Creativity in Hong Kong classrooms: transition from a seriously formal pedagogy to informally playful learning

• Published in: Education 3-13 Vol. 43; no. 4; pp. 393 - 403
• Main Authors: Hui, Anna N.N., Chow, Bonnie W.Y., Chan, Aubrey Y.T., Chui, Barbie H.T., Sam, C.T.
• Format: Journal Article
• Language: English
• Published: Long Marston Routledge 04-07-2015; Taylor & Francis Ltd
• Subjects: arts-enriched learning; Childrens drama; Chinese; Comparative Analysis; Control Groups; creative drama; Creative Teaching; Creativity; creativity in education; Drama; Early Childhood Education; Elementary Education; Experimental Groups; Foreign Countries; Hong Kong; Learning; learning for creativity; Pedagogy; Picture Books; Preschool Education; Pretests Posttests; Reading Instruction; Scores; Secondary Education; Self Efficacy; Story Telling; Student Evaluation; Teacher Role; Teaching Methods; Torrance Tests of Creative Thinking; Transitions; Hong Kong; Hong Kong China; China
• ISSN: 0300-4279; 1475-7575
• DOI: 10.1080/03004279.2015.1020652

This article provides research evidence that creativity can be nurtured as abilities and skills both in the general domain as well as in specific domains with methods appropriate to the holistic development of young learners. It reports upon two empirical studies on the enhancement of creativity in children and young people, and connects to teachers' creative self-efficacy. The studies focus upon infusing creative arts in early childhood curriculum, and employing creative drama in subjects such as Chinese, English and General Studies. Playfulness is an important feature in these innovative pedagogies and teachers' use of creative drama techniques is also strengthened. The research evidence lends support to the hypothesis that arts-enriched learning elements and playfulness in the classroom environment can enhance individuals' creative performance. The implications and limitations for implementing such playful learning and creativity in education are discussed.