Bibliografie tematiche / Creative ability in art

Letteratura scientifica selezionata sul tema "Creative ability in art"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 20 febbraio 2023

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Articoli di riviste sul tema "Creative ability in art"

1

Shevtsova, Olena. "ARTISTIC AND CREATIVE ENVIRONMENT IN THE PROCESS OF FORMATION OF MUSIC-PERFORMANCE COMPETENCE OF THE FUTURE TEACHER OF MUSIC ART". Academic Notes Series Pedagogical Science 1, n. 195 (2021): 145–49. http://dx.doi.org/10.36550/2415-7988-2021-1-195-145-149.

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The article substantiates the pedagogical conditions determined by the essence and content of musical performance activity of the future teachers of musical art. The effective pedagogical condition is the creation of art-creative environment, which integrates competence and personality oriented scientific approaches and is based on the principle of art-pedagogical dialogue. The scientific analysis of the investigated problem allowed determining the pedagogical conditions, which are determined by the essence and content of professional training, peculiarities of art education and allow effectively building the process of formation of musical and performing competence of future teachers of musical art. Such pedagogical condition is determined by the creation of art-creative environment on the basis of competence, personality-oriented and developing learning as pedagogically organized environment, which is conditioned by the specificity of professional activity of a future music art teacher characterized by the systemic interconnection of its objects, integrity, art and aesthetic functionality, provides the use of a set of pedagogical influences, which in turn contribute to the development of professionally significant personal qualities, the formation of artistic and communicative skills, the ability to communicate in a dialogue, creative activity, and to create opportunities for creative self-expression and self-realisation. Dialogue in music pedagogy is the essential basis of music education process, its methodological principle, as the music itself is an act of interpersonal communication. The art-pedagogical dialogue presupposes subject-subject interaction of all the participants of the art communication process, provides its spiritual and emotional richness, contributes to the formation of interpreting skills, development of creative activity of every student. Creating an artistic and creative environment is an effective pedagogical condition based on interdependent scientific approaches to learning, in particular, competence and personality-oriented. Dialogue principles of interaction between teacher and student involve the creation of a new type of communication – artistic and pedagogical dialogue, based on mutual understanding, exchange of views and judgments, evaluative approaches to artistic creativity. The result of such joint activities is the organization of independent creative and exploratory activities of students, knowledge, assimilation and acquisition of creative and executive experience, ability to independent creative activity, self-regulation, self-development, self-expression and self-realization in further professional and life activities.
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Kulkarni, Anand, Prayag Narula, David Rolnitzky e Nathan Kontny. "Wish: Amplifying Creative Ability with Expert Crowds". Proceedings of the AAAI Conference on Human Computation and Crowdsourcing 2 (5 settembre 2014): 112–20. http://dx.doi.org/10.1609/hcomp.v2i1.13166.

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We present Wish, a system that uses expert members of an online crowd to amplify a user’s ability to carry out complex creative tasks. When presented with an incomplete or rough draft of creative content (for example, writing, programming, or art), Wish finds and recruits an expert to suggest a possible realization of the user’s vision. Wish contributes a new approach to crowdsourcing complex work. Rather than combining pools of unskilled workers to producing complex output, Wish uses the crowd to identify and recruit a pool of experts, then assigns a single high-quality expert to carry out the task. This approach retains the benefits of using a crowd — scalability, speed, correctness, and responsiveness — while simplifying the process of crowdsourcing complex work. We demonstrate Wish in the context of three prototype tools. Draft enables users to consult a crowd of authors for suggestions on writing. Hack lets developers convert pseudocode into working code by pulling results on demand from a crowd of programmers. Sketch lets individuals convert rough sketches into fully-refined art by consulting artists. We illustrate how novice creators can use Wish to amplify their ability, how expert designers can use Wish to explore design spaces and improve the speed of creation, and how new users can use Wish to gain feedback from experts.
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Stratan-Artyshkova, Tetyana. "CREATIVE AND PERFORMANCE TRAINING OF THE FUTURE TEACHER OF MUSIC ART IN THE CONTEXT OF THE HUMANISTIC PARADIGM OF EDUCATION". Academic Notes Series Pedagogical Science 1, n. 195 (2021): 33–36. http://dx.doi.org/10.36550/2415-7988-2021-1-195-33-36.

