Academic literature on the topic 'Expanding knowledge in creative arts and writing studies'
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Journal articles on the topic "Expanding knowledge in creative arts and writing studies"
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Cake, Susan. "Writing for instructional screens: Expanding the scope for screenwriting practitioners." Journal of Screenwriting 13, no. 2 (July 1, 2022): 245–59. http://dx.doi.org/10.1386/josc_00096_1.
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At the beginning of the pandemic, discussions in the Screenwriting Research Network questioned the validity of educating students for limited career opportunities as future screenwriters. Research into graduate pathways suggests employment opportunities for creative practitioners are far more complex with many creative practitioners embedded in diverse industries such as marketing, information technology and, primarily, the education sector. The rapid growth of online education presents a key opportunity for screenwriters to apply their craft skills and knowledge to an alternative disciplinary context. Storytelling, as a means of engaging learners or an audience, is a major area of overlap for screenwriters and designers of instructional resources. Stories that emotionally engage an audience have greater impact on the learner and assist in memory retention. A key tool for emotional engagement is the use of humour which has also been shown to facilitate learning. Writers of narrative comedy possess skills in creating humorous situations that can present challenging or serious topics through a comic perspective. This article argues that the growth in online education presents screenwriting graduates with unique opportunities to apply their skills to an alternative discipline that can streamline their transition to a career in writing for screens beyond traditional film and television.
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Rogers, Hannah Star. "Cheering Artificial Intelligence Leader: Creative Writing and Materializing Design Fiction." Leonardo 53, no. 1 (February 2020): 58–62. http://dx.doi.org/10.1162/leon_a_01578.
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Bringing together science and literature for purposes of casting these knowledge areas into relief is a well-established analytical practice. Rather less studied is the turn toward material practice as it has unfolded across science studies and the arts. However, this trend has the potential to open up new methods for thinking about science and literature and new forms of public engagement. This paper explores one possibility for combining creative writing in the form of sports cheers. It posits a materialized future scenario designed to encourage the public to consider potential futures and explore their individual ideas about a particular technological development (in this case artificial intelligence) in a fun and imaginative way.
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Sastre, Cibele. "Learning/teaching, creating and performing through LBMS." Journal of Dance & Somatic Practices 12, no. 1 (August 1, 2020): 95–106. http://dx.doi.org/10.1386/jdsp_00015_1.
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This article presents Laban/Bartenieff movement studies (LBMS) experiments through pedagogical procedures and creative processes. It comprises artistic and performative perspectives in choreography and dance education from a nineteen years’ research within master and doctorate studies. Laban’s Motif writing shifts its main function to act as a trigger for creative processes. Besides, somatic serenities, as an important body state for the production of presence, are encouraged in somatic‐performative practices that include LBMS into dance programme courses in Rio Grande do Sul. The concept of somatic serenities is introduced to develop an inner‐outer body connection state as an intimate experience with dance, which produces knowledge. This text considers performative dance practices and practice as research as an LBMS teaching methodology in dance courses in the south of Brazil.
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Alamargot, Denis, and Jean-Louis Lebrave. "The Study of Professional Writing." European Psychologist 15, no. 1 (January 2010): 12–22. http://dx.doi.org/10.1027/1016-9040/a000001.
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In this article, we argue that examining the writing processes of literary authors would enrich and extend empirical research on writing, which is currently grounded in cognitive psychology. In most empirical studies of writing skills, experts are defined as either advanced students or technical writers, neither of whom work within the same constraints or timeframes as literary authors. Including literary authors in psychological accounts of writing, by drawing on the observations of genetic criticism (a linguistic-literary discipline that reconstructs the genesis of an author’s manuscript by collecting and interpreting the notes, drafts, revisions, successive versions, etc.), would add to our knowledge of professional writing. Two issues could then be considered: (a) the way the creative process takes place during writing and (b) the role of memory in the management of writing processes over extended time periods.
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Burgin, Diana Lewis. "Sophia Parnok and the Writing of a Lesbian Poet's Life." Slavic Review 51, no. 2 (1992): 214–31. http://dx.doi.org/10.2307/2499528.
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In a footnote to her detailed commentary on the poems of Sophia Parnok (1885-1933) Sophia Poliakova states that the poet “did not make a secret of” her lesbianism and that “many of her poems are incomprehensible without knowledge of this […] extremely personal [fact].” Yet, in her otherwise excellent discussion of the poet's creative development, Poliakova does not treat the crucially important relationship between Parnok's affectional preference and her creativity which, in my opinion, played a central role in the refining of what the poet referred to as a “voice like mine.” Parnok's lesbian orientation was also partially responsible for the problems she encountered with Soviet censorship that effectively muffled her voice.
