Common use of Creativity Clause in Contracts

Creativity. Creativity is identified as a key element of STEAM activity. Mirroring wider literature in creativity, creativity in STEAM in the sources identified here is linked to innovation and the production of something novel (▇▇▇▇▇▇▇-▇▇▇▇ et al, 2017; ▇▇▇▇ et al, 2017), to playfulness (▇▇▇▇▇▇▇▇, 2017) and to the concept of flow (▇▇▇▇▇ et al, 2021), all of which may be drawn on or developed through STEAM practices. The workshop discussion also highlighted the relationship between problem-solving and open-ended engagement with problems as facets of creativity that can be linked to STEAM practices. Some sources describe creativity or creative thinking as a skill that is developed as a result of engaging in STEAM practices (▇▇▇▇▇▇ and de Bruin, 2018; ▇▇▇▇▇▇▇▇ et al, 2021; ▇▇▇▇▇▇▇ et al, 2019). Elsewhere, creativity is discussed as a kind of ‘doing’, linked to the ‘thinking-making-doing' theme. Here, tools and pedagogies such as digital technologies (▇▇▇▇-▇▇▇▇▇▇▇▇▇▇▇▇, 2018; Let’s STEAM, nd) and design thinking (SciCulture, nd) are used creatively as part of STEAM practice. This notion of using creative activities within STEAM is referred to as a means of making connections between disciplines (SciCulture, nd) or in support of collaboration (▇▇▇▇▇▇▇▇, 2017). Thus, creativity as a main criteria appears to be seen as both a means of supporting other features of STEAM practices as well as being an outcome that is fostered by those practices. Although not clearly stated as such in any of the sources, one could argue that the connectivity fostered through creative practices in STEAM (▇▇▇▇▇▇▇-▇▇▇▇ et al, 2017; ▇▇▇▇▇▇▇ et al, 2019) is one of the means by which STEAM practice can support the links between secondary and tertiary learning and between schools/universities and communities in Open Schooling.