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The article reveals the peculiarities of creative-performance training of a future teacher of musical art; analyzes the definitions of «creativity» and «performance»; proves the expediency and effectiveness of composer-performer activity in the formation of author ability, ability of a future specialist to self-expression and self-actualization in his own work. Music performance is undoubtedly a creative process, and creativity involves the creation of new products and does not exist without performance. Thus, creative-performance training of future teachers of musical art becomes significant and innovative, as it is based not only on the ability to creatively perceive, perform and interpret musical works (instrumental, vocal, choral), to express themselves in performing activities (co-creation), but also assumes the ability of future teachers to self-create, to be both the author and performer of their own work. The meaning of professional training, its qualitative characteristic is the creative and performing training of the future teacher of musical art, which is due to the theory and practice of musical education, the originality of musical and pedagogical activity and consists in solving pedagogical problems by means of musical art, is aimed at developing a personality capable of self-expression and self-realization, capable of perceiving new knowledge and experience, organizing the conditions necessary to express its subjectivity, uniqueness, unique essence.In the complex process of creative-performance activity based on artistic perception-interpretation, design of artistic image, musical work - to its creative presentation the self-expression and self-actualization of future specialists is carried out. This process implies self-realization of own forces, abilities, talents, opportunities, disclosure of all reserves of creative activity of personality, the whole complex of individual-personal qualities, objectification of essence forces in own production, various social activity, leads to transformation of personality into a subject of own life and profession.
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Kang, Donghyun, Haram Choi e SangHun Nam. "Learning Cultural Spaces: A Collaborative Creation of a Virtual Art Museum Using Roblox". International Journal of Emerging Technologies in Learning (iJET) 17, n. 22 (28 novembre 2022): 232–45. http://dx.doi.org/10.3991/ijet.v17i22.33023.

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This study proposes education on creating virtual art museums using metaverse technology to broaden the understanding of art museums. It investigates the effect of creating a virtual art museum using Roblox Studio, a metaverse platform, on the acquisition of knowledge about art museums, artists, and artworks and the ability to create metaverse content. This study selected the Moonshin Art Museum (MAM), the art museum to be created in the metaverse space, as its local cultural space. Fifteen students participated in a creation workshop to learn to create virtual spatial content using Roblox Studio and also visited an actual art museum. The students were then assigned to architecture, artwork, avatar, and content teams and collaborated with one another. To evaluate the activities, students filled out pre- and post-questionnaires containing items about the MAM, the sculptor Moonshin, and Moonshin’s artwork, as well as the ability to produce metaverse content. Findings showed that creating a virtual art museum through a metaverse platform facilitates the acquisition of spatial knowledge about art museums as well as information about artists and artworks. In addition, collaboration not only helped in the creation task but also identified and solved technical difficulties and improved creative abilities. These results suggest possibilities for using metaverse technology in delivering education regarding virtual art museums.
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Lapteva, Yuliya A., e Mariya A. Kovrova. "Developing the Ability (of 3rd-Year School Children) to Retell a Work of Art when Creating Cartoons". Volga Region Pedagogical Search 2, n. 36 (2021): 74–81. http://dx.doi.org/10.33065/2307-1052-2021-2-36-74-81.

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The article deals with the problem of developing the ability of third-graders to retell a work of art in the process of creating a cartoon. The authors turn to the research of Russian scientists devoted to retelling as an interpretation of a literary text, reveal the concept, meaning, classification and stages of the retelling. The possibilities of the method of creating a cartoon in the development of children’s ability to retell a work of art are determined. This is possible under specially created conditions: compliance with all stages of work on a work of art, the inclusion of third-graders in joint creative activities to create a series of illustrations for the episodes of the work, conducting a clear and understandable instruction in the computer program for creating a cartoon from a series of illustrations, compliance with the stages of creating a cartoon based on the read work. The authors developed and experimentally tested a series of classes aimed at developing the ability to retell a work of art. Quantitative data on the evaluation of their effectiveness using a specially developed diagnostic technique are presented. The effectiveness of the tested classes in the development of the ability to retell a work of art through the creation of a cartoon is empirically proven. This article will be useful for primary school teachers.
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Kim, Min Jeong. "The Effect of Contemporary Art-based Integrated Art Activities on Young Children's Creative Art Expression and Emotional Creativity". Korean Association For Learner-Centered Curriculum And Instruction 22, n. 22 (30 novembre 2022): 549–65. http://dx.doi.org/10.22251/jlcci.2022.22.22.549.