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Gibbs, Leah, Kim Williams, Sarah Hamylton, and Lucas Ihlein. "‘Rock the Boat’: song-writing as geographical practice." cultural geographies 27, no. 2 (November 19, 2019): 311–15. http://dx.doi.org/10.1177/1474474019886836.
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Climate change science is unequivocal on the link between fossil fuels and climate change. Yet, some governments – including those in Australia – fail to meet agreed targets and continue to invest in the coal industry. Scientists and other scholars have expressed concern that the science is not prompting shifts in policy adequate to address current and future effects of climate change. Many have called for other tools – specifically, the arts and social sciences – to investigate and communicate about the environmental and social changes underway. In this context, this article explores the potential of interdisciplinary collaborative song-writing as research practice. Beginning on a boat on Australia’s Great Barrier Reef, the research team adopted singing and song-writing as a method for coming together to reflect upon our research aims and motivations, to explore and express the delight and grief we were experiencing in this climate-changing land and seascape and potentially to reach new audiences and create different affects. Our multidisciplinary expertise offered impetus to pursue a hybrid form: an original song written, professionally recorded and vinyl pressed; scholarly notes to expand on our song lyrics; visual presentation of our music as annotated score; and written reflections on the process and its contribution to knowledge. Here, we present and explore the possibilities of song-writing as creative geographical practice.
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Callinan, J., and I. Coyne. "Arts-based interventions to promote transition outcomes for young people with long-term conditions: A review." Chronic Illness 16, no. 1 (July 13, 2018): 23–40. http://dx.doi.org/10.1177/1742395318782370.
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Objectives To conduct a systematic review of arts-based interventions promoting transition from paediatric to adult services for young people (Note: The term young people refers to adolescents and young adults.) with long-term conditions and to explore their effectiveness. Interventions Arts-based interventions included studies of young people who were actively participating in the intervention rather than passive observers. Visual arts interventions included film/video production, time-based media, photography, animation, sculpture, audio, installation, sound recordings, painting, textiles, print, mixed media, multimedia. Arts-based interventions included creative writing, poetry, dance, choreography and storytelling. Main outcome measures We included all outcome measures relevant to transition and any chronic condition. These included: self-care knowledge and skills, autonomy, continuity of care, adherence to treatment and attendance at appointments. Results Seven studies reported arts-based interventions promoting outcomes that are relevant to transition. These studies showed that arts-based interventions may influence young people with long-term conditions self-esteem, confidence and self-expression. The findings must be treated with caution as the evidence was weak with studies using qualitative measures and of poor methodological quality. Conclusions There is a need for further research of arts-based interventions for children and adolescents with long-term conditions that incorporate objective measurements or validated tools to assess outcomes relevant to the transition process.
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Astashova, Nadezhda D. "Scientific Precariat: Individualism versus Collectivism." Epistemology & Philosophy of Science 59, no. 3 (2022): 30–37. http://dx.doi.org/10.5840/eps202259337.
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The article is a reply to Ilya T. Kasavin’s “Creativity as a social phenomenon” and is devoted to the phenomenon of the scientific precariat. A systematic analysis of the relations between the scientific precariat and the academic community as a dialectical opposition of the individual and the collective is undertaken. The method of critical analysis is aimed at rethinking the stable ideas that have developed in science about the collectivity of scientific work. The concepts of labor and employment in science are considered. It is concluded that the global development of digital technologies has led to the disappearance of the boundaries between physical and intellectual labor, against which there is an elevation of creative activity. The availability of information on the Internet, opening up incredible opportunities for research, destroys the monopoly of professional scientific communities on the possession of scientific knowledge. Scientific precarious loudly declare themselves in the public space, demonstrating the boldness and unusual nature of the ideas expressed. Inspired seekers of scientific truth embark on a free voyage through the vastness of the unknown. Traditional scientific communications, while retaining their significance, are enriched with new, non-standard ideas of precarious scientists who, ignoring rules and hierarchies, bring the creative spirit of freedom into modern science. However, the activities of such scientists may have an ambiguous assessment: a precarious scientist completely loses touch with the existing methods and approaches of classical science, and flight from work standards instead of expanding the horizons of scientific creativity turns into new problems caused by “multi-task” and instability of the labor activity of a “free” scientist. Despite the fact that in the conditions of the development of modern society and technology, the opposition of the pair of individual and collective is leveled, many scientists need common structures that determine the development of science, which at the present stage of the development of scientific knowledge are rather represented not by a social organization, but by an intellectual, linguistic and methodological unity focused on the creative development of the world.
