Ken Robinson's 'Creative Schools: A catalyst for educational research

1.1 Motivation for the research

1.1.1 Influence of Creative Schools on this research

Ken Robinson's 'Creative Schools' provides an insightful review of the weaknesses of the contemporary education system. He emphasises the adverse effects of the standardised education model, which frequently overlooks the multiple talents and interests of students. Echoing the views of Robinson and Aronica (2015), I also believe in the potential of a broad-based school curriculum. As they argue, personalised education programmes can lead to numerous educational benefits, such as self-motivation, increased higher education choices and enhanced problem-solving skills (Communications, 2020). This is in line with my experience and inspiration for creative curriculum in Plymouth.

Building on Robinson's educational philosophies, my research project explores the practical aspects of a more comprehensive, diversified and student-centred curriculum. In the following sections I will explain how specific themes from Ken Robon and Aronica's Creative Schools have informed and extended the foundations and aims of my research.

Fig.1. Creatives School by Lou Aronica & Sir Ken Robinson PhD,

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The third reason is social. One of the declared aims of public education is to provide all students, whatever their backgrounds and circumstances, with opportunities to prosper and succeed and to become active and engaged citizens (Robinson and Aronica, 2015, p.57).

1.1.2 Promoting reading habits through storytelling

In line with Robinson et al's (2006) suggestion that every student, regardless of background, should be given the opportunity to succeed as an engaged citizen, my research advocates the use of multimedia storytelling experiences. Such experiences can encourage reading habits, stimulate intellectual curiosity and help students to succeed in school. As the Department for Education suggests, storytelling can play a key role in bridging the educational achievement gap by building vocabulary and learning skills (GOV.UK, 2016).

There are immense benefits in the digital revolution for the education of all young people. At the same time, the need has never been greater for them to separate fact from opinion, sense from nonsense, and honesty from deception. Clear, critical thinking should be at the heart of every discipline in school and a cultivated habit outside it too.(Robinson and Aronica, 2015, p.128)

1.1.3 Developing critical thinkers in the digital age

Robinson's view of the digital revolution is consistent with the core aims of my research. While the digital age provides immense educational benefits, it also emphasises the importance of students being able to distinguish fact from fiction, especially online. Critical thinking should be cultivated both inside and outside the school environment. Through my research, I aim to support students' critical thinking skills, particularly in the context of online information. This will be achieved by focusing on media literacy, enabling students to understand content creation and critically analyse the content they consume.

The core purpose of education is to prepare young people for life after school; helping them to build up the mental, emotional, social, and strategic resources to enjoy challenge and cope well with uncertainty and complexity (Robinson and Aronica, 2015, p.107).

We want our classrooms to reflect the real world more. The world is changing. We need to be sure that our students are prepared to compete in the knowledge economy (Robinson and Aronica, 2015, p.201)

1.1.4 Preparing students for the future

Preparing students for the world after school is a key focus of Robinson's 'Creative Schools'. This is in keeping with the research I have been doing, which involves integrating transferable skills into the curriculum to enhance students' future employability. As the world changes at a rapid pace, it is important to prepare students to compete in the knowledge-based economy. Through this research, I intend to provide the foundation for students to navigate the challenges of the future, equipped with multimedia and transferable skills.

1.1.5 Reflecting on the impact of Creative Schools

Inspired by Ken Robinson's 'Creative Schools', this research aims to explore the transformative potential of a more diversified, student-centred curriculum. Robinson's research emphasises the importance of a pedagogical approach that supports individual aptitudes, encourages critical thinking and prepares students for the challenges of the future. By integrating these principles, this research aims to pave the way for an approach to education that is more responsive, comprehensive and sustainable. As I explore the topics and areas inspired by Creative Schools, I expect this research to serve as a resource for educators, policymakers and stakeholders to reflect, reconsider and reform the current educational environment.