken at all times as per law. An instructor should be there to demonstrate the uses of resources and materials to the children all the time. They should take adequate precaution to ensure that the children are safe from harm and hazard(Gajda, et al., 2017).

3. What techniques and skills are being used to maintain and care for resources and equipment in the arts zone and meet the requirements of QA 3.1.2 Upkeep – ‘Premises, furniture and equipment are safe, clean and well maintained’?

There should be reasonable precautions taken at all times to keep the resources and the equipment’s safe. In the arts zone the instructor must demonstrate the use to the children before their use. 1. Putting lids on felt pens (Handling skills) 2. Wrapping clay with damp cloth (Handling skills) 3. Placing the bucket with lid on (Handling skills) 4. Cleaning of brushes (Handling skills)

5. How is the service demonstrating QA 5.2.1 Collaborative learning ‘Children are supported to collaborate, learn from and help each other’?

Children should see the demonstration and learn collaborative learning. This will be achieved through teamwork and collaborating with different people through collaborative activities.

1. How is the service is demonstrating QA 1.2.3 Child directed learning ‘Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world’?

The child is demonstrated decision making skills and the child learn to make his own choices and decisions that influence his world. It is demonstrated through different activities and learning’s.

 Process versus product: The role of arts in development and learning

The following questions require you to demonstrate current research and theories about the role of the arts and creativity including the value of processes as well as product.

Question 3

	Reading Process art vs. product art: What is the difference? https://www.giftofcuriosity.com/process-art-vs-product-art-what-is-the-difference/

Read the article and complete the table below.

The role of the adult is to:
Process	Product
●    Encourage and support children in creative process.	●    To ensure that children’s final product is done properly.
Every finished product will look:
Process	Product
●    Different	●    Same
Children focus on:
Process	Product
●    Creative exploring	●    Getting right the final product

 Question 4

	Textbook reference Frameworks for Learning and Development (5th edition) by Karen Kearns Chapter 3 (page 144)

Explain the relationship between process, product and creativity as it relates to young children.

There is a relationship between process, product and creativity that is inter-connected to young children. The process is the way by which creativity is achieved and demonstrated. It includes every stage that makes up the product. The product is the final outcome of the process that the children get to see. The children use creativity as a tool to go through the process to achieve the final product. Young children are more concerned about creativity process than creativity product(Tanggaard, 2014).

Question 5

Read the scenario and explain why the experience is an example of a creative process that includes ways of thinking, experimenting, imagining, understanding, expressing, wondering, hypothesising, making and doing.

Exploring Eric Carle As part of the intentional teaching program educators Eden and Tom have planned a series of experiences to introduce the preschool children to different artists and explore visual art techniques such as painting, drawing and collage. The children have chosen to investigate children’s book illustrators who use paint and collage such as Eric Carle, Leo Leonie, Neil Edmundson & Charlie Sutton. Currently they are exploring the work of Eric Carle. They gathered all of the books from the centre illustrated by Eric Carle and discussed the images in the books. Each child was asked to select a favourite illustration. The educator asked the children how Eric Carle might have created his artwork – the children responded with ideas such as painting, colouring-in, drawing and printing. Next the children watched several videos made by Carle that demonstrate the step-by-step techniques he uses to create his work. Over several weeks the children have recreated these steps and have now produced some amazing artwork. The children have asked if they can send Eric Carle their pictures. What the children said: ‘We watched a video.’ ‘First we had to do lots of painting and printing so we could get our paper.’ ‘We made colours like Eric Carle showed us.’ ‘We did experimenting’. ‘We used tissue paper and tracing paper.’ ‘We had to let the paint dry and then put more paint on’. ‘I made patterns with a sponge and a toothbrush’. ‘We had to draw and trace and cut and paste. It was a lot of work and took a long, long time.’ ‘I painted a sun with crunched up plastic. I didn’t know you could do that!’ By exploring and creating artworks with children, educators can share the techniques and meaning making potential of drawing, painting, sculpture/craft, and multimedia (Dinham and Chalk, 2018; Wright, 2012). Source: Fine arts (emergent literacy) Literacy Teaching Toolkit https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliteracy/Pages/finearts.aspx

Experience gives us the required information and makes us familiar with new things. Without experience we cannot be familiar with new ideas and imagining. Experience opens up the mind to wonder and imagine creative things. This is especially true in young children who are unfamiliar with most of the things in this world. They need to be introduced to new thing through their experience. As they tend to gain more experience they learn the creative process through different ways. They think, experiment, imagine, and understand, express, wonder, hypothesis and make new things to get into the creative process(Tanggaard, 2014).