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Objectives The purpose of this study is to investigate the effects of contemporary art-based integrated art activities on young children's creative art expression ability and emotional creativity. Methods For this purpose, 47 kindergartens aged 5 years were selected and conducted for a total of 12 weeks. The experimental group performed integrated art activities based on contemporary art appreciation, and the comparative group performed art, music, and physical expression activities related to the theme. Before and after the experiment, creative art expression ability and emotional creativity test were conducted, and covariance analysis (ANCOVA) and independent sample T-test were conducted to analyze the data. Results Integrated art activities based on contemporary art appreciation had a positive effect on children's overall creative art expression and sub-areas such as expression attitude, expression ability, and aesthetic attitude. In addition, there was a positive effect on the whole emotional creativity and the sub-areas of frankness, efficiency, and novelty, but no significant effect on readiness. Conclusions This study is significant in that it showed the possibility of using contemporary art by expanding the scope of existing masterpieces in art appreciation education for young children, and suggested the importance and necessity of integrated art education for young children.
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Astuti, Astuti, St Budi Waluya e Mohammad Asikin. "THE IMPORTANT OF CREATIVE THINKING ABILITY IN ELEMENTARY SCHOOL STUDENTS FOR 4.0 ERA". International Journal of Educational Management and Innovation 1, n. 1 (24 gennaio 2020): 91. http://dx.doi.org/10.12928/ijemi.v1i1.1512.

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The art of creative thinking needs to develop and taught to students because by thinking creativity, students are able to solve the problem they have, the students become more independent, creating reliable and talented human resources, and skillful in the future. The purpose of this research is to find out the creative thinking ability in the mathematic aspect of Elementary School Mardi Rahayu 02 Ungaran students. The data collection was done by giving four questions of students' creative thinking ability on KPK and FPB materials along with with interview the students. The research was done to 31 students of class IVC. The method used is qualitative descriptive method. Creative thinking ability is important in Era 4.0 where the development of knowledge becomes really fast. The average achievement of every creative thinking indicator is fluency 45,8% and flexibility 58,3%, whereas originality and elaboration indicator reaches 33,3%. The conclusion from this research is that the creative thinking ability of Elementary School Mardi Rahayu 02 Ungaran students need to improve
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Zhou, Nan, e Xinyi Zhou. "On the Cultivation of Students’ Creative Ability in College Art Education". OALib 08, n. 08 (2021): 1–3. http://dx.doi.org/10.4236/oalib.1107705.

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An, Sun-Hee, e Eun-Hyun Sung. "Development of Parent Education Program Combining Art Activities and Thinking Tools to Improve Creativity and Verification of Effects". Korean Society for Creativity Education 22, n. 3 (30 settembre 2022): 1–22. http://dx.doi.org/10.36358/jce.2022.22.3.1.

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The purpose of this study is to develop a parent education program by combining art activities and thinking tools, and to verify its effect on parent’s creativity (creative thinking, creative personality), creative home environment, and child's creative characteristics. The subjects of this study were 72 parents of infants attending two kindergartens located in Gyeonggi-do and Chungnam-do, and 36 parents were assigned to the experimental group and the rest to the control group. After developing a parent education program that combines art activities and thinking tools, the experimental group conducted the program twice a week for 6 weeks for a total of 12 hours, and the control group did not receive any treatment. To verify the effects of the program, the experimental group and the control group were tested for creative thinking ability, creative personality test, creative home environment test, and the child's creative characteristics test, one week before the program execution and one week after the end of the program. The collected pre and post test data were verified whether there was a difference between the experimental group and the control group through analysis of covariance (ANCOVA). The result was that the creativity parent education program developed in this study had significant effects in improving parent's creative thinking ability, enhancing parent's creative personality, creating a creative home environment, and enhancing child's creative characteristics. The significance and limitations of this study, and future research directions were discussed.
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Shi, Xiaoming, e Liwei Qiu. "Exploration and Practice of Cultivating Multidimensional Design Innovation Ability". Frontiers in Humanities and Social Sciences 2, n. 11 (21 novembre 2022): 285–92. http://dx.doi.org/10.54691/fhss.v2i11.2911.

