Introduction

It would appear we live in creative times. As political aspiration, as economic driver, as a manifesto for school reform and curriculum change, the desire for creativity can be found across the developed world in policy pronouncements and academic research. But creativity – in an educational context – can mean many things: turning classrooms into more exciting experiences, curriculum into more thoughtful challenges, teachers into different kinds of instructors, assessment into more authentic processes and putting young people’s voice at the heart of learning. In general, these aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and ensuring that young people are able and fit to leave education able to contribute to the creative economy which will underpin growth in the twenty-first century.