Document Type
Journal Article
Publication Title
Journal of Creativity
Publisher
Elsevier
School
School of Education
RAS ID
55464
Funders
HDR [Higher Degree by Research] Scholarship
Abstract
Innovative learning environments (ILEs) have been regarded as one of the contributing factors that facilitate creativity in learners. At the pre-tertiary level of education, Ghana has recently undergone educational reform that sees creativity being added as a key goal for education, but it is unknown if teachers' practices within current educational facilities can support the enactment of this goal. The multi-site qualitative case study explores the secondary visual arts learning environments within the Sekondi-Takoradi Metropolis in Ghana. Interviews and observations were used as instruments for data collection with 16 visual arts teachers. This study confirmed two categories of environments that foster creativity: innovative spaces and innovative practices (pedagogies). It recommends the prioritisation of innovative learning environments that facilitate creative development across secondary schools, the need for more collaborative classroom settings and a reduction of features (non-flexible layout, large class size, & under-resourced learning spaces) in the classroom that impede creativity.
DOI
10.1016/j.yjoc.2023.100054
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Swanzy-Impraim, E., Morris, J. E., Lummis, G. W., & Jones, A. (2023). An investigation into the role of innovative learning environments in fostering creativity for secondary visual arts programmes in Ghana. Journal of Creativity, 33(2), Article 100054. https://doi.org/10.1016/j.yjoc.2023.100054