Sorin, Reesa, and Porter, Naomi (2018) Squiddle, the octopus with the unicorn horn: (re)engaging students through creative writing. International Journal of Arts Education, 13 (2). pp. 27-34.

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Abstract

With prescriptive curricula and a “no time for play” forge in public schooling in Australia, children are increasingly becoming disengaged with their learning. The Arts in all its forms are presented at best minimally, such as for an hour or two at the end of the week, with preference being given to literacy and numeracy. This Collaborative Autoethnography project offered upper primary school students in a public school in Queensland, Australia the chance to be expressive and playful through joining a creative writing club, which was held for one hour a week for a school term. The findings have included that students produced expressive writing beyond their original levels, have made a notable shift in their willingness to engage with writing, and have demonstrated a joy in expressing themselves creatively. These are indicative of increased engagement, in its three components, cognitive, behavioural, and emotional, through participation in the writing club.

Item ID:	56142
Item Type:	Article (Research - C1)
ISSN:	2327-0306
Keywords:	creative writing, student engagement, the arts and learning
Copyright Information:	Copyright © Common Ground Research Networks, Reesa Sorin, Naomi Porter, All Rights Reserved.
Date Deposited:	14 Nov 2018 23:04
FoR Codes:	39 EDUCATION > 3999 Other Education > 399999 Other education not elsewhere classified @ 50% 39 EDUCATION > 3901 Curriculum and pedagogy > 390101 Creative arts, media and communication curriculum and pedagogy @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930199 Learner and Learning not elsewhere classified @ 70% 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939903 Equity and Access to Education @ 30%
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