 The role of arts in development and learning

The following questions require you to demonstrate your knowledge of current research and theories about the role of the arts and creativity in development and learning.

Question 6

To answer these questions, you must access the following reading.

	Reading The Arts in early childhood learning. David Roy & Karen Watson https://www.teachermagazine.com.au/articles/the-arts-in-early-childhood-learning#:~:text=The%20arts%20in%20education%20are,and%20diverse%20interpretations%20of%20knowledge

1. After reading and analysing the article describe threekey points that you have learned about the research and theory of creative arts in the context of early childhood learning.

Creative arts not only helps to understand young children to know their world but also helps them to express their knowing and to make sense of their experience of this world. Creative arts makes young children to decide for themselves and elevate their decision making skills in later stage of their life. Creative arts fosters risk taking capabilities in young children and nurtures the exploration skills in them at a young age(Beghetto, 2020).

1. With reference to the reading, provide one example of how the arts might be delivered in an early learning environment to foster relationships such as exploration and acceptance of individual differences and personal preferences in music, art, artists etc.

Creative arts fosters early coordination with theirs that might be helpful in early learning’s.  It improves risk taking capabilities in young children and nurtures the exploration skills in them at a young age. It helps in resolving individual differences through empathy and understandings(Beghetto, 2020).

1. With reference to the reading, provide one example of how arts in an early childhood program might encourage imagination, creativity, enjoyment and meaningful conversations.

Arts in early childhood create various experiences that is helpful in creating imagination, creativity and enjoyment etc. This can be painting, music or sports. The experience gained from this can be utilize t improve the creativity skills.

1. With reference to the reading, explain how the arts support cultural context to the child’s learning.

The cultural context of the child is supported byvarious art forms such as music, painting etc. The experience creates curiosity that is essential to nurture creativity in young children, hence it is supports the child’s learning through various experience that contributes to the creative thinking skill of the children(Cochrane &Antonczak, 2015).

 The Arts and Culture

The following questions requires you to demonstrate your knowledge of:

• arts and creativity in diverse cultures
• the range of art forms and artists
• culturally awareness and sensitivity

Question 7

Research three examples of resources that could be used with children to explore the ways in which art and creativity is represented in diverse cultures including:

• Aboriginal and Torres Strait Islander art and culture
• a visual artist (from a country other than Australia)
• dance/music.

To assist you with this task you may go to:

	Readings 30 Art Projects for Kids – Exploring the Great Artists 30 Art Projects for Kids – Exploring the Great Artists Kangaroo Dance: https://www.youtube.com/watch?v=_b-vI3Nf50g Kids Music Café: Around the World (Premiere) | Digital Season A Musical Journey – Song Library https://www.youtube.com/watch?v=iNv6XvRJQS4

	Pinterest Visit our Pinterest page for more ideas to help you with this task. ●    Art Appreciation Board ●    CHCECE054

1. Resource 1: Aboriginal and Torres Strait Islander art and culture.
2. Brief description of resource and source

The resource is very helpful in to explore the ways in which art and creativity is represented in different cultures. It represents the cultural arts that require creativity to explore different ways. The resource is way of storytelling for the children (Cochrane &Antonczak, 2015).

1. How you would use this resource in a culturally sensitive manner with children to explore the connection to culture/creativity?

The children should be demonstrated the resource in an appropriate manner. Then they can explore the cultural arts in a sensitive manner to nurture creativity. Narrating the stories/phrases to the children from the sources will help. The children will learn from the stories for the same

1. Resource 2: Visual Artist (from a country other than Australia)
2. Brief description of resource and source.

The visual artists in the UK are very creative in their work. They create visualized art forms that are unique and creative in their own way. They demonstrate their work online over the internet for everyone to see and learn.

