The 'wicked' problem of developing critical understanding in Creative Writing students.
The UK subject benchmark statement states that 'Creative Writing [C.W.] is a diverse and still developing subject [...] underpinned by a growing body of research and pedagogical thinking' (QAA 2016, ) and as such writers who teach, and teachers who write, are actively engaging in reflective practice...
| Publicado en: | New Writing: The International Journal for the Practice & Theory of Creative Writing Vol. 16; no. 2; pp. 183 - 195 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
May2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=135890190&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 135890190 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14790726 V4D jtl: New Writing: The International Journal for the Practice & Theory of Creative Writing issn: 14790726 maglogo: N pubinfo: dt: May2019 vid: 16 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 135890190 10.1080/14790726.2018.1452272 ppf: 183 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 926KB tig: atl: The 'wicked' problem of developing critical understanding in Creative Writing students. aug: au: Holloway, Philippa affil: Department of English, History and Creative Writing, Edge Hill University, Ormskirk, United Kingdom su: Creative writing education Critical thinking Problem-based learning Reflective learning Praxis (Process) sug: subj: Creative writing education Critical thinking Problem-based learning Reflective learning Praxis (Process) keyword: Pedagogy praxis problem based learning reflective practice ab: The UK subject benchmark statement states that 'Creative Writing [C.W.] is a diverse and still developing subject [...] underpinned by a growing body of research and pedagogical thinking' (QAA 2016, ) and as such writers who teach, and teachers who write, are actively engaging in reflective practice to try to bridge the gap between what has previously been viewed as a solitary and perhaps 'mysterious' practice, and what is now demanded in terms of theoretical and critical knowledge of that practice by students. As a writer and teacher of writing, I have become aware of similarities between Problem Based Learning (P.B.L.) and the praxis approach I use. Seeking out literature on this connection, however, has revealed that while many other disciplines (English/History/Sociology) are using C.W. as a P.B.L. tool, it is little discussed within the subject itself. This study is the first tentative stage in a wider consideration of whether openly exploring creative writing acts and actions as a series of problem-solving exercises can help students further understand their own creative practice, and develop not only their creative work but also their ability to reflect and analyse their practice through academic research. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of New Writing: The International Journal for the Practice & Theory of Creative Writing is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: New Writing: The International Journal for the Practice & Theory of Creative Writing holder: Taylor & Francis Ltd dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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