Thirty-Second International Conference on Learning

Abstract

This paper explores current movements at the forefront of creative pedagogies in adult education and considers ways that creative arts education processes are being defined and enacted in education research and practice. Specifically addressing how a creative arts approach to education is more inclusive and accessible for marginalised sectors of the community including women, people in rural areas, minority ethnic/linguistic groups, and learners with disabilities. Creative pedagogy is defined as the science and art of creative teaching (Aleinikov, 1989) and is a form of pedagogy that emphasizes the leading role of creativity for successful learning. In its essence, creative pedagogy teaches learners how to learn creatively and become creators of themselves and creators of their future. The overarching five major pedagogical approaches are constructivist, collaborative, integrative, reflective, and inquiry-based learning, which are by nature, active and student-centred (Chan & Lee, 2021). We provide examples from the Australia context of creativity education orientated courses, including the use of creative arts in adult and community education in regional and rural areas (Townsend & Bryant Jones, 2024). We outline how creative learning spaces differ from traditional classrooms and how co-creating learning spaces enhance interpersonal skills and learning. We also explore creative problem-solving for people in community contexts, specifically teachers, social workers and theatre performers that need co-regulation and self-care strategies to utilise for themselves and their students and clients.