1. How would you use this resource with children to explore the connection to culture/creativity?

Children are fast learners. Narrating the stories/phrases to the children from the sources will help. The children will learn from the stories for the same. They should be given proper instructions and demonstrations for using the resource to explore any possible connection to culture and creativity. Children can be taught easily

1. Resource 3: dance/music from a country other than Australia.
2. Brief description of resource and source.

Indian dance and music is famous all over the world. The artists from India mostly perform folk dance and music all over the world in different concerts. They also demonstrate their work on the internet for easy access of their art to the world.

1. How would you use this resource with children to explore the connection to culture/creativity?

The children can be made to watch different videos of the cultural art. They will explore the connection with creativity as soon as they find the art activity interesting and engaging. They need to be given proper instruction and demonstration for them to learn(Marchetti & Cullen, 2015).

 Experiences to nurture creativity

The following questions require you to demonstrate your knowledge of:

• the role of the arts in early childhood development and learning.
• Apply pedagogical practices that can be used to nurture creativity in children and encourage and support active learning, applying aesthetic values, foster curiosity, develop literacy, cultural awareness and sensitivity and ensure safety.

Question 8

Watch the video and answer the questions.

	Video Making Meaning through Dance (5.50 mins) Literacy Teaching Toolkit. Victoria State Government. https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/videos/Pages/meaningdance.aspx

1. Explain how the educator used words and phrases to encourage the children to fly like birds to promote creativity.

The educator was using Facial expressions, whispering, bouncing to encourage the children to fly like birds to promote creativity. She herself was demonstrating the actions and was making children imagine like a bird so that they fly like birds(Marchetti & Cullen, 2015).

1. The educator used simple props – feathers, xylophone, drum and traffic lights. List the resources (include sustainable) in this video and explain the purpose of these props.

The feather was used to make feel the kids like birds Xylophone was used for background music Drums was used to make them dance and then stop traffic lights were used to sent signal to them while singing song

1. During the traffic signal dance one boy didn’t follow the educator’s directions; he simply responded in his own unique way by running around the group. Suggest why, on this occasion, the educator chose not to redirect this child.

The educator was letting the child access his creative actions. The educator did not wanted to interrupt in the child’s self learning and creativity styles. This is the reason the educator did not interrupt.

1. From the video, provide an example of creative opportunities/artistic expression in the following areas

Creative opportunities
Imaginative play	Flying like a bird
Movement	Dancing
Music	Listening to background music
Language and story telling	Singing a song

 Question 9

Read the scenario and answer the questions.

African beat The preschool children have participated in a music and movement experience in which they explored simple beat using a range of musical instruments. The educator asked the children to close their eyes and listen to the newly introduced African music. The educator played the music again and used the tapping sticks to tap the beat. The children were invited to clap the beat. The music was played again as the children played their instruments to match the beat of the music. The educator also provided the children with ribbons to wave as they moved freely to the rhythm of the music.

1. List two ways in which this music and movement experience supports and nurtures children’s creativity.

The music enhances the listening skills of the child that is a important tool for creative learning. The movement enhances the body flexibility and hence is important for creative learning.

1. The images show children actively engaged in this experience. Explain how this strategy of hands-on learning supports children’s creative exploration of art and art forms.

The music enhances the listening skills of the child that is a important tool for creative learning. The movement enhances the body flexibility and hence is important for creative learning.

Sharing feedback At the conclusion of the experience the educator observed a group of children at the art table drawing drums. She posed a question to the children. “I wonder if we could make our own drums” and invited them to look in the collage box to see what they could find. In the bottom of the box were a number of coffee cans. She asked the children “Do you think they would make an African beat? Let’s see”. One of the children was very interested and tapped the can loudly. The educator said “That is a great sound Alec” and asked the children; “What do you think, did Alec play an African beat?” The children all nodded and looked for cans in the box. They then proceeded to decorate them finding cloth, sticks, scissors, shells and glue. The educator stayed with the group, praising efforts and their creativity and assisted them in tidying their space, putting scissors away, wiping tables and filling up the collage with new resources. She then guided them to wash their hands. She invited the children to sit with their completed drums and share how they decorated them. She asked each child to choose one decorated area on their friends’ drum and tell the group what they liked about it. One of the children, Sarah, told Alec she liked all his stripes, and they were very “straight”. At home time, Alec showed his dad his drum, telling him the story of how he made it and it made a “fran” beat. The dad told the educator that he played the drums in a band and that Alec was very interested in them. The educator said that they would follow up his interest and let the other educators know. The educator discussed the experiences and feedback with room colleagues and Alec’s interest. They decided to include more drum experiences in the planning cycle.