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Ayish, Mohammad. "Visual Storytelling in Arab Virtual Public Spheres." Middle East Journal of Culture and Communication 14, no. 1-2 (September 28, 2021): 206–24. http://dx.doi.org/10.1163/18739865-01401005.
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Abstract Across the Arab world, increasing digitization, spiking young demographics, expanding media education programs and rising cultural liberalism seem to be inducing greater visualization in the virtual sphere. This perception of the image as a key facet of online communications has been especially noted in the Arabian Gulf, where grand cultural and media projects embracing media cities, virtual museums, knowledge parks, online video platforms and film festivals are seen as critically supporting the region by telling its story to the world. But in order for the Arab world to sustain this visual momentum in the virtual public sphere, it must address certain challenges arising from its postcolonial visual media policies, historically-entrenched oral communication legacies, state authoritarianism and narrow Islamic views of the image as taboo. In a global communications environment, Arabs have much to gain by harnessing the power of the image in virtual space to enhance their international engagement. The Gulf region has already made some breakthroughs in this regard by fostering more open cultural policies, supporting online visual content creation, embracing creative young talent, maintaining world-class telecommunications infrastructures and solidifying visual media education programs. But more has yet to be done to realize the full visual potential of the virtual sphere.
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WARWICK, TOSH. "Research in urban history: recent Ph.D. theses on heritage and the city in Britain." Urban History 45, no. 3 (July 12, 2018): 549–60. http://dx.doi.org/10.1017/s0963926818000263.
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Writing in Urban History in the spring of 1991, Peter Borsay considered how the gap between the ‘popular presentations of the urban past’ produced by the growing heritage industry and ‘the booming academic study of urban history’ might be bridged. Heritage, he argued, was ‘deeply bound up with the meanings and functions of towns’ and urban historians should play a crucial role within communities ‘engaged in a complex discourse with the past . . . that for many was fundamental to their livelihood and identity’. Borsay's concerns 27 years later continue to be mirrored in academic discussions surrounding heritage and materiality, echoing wider questions that surround the relevance of urban history beyond the academy. Recent conferences have also demonstrated the continued salience of Borsay's argument, considering the potential of the study of cities to shape approaches to their management through work with local communities, heritage partners, cultural institutions and professional groups. This emphasis on knowledge exchange and partnership has also attracted the support of funding bodies through collaborative doctoral awards that have sought to ‘increase opportunities for all researchers to develop their work in collaboration with public, private and third sector partners that increase the flow, value and impact of world-class arts and humanities research from academia to the UK's wider creative economy and beyond’. This has included the author's own work on the heritage of Middlesbrough's iron and steel industries, which has involved working collaboratively with local archives and heritage partners.
Books on the topic "Expanding knowledge in creative arts and writing studies"
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Freedman, Aviva, Peter Medway, Anthony Par, and Patrick Dias. Worlds Apart: Acting and Writing in Academic and Workplace Contexts (Rhetoric, Knowledge, and Society). Lawrence Erlbaum, 1999.
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Freedman, Aviva, Peter Medway, Anthony Par, and Patrick Dias. Worlds Apart: Acting and Writing in Academic and Workplace Contexts (The Rhetoric, Society and Knowledge Series). Lawrence Erlbaum, 1999.
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Prah, Efua, and Susan Levine, eds. Bodies of Knowledge: Children and Childhoods in Health and Affliction. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201331.
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Spanning the countries of South Africa, Swaziland, and Ghana, this collection of work brings into focus child and youth experience together as a collage of anthropology, creative writing, poetry, and the fine arts. Woven together by questions related to the political economy of child and youth well-being, identity formation, and the multiple layers through which children articulate their health-narrative, this volume considers living in and coping with chronic illness, spirit-possession, and death. The growth in critical health humanities and the arts globally, suggests the desire for blended efforts to draw in a wider breadth of knowledge that cuts across the divided worlds of critical social science and the arts. This book, set in an African context, offers myriad possibilities for cross-disciplinary synergies as learning sites. It is a critical contribution to the field of children and childhood studies.