ABSTRACT
This chapter discusses learning and teaching creatively. It explores the values and the importance of creating story-rich school environments. According to Anna Craft, the term‘creative learning’ emerged‘more through policy than research’ during the first decade of the twenty-first century. Vernacular change through the creative arts depends upon recognising the co-existence of these rhetorics and valuing in the classroom the democratic, pro-social, playful and cognitive dimensions of creativity, utilising the technological, and understanding that education of this sort in a broad sense supports economic development— and might perhaps spur on the development of new creative geniuses. In arts education, a conceptual distinction is drawn between learning in and through the disciplines. The artists generally did not do in schools what they did in their own creative practice. Students were encouraged to work on big projects, with imposing objects and difficult materials, for extended periods of time, with professional artists, often in public performance and exhibition spaces.