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With the development of society and the improvement of people's living standards, consumers ' demand for cultural and creative products shows a trend of diversification and individualization, and people are becoming more and more picky about the aesthetics of cultural and creative products. Cultural and creative products should not only carry the use function and aesthetic function of the product, but also contain rich connotations of culture and art. Due to the lack of systematic theoretical and practical support, most product designers design a product based on their own experience and inspiration. Such a product is difficult to accurately and efficiently meet consumers' consumption needs . How to let design students use innovative methods to learn design is an important part of educational cultural and creative design methods. Based on the method of innovative design, it analyzes the excellent work , and strives to provide a certain basis and reference for the design education of cultural and creative products .
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Tesi sul tema "Creative ability in art"

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Botch, Catherine F. "Creativity, the lateral path less taken lateral thinking in the art classroom /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only.xxx, 1997. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1997.
Source: Masters Abstracts International, Volume: 45-06, page: 2745. Typescript. Abstract precedes thesis as preliminary leaves iv-v. Includes bibliographical references (leaves 98-103).
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Kampe, Carolyn J. Newby Marilyn Provart. "Effects of differential instruction upon the creative response of deaf students". Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101116.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 7, 2005. Dissertation Committee: Marilyn Newby (chair), Heather Hanlon, Max R. Rennels, Lanny E. Morreau. Includes bibliographical references (leaves 66-69) and abstract. Also available in print.
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Bartholomee, Lucy. "How Does It Feel to be Creative? A Phenomenological Investigation of the Creative Experience in Kinetic Places". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062833/.

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How does it feel to be creative? Such a question, when approached from a phenomenological perspective, reveals new understandings about the embodied experience of creativity, and how it feels as it is being lived. This investigation begins with a provocative contrast of two environments where creativity is thought to manifest itself: school art classrooms, where creativity is often legislated from an authority figure, and New Orleans Second Line parades, where creativity is organically and kinetically expressed. A thorough review of the literature on creativity focuses on education, arts education, creative economies, psychology, and critical theorists, collectively revealing a cognitive bias and striking lack of consideration for community, freedom, and the lived experience of being creative. Further discussions in the literature also neglect sites of creativity, and the impact that place (such as a school classroom) can have upon creativity. The phenomenological perspectives of Merleau-Ponty, Heidegger, Bachelard, and Trigg support a methodological lens to grasp embodied knowledge, perceptions of placedness on creativity, and the interdependent frictions between freedom, authenticity, movement and belonging. The research method includes investigations in New Orleans in archives, examination of visual and material culture, participation in cultural practice, and formal and informal interviews. Further, the phenomena of walking and wandering became a methodology for embodied data collection that clarified the emerging rich experiences and descriptions of how it feels to be creative, especially how it feels to be creative in a creative place. What is also revealed are intense frictions, such as the tension between perceptions of personal freedom and a high demand for authenticity in terms of New Orleans traditions, that opens the space and fuels the inspiration for the abundance of creativity found in New Orleans culture.
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Frost, Sophie Louise. "Art at work : creativity and participation in the public cultural institution". Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230630.

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This thesis reflects upon the nature of creativity and participation in the UK public cultural institution. It asks: to what extent is creative agency enabled or disabled within this context? In order to answer this question a qualitative study of Southbank Centre, one of the UK's leading public cultural institutions, has been constructed. The thesis considers the institution in its totality, analysing and interpreting both internal, subjective dimensions and external, public-focused dimensions. An interdisciplinary approach characterises a theoretical and methodological framework that draws upon concepts and methods from sociology, visual culture, museum studies and institutional ethnography. The case study is contextualised through analysis of three key historical examples that provide the preconditions for current perspectives on the relationship between art and work in the public cultural institution: the 1951 Festival of Britain, Artist Placement Group (APG) and the Arts and Crafts Movement. The Southbank case study involves employee interviews, fieldwork observations and the interpretation of cultural objects. These provide the empirical evidence that enables reflection on how creative work and the public are constituted, and how the institution might be seen to exist as a site of struggle. These methods facilitate an assessment of the critical potential of creative work within and around the public cultural institution's self-defined boundaries and the specific historical, discursive and symbolic conditions through which it is enabled or disabled. Although the influence of neoliberal cultural policy cannot be underestimated in this context, the thesis concludes with an alternative suggestion for what the public cultural institution could be. It claims that the discursive tension between artistic and managerial agendas can act as a productive terrain for creative work in its broadest sense.
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Buscemi, John. "The visual arts and religion the changing relationship /". Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Singer, Jessica Elizabeth. "Being and becoming : the creative balance of the artist teacher". Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=235793.

