Title: Developing Imaginative Thinking : A Qualitative Study of Animation Curricula in Institutes of Higher Learning (IHL), Singapore
Stream: Nurturing Creativity & Innovation: New, Innovative & Radical Education
Presentation Type: Virtual Presentation
Authors:
Chris Shaw, The Hong Kong Polytechnic University, Hong Kong
Abstract:
A large variety of government reports, academic research, industry and educational commentaries have discussed the emerging need for creativity in education curricula. It has been widely acknowledged and agreed that developing students’ creativity is an essential requirement for contemporary education. Consequently, motivated by the requirement to provide curricula aimed at developing creative content, Animation programmes increasingly emphasise creativity as part of their official curriculum. However, educators face significant challenges transitioning from acknowledging the value and significance of creativity to systematically and strategically developing it in the classroom to produce effective outcomes. During this study, Imaginative Thinking refers to a student’s ability to develop and employ divergent thinking skills through indicators such as elaboration, exploration, productivity and sensibility which ultimately lead to a Creative output or solution.
As part of a larger review process, the focus of this study is the analysis of the curricula for seven Animation related Diploma programmes. This study proposes three key questions:
[1] How is Creativity defined?
[2] Where is the development of Imaginative Thinking located in the curricula?
[3] What pedagogical methods are being employed to nurture Imaginative Thinking in the curricula?
Although there is considerable interest and discussion related to Creativity and a large field of research devoted to nurturing it, this study indicates there is very little evidence to support the implementation and development of Imaginative Thinking directly in the curricula.
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