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Assessing Creativity as a Student Learning Outcome in Theatre Education

  • Marcelo Schmidt
  • Mark Charney
Chapter
Part of the Creativity Theory and Action in Education book series (CTAE, volume 2)

Abstract

Creativity is an important and widely accepted learning goal of theatre programs in higher education. Yet it appears that creativity and the act of assessing creativity as a learning outcome have received minimal attention by the community of practice and in theatre education scholarship. In this chapter we address this gap by describing a model for assessing creativity as a student learning outcome that we implemented in a theatre performance lab. First, we differentiate between the act of measuring creativity and that of assessing it for the purpose of programmatic improvement and enhanced student learning. Second, we describe the importance of the environment and the impact of exemplars on student learning and development of creativity. Last, we describe how we use the Creative Achievement Questionnaire, reflective journals, and rubrics to assess creativity; we discuss how collectively, the results of these assessments can be used to guide curriculum, improve learning outcomes, and help students of theatre reach their creative potential.

Keywords

Creativity Student learning Formative assessment Outcomes assessment Theatre education Higher education 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.College of EducationTexas Tech UniversityLubbockUSA
  2. 2.School of Theatre & DanceTexas Tech UniversityLubbockUSA

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