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In this study, identity is conceptualised as a joint accomplishment between individuals and their interactions with norms, practices, cultural tools, relationships, and institutional and cultural contexts (Gee, 2000; Holland et al., 1998; and Wenger, 1998). From this stance, this research is within a situative approach which aims to understand motives and engagement of people as they participate in formal and informal learning contexts. This is accumulated from experiences (Dewey, 1934) which are processed and retained. From this state of being, the individual's identity is in the process of becoming; affected by personal circumstances and experiences gathered throughout the life course. In response to this, this research views identity not as a thing but as a process of being and becoming. (Beijaard, 2003). Through the process of living, individuals come into constant interaction with different contexts and cultures which inform their personalised identities. Individuals live in the world and, in so doing, create a 'meshwork' (Ingold, 2011) in which individuals do not exist in one location but move along paths acknowledging the role of other people and places in the formation of identity. Transitions throughout the individually lived life course (Elder, 1994) and the emotional experiences (Dutton and Heaphy, 2003) of these transitions aid in the identity formation of the artist teacher. The artist teacher is in a constant state of 'negotiating' between the identities of the artist and the artist teacher. The theoretical framework guiding this study merges Urie Bronfenbrenner's theory of ecological systems (1979)- the micro-, meso-, and macro- levels of human development with Barbara Rogoff's three planes of analysis (1995) - the personal, interpersonal and community levels of development. Data were built with the participation of six artist teachers living and working in North East Scotland, Aberdeen. Findings revealed fascinating ways in which the six artist teachers negotiated their artist and artist teacher identities in/through: art practice and pedagogy, collaborations with others in processes of dialogue and joint activity, and both solo and collaborative participation across persons in-contexts (Nolen et al., 2015).This study contributes to knowledge in exploring both psychological and sociological emotional experiences of the artist teacher to provide a more comprehensive and thorough examination of identity formation from a situative perspective.
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Walters, Marilyn. "Marxist aesthetics : the social relation of the creative process and emancipated consciousness". Thesis, The University of Sydney, 1986. https://hdl.handle.net/2123/26027.

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A great deal has been written about the activity we know as Art; its role within the larger community, its relationship to the general mode of production within a given society, as well as its potential as a force for social change. Theorists in this area have bequeathed to us, tome upon tome in their efforts to better understand how we perceive Art, its objects and processes. Within the discipline of Aesthetics, definitions of the ”beautiful" and the ”good" and explorations of the relationship of one to the other, which have been with us since Plato's time, have been continually scrutinized, and in the Complex societies of Modern Capitalism, the perennial question, what is Art? persists, begging an answer. As Donald Brook remarks: It has been intuited for millenia that people can not make real art intentionally, on demand, because there is a significant sense or respect in which nobody knows even what it is; much less do they know how to set out to make it.
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Brown, Jeffrey Wardlaw. "Essential understandings exploring my personal relationships with the multiple intelligences through art /". CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-07232007-123044/.

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Bader, Angela. "A personal exploration of the creative process". Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/960.

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Grahle, Christian René. "Organizing creativity : the role of aesthetic knowledge in advertising creative processes". Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/11868.

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This thesis presents the results of research which investigated how creative processes in advertising agencies are organized and the role aesthetic understandings play therein. Indepth accounts describing how creative processes in advertising agencies are organized were not well characterized in the extant literature. This was surprising, given the confusion that existed about whether or not advertising practitioners share similar tastes. Whereas some research suggests highly homogenous taste patterns, other research, reporting about severe conflicts in advertising agencies, suggests that the contrary is true. Consequently, also research on taste-making processes and thus the ways through which tastes and collective action are negotiated was missing. This research aims to address these gaps in the literature by providing an in-depth account of the way specific practices creative processes are organized by analysing how practices and tastes interlink as well as by providing insights into the ways through which taste and collective action are sustained at advertising agencies. To do so, qualitative research at a leading London-based advertising agency was carried out over a period of five months. Two sets of practices by which the advertising creative processes were organized were identified. In addition, four types of tensions between both sets of practices and thus different tastes among advertising practitioners, depending on the practices in which they were immersed, were found. Moreover, ways in which tensions were resolved and thus how different tastes were negotiated were identified. By doing so, this research closes the above gaps in the literature and reveals that at advertising agencies' creative processes and taste-making go hand in hand. Finally, practical insights for managers in the advertising industries, aiming to foster collective engagement, collaboration and conversations, and creative expression in creative advertising processes as well as suggestions for future research are offered.
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Libri sul tema "Creative ability in art"

