Abstract

Creativity as a generic skill identified in the key learning areas of the school curriculum, has received unprecedented attention. Many schools in the Chinese regions, particularly in Hong Kong, have attempted to implement creativity education in the classrooms. This paper reviews the many interpretations of creativity and differentiates between the notion of creativity, creative thinking and creative ideas in the school context. Six different examples of school practice in fostering creativity will be discussed and issues arising from these will be highlighted. Future prospects for creativity education and ways in which creativity can be developed by teachers and students are also examined.

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