Abstract
D.Ed.
This study attempts to identify various factors related to the development and
achievement of creativity. The researcher investigated creativity by starting to
understand and by verb creativity from a theoretical base before applying and
analysing various methodologies and strategies to enhance possible creativity.
The results of this research will hopefully aid discovery towards easier and
more efficient ways to utilise all the senses of learners, understand the
possibilities of whole body movement and the influence of movement and
thought processing for daily life tasks. The methodology of the investigation
was therefore of a more qualitative nature.
The research proved that it might be of value in aiming for creativity to take
note of research and possibilities offered by brain neurology and related
investigations. Knowledge and research in these fields can help educators to
understand and map learners' personality, areas of creativity and preferences.
The possibilities of technological interventions and the input and management
of creativity by the teacher should not be underestimated It is evident, from the
research that typical right brain functioning and processing of certain learners
are not adequately catered for. This asks for the critical evaluation of teaching
methods and classroom procedures of teachers. During the application of a
creative workshop and consequent assessment during this investigation it was
also proved that learners' creative potential are underestimated and not
adequately catered for. In the analysis of teachers perceptions and responses
regarding their stimulation of creativity it seemed that they themselves are
lacking in both the theoretical background and expertise to accommodate and
motivate creativity to its full potential.
The researcher is therefore convinced that the ideas expressed here are partly
new and could be of value in the new approaches envisaged in the system of
Education in South Africa. The research also proved that creativity can and
need to be developed in children from all races and cultures. This research
confirms that true quality teaching aimed towards individual development and
creativity of learners is achieved only by sensitivity to the interplay between the
processes by which children acquire knowledge, the structure of the knowledge
within the subject being taught and the context in which the teaching is done.
This research will support teachers as explorers in pedagogy and active
problem solvers, guided but not limited by theoretical insights.