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Venkataramani, Kaveripatnam Siddhanatha. The nature of creative art. Madras: Sri K.S. Venkataramani Birth Centenary Celebration Committee, 1991.

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The art of creative thinking. Guildford: Talbot Adair Press, 1990.

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The creative therapist: The art of awakening a session. New York, NY: Routledge, 2009.

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The art of easing conflict. Dublin: Original Writing, 2008.

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Racionero, Luis. Art i ciència: La dialèctica de la creativitat. Barcelona: Editorial Laia, 1987.

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Ophiel, a cura di. The art & practice of creative visualization. York Beach, Me: Samuel Weiser, 1997.

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Kacʻitaże, Kaxa. Qopʻiereba da xeleba: Being and art. Tʻbilisi: Kʻartʻuli biograpʻiuli cʻentri, 2013.

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Leachman, Richard. Shifting paradigms: Art and the emergent manager. Bath: Transpresence, 1995.

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Elsheimer, Janice. The Creative Call. New York: The Doubleday Religious Publishing Group, 2009.

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Kao, John J. Jamming: The art and discipline of business creativity. New York: HarperBusiness, 1996.

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Capitoli di libri sul tema "Creative ability in art"

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Huhmarniemi, Maria, Outi Kugapi, Satu Miettinen e Laura Laivamaa. "A sustainable future for creative tourism in Lapland." In Creative tourism: activating cultural resources and engaging creative travellers, 239–53. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0030.

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Abstract In this chapter, the researchers present practical ideas and potential strategies for developing the use of artsbased methods in creative tourism. Arts-based methods have come to be widely discussed and promoted in various disciplines such as the social sciences, education, and tourism research (Leavy,2009,2018; Barone and Eisner,2012) and their strength is seen in their ability to engage participants' creative expression and to obtain participation and knowledge that is not verbal. In the fields of art education and community art, the impact of art-based methods is seen on human growth and well-being, the sense of belonging, the enhancement of kinship, empowerment, and the ability to create meaningful symbols (see, for example, Hiltunen and Rantala, 2015). Inspired by this, in this chapter the researchers consider the potential of arts-based methods and creative tourism experiences for enabling learning and transformation.
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de Witt, Patricia. "Creative Ability". In Occupational Therapy in Psychiatry and Mental Health, 3–32. Oxford: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118913536.ch1.

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Zhang, Yu, e Mathias Funk. "Creative processes". In Coding Art, 253–63. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-6264-1_10.

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Eckhoff-Heindl, Nina. "Dis/ability Art, Art about Dis/ability". In Behinderung, 318–20. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05738-9_57.

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Mastria, Serena, Sergio Agnoli, Marco Zanon, Todd Lubart e Giovanni Emanuele Corazza. "Creative Brain, Creative Mind, Creative Person". In Exploring Transdisciplinarity in Art and Sciences, 3–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76054-4_1.

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Taylor, Steven S. "Creative Domain". In Leadership Craft, Leadership Art, 95–108. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137012784_6.

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Bell, Catherine. "Creative care". In Care Ethics and Art, 25–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003167556-4.

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Richardson, Nathan. "Creative Citizenship". In The Art of Enterprise, 174–79. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003031406-19.

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Aubrecht, Michelle. "Game-Making in a Fourth Grade Art Classroom Using Gamestar Mechanic". In Cases on Digital Game-Based Learning, 256–78. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2848-9.ch014.

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Making a game can be a creative act for students—much like writing a novel, making artwork, or designing a science experiment, it is a way to “play” with ideas. Game making is a creative and iterative process, and it may help students develop the ability to think non-linearly, create and understand systems, and hone such 21st century skills as critical and analytical thinking skills, while allowing deeper explorations of social issues that afford avenues for storytelling, allowing both game players and game makers to engage in meaning-making experiences. In the art classroom, students can explore design considerations, such as color, shape, balance, composition, rhythm, and meaning making. Game making is an iterative, multi-disciplinary mode of self-expression and communication, and it is a demonstrable example of student learning.
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Kuhn, Will, e Ethan Hein. "Designing Creative Music Projects". In Electronic Music School, 49–61. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190076634.003.0006.

