The document summarizes a project called "The Creative Partnerships" that took place in Lithuania from 2011-2015. The project aimed to develop creativity in schools by having creative practitioners work with teachers and students. Over the course of the project, more than 138 schools and 9,000 students participated. The goals were to develop student creativity and motivation, help teachers incorporate creative teaching methods, and create a more creative learning environment in Lithuanian schools. Students reported feeling less afraid to make mistakes or be themselves, while teachers learned new teaching methods and saw positive changes in student engagement and school culture. The project aimed to demonstrate that creativity is a skill that can be developed and is important for students' development and education.

1. “The Creative Partnerships”:
we create space for change

2. • Aimed at all schools of general education of Lithuania,
students under 18 years of age.
• Carried out by EDC, financed from the funds of ESF and
MES (4,64 million Euro).
• Implemented by the project team in cooperation with
9 regional partners.
• Duration of the project is 4 school years - from 2011 to
2015.
• About 200 creators, more than 100 schools, 1000
teachers, and 4000 students participate in the project.
“The Creative Partnerships” –
a project on a national scale

3. Scope of the project
Overall during 4 academic
years more than 138
schools, around 9000
pupils, over 1000 teachers
and 277 creative workers
have participated.

4. Aims of the project
Develop pupils’ creativity, inspire, help them study and
increase motivation.
Develop teachers’ creative work abilities.
Foster a creative view of learning in Lithuanian schools.
Help schools improve, solve relevant issues, seek
answers to modern challenges.
Create a space for exploring, experimenting and
rethinking the whole process.
Improve the competences of culture and creative sector
practitioners to work in education environments.

5. What was achieved during the project‘s
4 years?
An increasing number of pupils wanted to learn, gained
confidence, learned to work together.
Teachers found out about a number of innovative learning
methods.
School communities were strengthened, as were the
relations between pupils and teachers.
The environment and atmosphere in schools changed.
The first Manifest for a Creative School was created.

6. What have I experienced
during Creative Partnerships?
Pupils said:
• “I’m no longer afraid to make
mistakes nor that someone will
laugh at me. I’m not afraid to be
myself”.
• “The tension is gone: rush to the
last desk, keep your head down,
rush out of the classroom”.
• “Here I’m not afraid to not wear a
mask”.

7. Pupils said:
• “I was surprised by the
comfort that suddenly
appeared at math lessons”.
• “Now I can ask and ask as
much as I want”.
• “I was surprised by the
courage with which my
classmates took on tasks that
might have seemed silly
earlier”.

8. Teachers said:
• “A child is not a soldier who can be ordered to reveal himself. A
child has to mature for opening up”.
• “Thanks to this project we remembered what reflection is. We
listened to the children and found out how they feel, what they
like and dislike”.
• “I understood that children are remarkably creative, clever and
adapt to changes fast”.

9. Echoes of the project in the media

10. What is creativity?
• Creativity is a universal ability that can be
developed.
• Creativity is the ability to doubt, raise questions,
think critically, spot links, solve problems.
• Creativity is the ability to work persistently to reach
a goal.
• Not only art, but also science, business, politics and
human relations are based on creativity.

11. 5 creative habits of mind
IMAGINATIVE INQUISITIVE PERSISTENT DISCIPLINED COLLABORATIVE
• Playing with
ideas
• Using
intuition
• Making
connections
• Wondering
and questioning
• Exploring and
looking for
answers
• Challenging
assumptions
• Tolerating
uncertainty
• Acknowledg
ing that
difficulties are
part of the
work • Daring
to be different
• Crafting and
improving
• Developing
techniques
• Reflecting
critically
• Cooperating with
others • Giving
and receiving
feedback • Sharing
ideas and the
‘product’
The term habit of mind was created in the context of learning to learn. It means
knowing how to behave sensibly in complicated situations, e.g., when facing a
problem. The English professor Guy Claxton defined 5 creative habits of mind
and the sub-habits that they consist of. Creative Partnerships are based on
these habits.

12. Who are creative agents and creative
practitioners?
Creative agents and creative practitioners are specialists who work in
various fields (directors, journalists, interior, fashion and graphic designers,
actors, sculptors, geologists, dancers, etc.) and, together with teachers,
explore relevant problems which schools face, foresee further goals of the
project, decide which creative process can help achieve them and undertake
the practical implementation of the creative process.

13. The role of a creative agent
Creative agents cooperate with school communities – teachers, pupils,
management, parents.
Their main role is to be a critical friend of the school, have a different
viewpoint on mundane situations, allow the school to see its mirror
reflection, help understand where opportunities for improvement are,
accompany it in the change process.
When working with schools creative agents use their professional
competencies from the culture and creative sectors – empathy, an ability to
spot alternatives, ask difficult questions.
“It is very useful for a school to have people who are not related to it visit… The
teachers say they are in great need of such inspiration” (Headmaster)

14. The role of the creative practitioner
Creatives, scientists and professionals in their fields go to schools and join
forces with teachers and pupils to experiment and find ways of creating an
inclusive and motivational learning environment, attain the desired
changes.

15. The role of teachers and pupils
Teachers and pupils work with creatives to plan creative
activities that help include and spark interest, make pupils
responsible for their own learning, instill tolerance and trust,
bring the scholl community together for action. They are the co-
authors of the projects that are implemented.

16. Model for working
with school
challenges
External
resources
ensurance of
the process
All learning
Learners
Creative learning
– opportunities for school
as an organization and
community

17. What type of school do we need?

18. Creative Partnerships change learning space
Low Engagement High Engagement

19. CSDM CSDMPlanning Implementation
Evaluation +
sustainability
• Leadership
• Curriculum development
and implementation
• Teaching and learning
• Employee learning and
development
• School environment and
resources
A space is created for teachers to test new
models of behavior right in their workplace
Curriculum
content
Challenge/
problem
Creative
process Creative
skills

20. Thoughts and insights
“Most people have creativity, but the school suppresses it
somewhat, first of all by curbing curiosity and the desire to ask
questions”
(Paul Collard, one of the founders of the project in the United Kingdom)
“Creativity is as important now in education as literacy and we
should treat it with the same status.”
(Sir Ken Robinson)

21. Emotions come back to school