Creative Curriculum at Thomas Coram Centre

A Creative Curriculum – nurturing creativity and imagination at the Thomas Coram Children’s Centre

Introduction ,[object Object],[object Object],[object Object],[object Object]

Today we will be looking at the work we have been doing at Thomas Coram on:- ,[object Object],[object Object],[object Object],[object Object]

Part One The importance of creativity for children

England and the EYFS ,[object Object],[object Object],[object Object],[object Object]

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The EYFS and Creativity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

‘ ’ Children’s creativity must be extended by the provision and offered support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.’’ [EYFS 2007 Practice Guidance p 104] ,[object Object],[object Object],[object Object],[object Object],[object Object]

What is creativity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Why is it important ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The creative process ,[object Object],[object Object],[object Object],[object Object]

The difference between Representation and Reproduction

How we use the arts to promote all areas of learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Communication , Language and Literacy 1.Opportunities to speak and listen , for example when negotiating roles and sharing resources 2.Understanding the elements of music ,such as rhythm and pitch , from which develops children's ability to speak 3.Understanding the process of representation which leads to understanding the symbolic nature of written language 4.The fine motor skills which are needed for writing . 5.T he narrative skills necessary for storytelling , ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Part two Being a creative practitioner

Who helped or hindered your creativity ?

The role of the adult ,[object Object],[object Object],[object Object]

Creating conditions which inspire children ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Developing children’s creativity through our interactions with them ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Examples from Audit Are there :- ,[object Object],[object Object],[object Object],[object Object]

Part four :- Working with artists and others to encourage a culture of creativity

Creative Curriculum at Thomas Coram Centre

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Creative Curriculum at Thomas Coram Centre