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This chapter offers a guide to designing relevant, lasting, and engaging music creation projects for students of all levels of ability, as well as suggestions on how to assess these projects. Project design is approached from the perspective of beginners and their distinct needs. The constructivist philosophy of pedagogy is applied to a process through which students can gain a set of relevant skills in music production that will help them to develop a unique creative voice. The method scaffolds learning so that students are able to attain meaningful creative success at any level of skill and ability. Furthermore, the projects have sufficiently high ceilings that experienced musicians can benefit from them as well. The chapter also describes an iterative methodology that electronic music teachers can apply as students with varying tastes and goals cycle in and out of their programs. This includes a strategy of pop-cultural ethnographic observation.
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Atti di convegni sul tema "Creative ability in art"

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Chen, Guanyu. "Analysis on How to Cultivate Students’ Creative Thinking Ability in Art Education". In Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iserss-19.2019.154.

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Chen, Guanyu. "Analysis on How to Cultivate Students’ Creative Thinking Ability in Art Education". In Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iserss-19.2019.298.

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CHEN, XI. "A BRIEF VIEW ON CULTIVATING STUDENTS' CREATIVE ABILITY IN COLLEGE CHINESE TEACHING". In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35679.

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Chinese is one of the most important courses in China's educational subjects, a very important basic discipline. College Chinese language and literature, this course should be energetic, learning of college students' love and positive input. However, the innovation ability of Chinese teaching in China is still insufficient and lacks vitality. College Chinese teaching has not yet become a fortress that can provide talents for our country, and has not yet played a vanguard and exemplary role. This paper puts forward corresponding suggestions and suggestions on the problems existing in the current stage of cultivating students' innovative ability in college Chinese teaching classroom, so as to promote the better development of college Chinese education in China.
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Aguilar, Olger Gutierrez, Raul Felipe Velarde Sanchez, Edgar Alcides Chauca Quispe, Raul David Oblitas Flores, Freddy Alberto Chambi Quispe e Erika Giuliana Paredes Delgado. "Relationship between social loneliness and creative ability in art students in Covid-19 times". In 2020 XV Conferencia Latinoamericana de Tecnologias de Aprendizaje (LACLO). IEEE, 2020. http://dx.doi.org/10.1109/laclo50806.2020.9381146.

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Jing, Yonghua. "How to Cultivate Students' Creative and Innovative Ability in Art and Design Teaching of Colleges". In 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.58.

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Sihombing, Edwin Johannes, R. Mursid e Samsidar Tanjung. "The Effect of Cooperative Learning Models and the Ability of Creative Thinking on the Outcomes of Learning Music Art". In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.100.

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Bahagia, Bahagia, Rahmah Johar e Anwar Anwar. "Analysis of Mathematical Creative Thinking Ability of Junior High School Students on Angle Materials". In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.051.

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Man Tin, Lai. "Generative Adversarial Network Algorithms in Art: Machine Vision in Generation of Collage Art". In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002778.

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The paper proposes artistic and computational approaches to investigate the ability of matching learning to synthesise and manipulate the image dataset into artwork creation. By using the Generative Adversarial Network (GAN), it is observed how the machine algorithms are able to learn artistic styles and manipulate relevant pictures to generate digital artifacts, in particular, the images generated through latent space interpolation. Referring to an artwork of Pablo Picasso, the paper also aims at observing the collages being generated by GAN in order to understand and compare the machine vision with human vision in collage and artwork creation. And finally, to explore the process of seeing through the phenomenology of embodiment, trying to understand how the objects could be visible to us through the machine and artificial intelligence without being "bodily involvement in the world".
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Haris Mahmud, Haris, Haris Mahmud e Cristina Saidi. "Increasing Student’s Ability to Make A Creation in Learning Process of SBK (Art, Culture, and Skill) Subject". In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.38.

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Lai-man Tin, Man. "Generative Adversarial Network Algorithms in Art: Data Video". In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100957.