1. How did the educator show flexibility and respond to children’s interests and needs?

The educator praised the efforts of the child and helped them tidying up the space.

1. What strategies did the educator use to ensure children’s health and safety?

The educator took all the necessary precaution for the health and safety of the children. He arranged all the required materials or them.

1. How did the educator model and share enthusiasm for creative work with the children?

The educator took all the necessary precaution for the health and safety of the children. He arranged all the required materials or them. He engages them in creative art work. The painting enhances the creative skills of the child that is a important tool for creative learning. The movement enhances the body flexibility and hence is important for creative learning.

1. Provide examples of how the educator identified and gathered feedback from colleagues, families and children.

The educator gathered feedback from children, families and colleagues to include more drum activities.

 Question 10

Look at each experience and read the descriptor.

Drawing on your knowledge of creativity, explain the forms of artistic expression of each experience. Think about

• The open-ended potential, supporting children’s agency/choices and the creative potential of the materials being used
• The opportunities to explore, experiment, manipulate materials to create something unique, opportunities to use imagination, create stories, share ideas and collaborate, offer degrees of challenge and complexity.
• How you might use intentional teaching to engage in problem-solving, use trial and error.

To assist you with this task an example has been provided.

Experience	Creative potential
	Eric is using the lightbox to explore shapes and colours. He watched closely as he overlays colours and shapes. How does this experience support artistic expression? This experience is open-ended – there is no predetermined outcome. Eric is able to explore at his own pace. Eric is able to experiment and manipulate the materials to satisfy his own interests.
	a.    Intentional Teaching Strategy: A jug of flowers has been placed on the table and images of Monet’s Water Lilies are displayed as inspiration for water colour painting. The educator has also included a variety of brush sizes (fined-tipped and broad). Sari tells the educator, ‘I’m painting a beautiful lake.’ How does this experience support artistic expression? The experience is both close and open ended and it depends on the child to explore and come out with creative outcomes.
	b. Intentional Teaching Strategy: The collage trolley is filled with a variety of interest materials – natural, recycled and craft. The collage trolley is placed in the creative arts area and can be accessed and used as needed. How does this experience support artistic expression? The experience is both close and open ended and it depends on the child to explore and come out with creative outcomes.
	c. Intentional Teaching Strategy: The box is positioned next to the educator in the outdoor space. The educator poses the question. ‘I wonder what we can do with this box?’ How does this experience support artistic expression? The experience is both close and open ended and it depends on the child to explore and come out with creative outcomes.
	d. Intentional Teaching Strategy: A shared Lego experience. How does this experience support artistic expression? The experience is both close and open ended and it depends on the child to explore and come out with creative outcomes.
	e. Intentional Teaching Strategy: A wooden bench has become a dragon boat. How does this experience support artistic expression? The experience is both close and open ended and it depends on the child to explore and come out with creative outcomes.
	f. Intentional Teaching Strategy: Small world play combining natural materials, native animals, river and bridge. How does this experience support artistic expression? The experience is both close and open ended and it depends on the child to explore and come out with creative outcomes.
	g. Intentional Teaching Strategy: Toddlers are provided with dolls, bath, cloths. How does this experience support artistic expression? The experience is both close and open ended and it depends on the child to explore and come out with creative outcomes.

References

Roque, R. (2016). Family creative learning. In Makeology (pp. 47-63). Routledge.

Gajda, A., Beghetto, R. A., &Karwowski, M. (2017). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24, 250-267.

Tanggaard, L. (2014). A situated model of creative learning. European Educational Research Journal, 13(1), 107-116.

Beghetto, R. A. (2020). Creative learning and the possible. The Palgrave encyclopedia of the possible, 1-8.

Cochrane, T., &Antonczak, L. (2015). Designing creative learning environments. Interaction Design and Architecture (s) Journal-IxD&A, (24), 125-144.

Marchetti, L., & Cullen, P. (2015). A multimodal approach in the classroom for creative learning and teaching. CASALC Review, 5(1), 39.