Kuriančių praktikų transformacinis potencialas mokyklose: "Kūrybinių partnerysčių" atvejo studija

LTŠiame straipsnyje aptariamas kūrybingumo ugdymas, menininkų įtraukimas į mokymo(si) procesą bendrojo ugdymo mokykloje, pristatomas „Kūrybinių partnerysčių“ programos teorinis pagrindas. Remiantis šios programos įgyvendinimo patirtimi kitose šalyse ir Lietuvoje, vykusių veiklų ir jų vertinimo rezultatais, supažindinama su transformaciniu kuriančių praktikų potencialu, kurį galima naudoti švietimo problemoms spręsti, kūrybingumui ugdyti bei mokinių mokymosi pažangai gerinti. Šio straipsnio bendraautorė Milda Laužikaitė yra idėjos pritaikyti „Kūrybinių partnerysčių“ programą Lietuvoje iniciatorė. Ji vadovavo to paties pavadinimo nacionaliniam projektui, vykusiam 2011–2015 metais. Šiuo metu yra asociacijos „Kūrybinės jungtys“, buriančios kuriančius praktikus ir plėtojančios kūrybines partnerystes su ugdymo ir kultūros organizacijomis, vadovė. Arminas Varanauskas yra švietimo politikos ir administravimo ekspertas, aktyviai siekiantis, kad kūrybingumo ugdymas taptų sistemiškas Lietuvos mokyklose.

ENThe article discusses creative education and artists’ involvement in formal education at schools, and presents the theoretical basis of the Creative Partnerships Programme and its execution in Lithuania. On the basis of the Creative Partnerships Programme implementation experience and results in Lithuania and other countries, the transformative potential of creative practitioners is shown. This potential might be used to solve education problems, to nurture creativity at schools, and to enhance learning. The findings of this publication show that in Lithuania, creativity formally (in documentation) receives much attention from policy makers, but because of the excessive emphasis on facts and tests in schools, it is not practically nurtured on a daily basis. The effect of the Creative Partnerships programme was evaluated very positively, and research showed that 47 per cent of teachers who participated in this programme have changed their approach to teaching afterwards. The article identifies three main long-term factors of systematic change: the creative practitioners’ ability to engage the school leader and the entire school community to actively participate in project activities, their ability to build a close and personal relationship with the teacher, and to use behavioural models that support a positive approach to partnership. Lastly, the article confirmed the past research data on the impact of Creative Partnerships on learners and showed transformative potential. After enrolling in the project activities, schoolchildren felt more confident and motivated, they better evaluated the emotional environment at school, and their attendance and achievement improved as well.