Mission and Vision

/Mission and Vision
Mission and Vision 2018-03-18T17:10:23+00:00
School of Cultural Creativity Mission and Vision

Mission and Vision

SoCC’s Mission

Our mission is to enable students to learn, grow and achieve in light of who they are through the creative process rather than traditional academic processes, within a learning culture that is founded upon the world’s best creative education and democratic education principles and practices.

SoCC’s Vision

For our children to enable their creativity, their education must be creative.

Our vision is for our school:

  • to facilitate a creative education and democratic ‘school of thought’ for local creative
    students on campus,
  • to enable each student’s lifelong creative learning journey,
  • to enable each student’s development of creative and co-creative capacities and capabilities
  • to enable each students’ ability to co-create their desired society, environment and
    collective aesthetic
  • to enable each students’ capacity to identify and create solutions to problems so they may co- create their desired society, environment and collective aesthetic
  • to progress through the curriculum levels, corresponding to each student’s current developmental levels, and
  • to enable each students’ achievements in national benchmarks in literacy and numeracy

by facilitating and evaluating developmentally appropriate creative and democratic experiences that build upon students’ innate state of creativity and drive for creative and academic learning,

  • to ensure the school is able to plan for and achieve improvements in these learning outcomes in the context of our creative and democratic learning community.

“Tomorrow’s citizens must be effective problem-solvers.
That is precisely what intelligence is all about”
(Isaksen and Parnes, 2013)

The children who need us

The number of children

25% of Australian society has a preference for creativity. (SGS Economics and Planning, 2013). They have a preference for creative jobs, creative lifestyles, and learning through the creative process over academic processes.

Therefore, we may presume that 25% of children also prefer creativity, and these children learn better through the creative process rather than traditional academic processes. That is a lot of children.

Research released in October 2015 showed 81,199 nineteen-year-old Australians had not
completed school (Lamb, et al. 2015). This number happens to be 25% of our student community.

It is to these children our school is dedicated.

The childrens’ struggles

In the academic classroom, our 25% stand out, often as problematic children. Dr Barbara Clark of the California State University, Los Angeles, identified several creative characteristics which are perceived as problematic including little tolerance for boredom, preference for complexity and open-endedness, need for space, need to release certainties, need to question, ability to accept tension and conflict, concern with truth, desire for more spontaneity, need for more autonomy, high theoretical and aesthetic values, and a desire for a greater involvement with daydreaming.

What tends to happen for these students is they “are not able to identify with what they are
learning and are unable to see how the information applies to everyday life, and are more likely become unresponsive in class and possibly be disruptive to others”. Children can end up in a
“series of processes, actions and consequences” (KPMG, 2009) consisting of disciplinary
procedures including suspension and expulsion, and referred to alternative educational and
specialist services. “The worst enemy to creativity is self-doubt” (Plath, 2000).

The childrens’ needs

While every person is born with power to create, our 25% demonstrate the ingredient of creative motivation that, when united with creative capabilities, form creative behaviours (Rhode’s
‘person’ strand, 1961) from which a “high level of creative achievement can be expected
consistently” (Torrence, 1979).

Offering learning through the creative process is key to attaining high levels of creative achievement, however, “Simply requesting students be more creative can render them more creative if they believe the decision to be creative will be rewarded rather than punished” (O’Hara & Sternberg, 2000). “Culture plays a role in the development of creativity by increasing the rewards and decreasing the costs” (Sternberg, 2006). Learning successfully through the creative process is best met by the quest of a whole school culture… including learning and governance.

What is our solution?

SoCC’s solution is to provide children who need a more creative approach to education with an educational setting that is founded upon the world’s best creative education and democratic education principles and practices.

SoCC facilitates developmentally appropriate creative and democratic experiences that build upon childrens’ innate state of creativity, desire to work with others, and drive for academic learning.

By the time they graduate school, childrens’ creative capabilities and insights into the own creative and co-creative natures and processes will be self- mastered, so they may build and create their lives and co-create their society. They will know, through repeated experience, that creativity is a learning journey and that whenever they are needing to learn something new, they will have the creative capacity to do so.

SoCC as a model of education

SoCC is a unique and specialised model of education.

SoCC has been designed through years of research and collaboration with excellent creativity philosophers,creative education experts, business mentors, alternative education organisations, and creative education brother and sister schools from around the world.

SoCC’s business model, cultural model, and learning and teaching model are driven by the principle of integrated creativity.

‘Integrated creativity’ is a term Jane uses that describes creativity as the foundation of every element of SoCC, forming a holistic educational model.

For our children to activate their creativity, their education must be creative.

Creativity, just like academia, is a learning and teaching methodology. But learning creatively isn’t easy… learning consciously about creativity isn’t easy, just as living creatively isn’t easy. Learning creatively has it’s own set of challenges. Every time creatives aspire for new outcomes, they employ the creative process and in doing so, embark on a new learning journey rich with inner and outer challenges.

We are dedicated to increasing our students’ creativity and co-creativity so they may learn how they learn through the creative process. Creative education gives children the practice they need to graduate as masters of their own creative processes… thereby positioning themselves as capable, lifelong learners and contributors to local and global social and ecological creations.