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The recent development of machine learning to synthesize the dataset and manipulate images into new works of art, bringing essential changes in visual art and the method of art creation. The paper aims at applying the Generative Adversarial Network (GAN) to the new media art in particular the image generation and video synthesis through latent space interpolation, through the indirect training in GAN to process a series of still images as the dataset, the generated work presents the ability of machine algorithms in learning and processing the image creation, as well as the next stage of machine-made art. The generated images through latent space interpolation are the artificial imitation among the images by the machine, indicating a new form of image interpretation and representation where human’s intervention in art creation is restricted in the pre-data selection and post-data appreciation.
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Rapporti di organizzazioni sul tema "Creative ability in art"

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Aiyar, Yamini, Vincy Davis, Gokulnath Govindan e Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), novembre 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

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The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.
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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn e Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], febbraio 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.
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Ruff, Grigory, e Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, dicembre 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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Futch Ehrlich, Valerie A. Leadership Development as a Lever for Social Change: An Evaluation Framework and Impact Storytelling Approach. Center for Creative Leadeship, 2022. http://dx.doi.org/10.35613/ccl.2022.2050.

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Founded with the mission to “advance the understanding, practice, and development of leadership for the benefit of society worldwide”, the Center for Creative Leadership (CCL) has served both the social and commercial sectors for over 50 years. Many of our programs across corporate, government, philanthropic, and social (e.g., NGOS, nonprofits, K12 institutions, higher education institutions, and population health organizations) sectors have the goal of improving outcomes for individual leaders and groups, and extending those outcomes to create impact at the organizational, community, or societal level. Our clients often aspire for large and transformational impact. They are interested in telling stories of impact – both immediate and sustained – that trace the power of their investment and its ability to result in improved outcomes for individuals, organizations, and communities. However, it’s often difficult or impossible to represent such impact without intentional planning and measurement. Using the idea of levers as a metaphor, we present a pathway for how leadership development across contexts can lead to larger scale impact, with examples from some of our current efforts to demonstrate this impact. We also provide a typology of stories that can be useful for communicating complex impact pathways. The typology provides metaphors for understanding the variety of layers of impact that contribute to societal change. Our work in support of this framework is continuously evolving, as we are learning, improving our measures, and identifying opportunities for increased evaluation efforts.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova e Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], settembre 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Cone, Christina. Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.2096.

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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Khrystyna V. Berladyniuk, Khrystyna V. Buzhdyhan, Liliia V. Baziuk e Aleksandr D. Uchitel. Augmented reality in process of studying astronomic concepts in primary school. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4411.

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The objective of the research is development a mobile application (on the Android platform) designed for visualization of the Solar System with the AR technology and the alphabet study, applying the astronomic definitions, which can be used by the teacher and the students for an effective training for studying the subjects of the astronomic cycle in primary school. Augmented Reality cards with the images of the Solar System planets and other celestial bodies were developed, as well as the “Space alphabet” was created. In the developed alphabet every letter of the alphabet becomes a certain celestial body or a different astronomic definition. Augmented Reality gives the opportunity to visualize images of the Solar System as much as possible, in other words to convert 2D images into 3D, as well as “make them alive”. Applying this tool of ICT while studying new data gives the ability to develop and improve the pupils’ spatial thinking, “to see” the invisible and to understand the perceived information in a deeper way, which will be beneficial for its better memorizing and development of computer skills. Studying the alphabet in the offered mobile app will definitely help nail the achieved knowledge and get interesting information about celestial bodies that are invisible and superior for kids; to make a journey into the space, prepare a project on “The Space Mysteries” subject; to stimulate the development of curiosity, cognitive motivation and learning activity; the development of imagination, creative initiative, including speaking out.
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Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov e Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4129.

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The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.
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Korol, A. Non-traditional Methods of Teaching Based on Emotional and Evocative Dramatic Art in the Creative Development of the Personality. Lardy Publishing House, 2018. http://dx.doi.org/10.31812/123456789/3287.

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Non-traditional methods of teaching are ways of improvement to the activity of the individual in the process of learning and creative work. It is the result from the destruction of usual stereotypes in knowledge and skills that starts off mechanisms of spontaneous activities, an integration of logical and evocative components. Current study examines the method of emotional and evocative drama art as a way of improvement to effectiveness in the learning and creative activities of the personality.
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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA e N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, marzo 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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