3,354 research outputs found
Creativity and Its Relationship to the Origin-Pawn Variable: A Study into the Increment and Decrement of Creativity and Its Concomitant Relationship to 0 -P as a Function of Classroom Climate
Creativity has been approached and studied from many different viewpoints. A number of the studies in this area are conflicting, while others are only speculative. Still, some of these discussions shed light on this very elusive variable. Collectively, these studies and discussions of creativity suggest: 1) that the creative individual has some personality characteristics, apart from intelligence per se, which allow him to make unusually good use of his native abilities in the solution of problems and in the living of every day life (Gardner, 196k, p. 22; c.f. also: Barron, 1963; Maslow, 1959; May 1959; Rogers, 1961); 2) that these characteristics may be of real significance to the individual and to society (Sears & Sherman, 1964); 3) that they are less restricted by the limits of inherited capacities than is raw intelligence and; 4 ) that they should be separated from intelligence (Ripple & May, 1962)
"Thrown in the deep end": Informal learning in a primary music classroom
In recent years an increasing number of music educators have drawn attention to the dichotomy between in- and out-of-school learning, and studies exploring the range of informal learning outside schools and institutions have resulted in the identification of implications for classroom teaching practice. Greenâs Informal Learning approach aims to foster student agency by immersing secondary school learners in the informal practices of popular musicians. Conducted as an ethnographic case study, this project explored the implementation of Greenâs Informal Learning approach in a primary school in the South- West of Sydney. Thirty children aged 10 to 12 years took part in ten researcher-led music lessons which were based on Greenâs five Informal Learning principles and data were collected through researcher observation, focus group interviews and audio-visual recordings of student activities whilst engaged in the project. Children responded to the pedagogyâs inherent learner agency in an enthusiastic manner and all friendship groups were observed to be positively engaged in a range of meaningful music making activities. The data revealed that pedagogy of this nature provides teachers with an opportunity to âconnect the contextsâ between childrenâs music learning at home and at school. The results of this study support the need for teacher reconsideration of the place of informal learning approaches in primary school music
An Art Program Evaluation of Daily Life Therapy for Children with Autism
The author evaluated a private schoolâs art program in 2009-2010 that used Daily Life Therapy (DLT) for students diagnosed with autism spectrum disorders (ASD). Significant increases in numbers of persons diagnosed with ASD have been noted in the last two decades. Several methodologies claim success in programming for children with ASD, but lack empirically based research and it is unclear which are most beneficial. This program evaluation used a mixed-method design to address the following questions: (1) is there evidence of success with the art experience goals and objectives in the art products, (2) what is the experience of the art education staff facilitating this technique, and (3) is there evidence overall that the art program meets its stated goals? The study focused on 26 culturally diverse students diagnosed with ASD, ranging between the ages of 8-14 years (27% female, 73% male). The study focused on two analyses; (1) analysis of six art products per child at three times of the year were rated specifically for art lessonsâ goals and objectives, by two independent raters, and (2) analysis of interview data where teachers were questioned about the DLT method in art instruction. Data revealed: participants performed significantly (draw, p \u3c .01 and color, p \u3c.001) better at midyear than in the fall or early summer; a significant (p \u3c .01) increase of teacher prompts for artworks at midyear was also evident; and results indicated differences between groups defined by Childhood Autism Rating Scale Second Edition (Schopler, Reichler & Rochen-Renner, 2010) score and age, but only for drawing tasks. Analysis of the interview data indicated emphasis placed on the following themes: (1) opportunities through an individualized method (f= 31%), (2) consistency through prompt assistance and active participation (f= 52%) and (3) improvement in relationships and connection to the greater world (f= 16%). The combined results were mixed. While teachers reported and described dedication to the method, quantitative data did not clearly reflect meeting program goals and objectives, and record-keeping issues appeared to be a key factor. The findings showed the necessity for improving programming for students diagnosed on the autism spectrum
Designing inclusive & playful technologies for pre-school children
This paper reports on an investigation into the potential of everyday technologies to
foster playful experiences for young children prior to their formal education. The aim is to consider
how best to design age appropriate experiences that are desirable and useful within pre-school
settings, and to assist practitioners in experimenting with technologies in the early years school
curriculum. This phase of the study focuses on observations of the real-time, non-digital play of
young children in a pre-school playgroup and the subsequent introduction of group activities with
affordable, non-specialist devices such as ReacTickles, Wii remote and microphone. The study
captures the vital inspiration phase of design research. By utilizing observation and interview as an
analytical framework to help practitioners to articulate the nuances of playful interaction, the
designers have been able to draw early conclusions that provide the guiding principles for future
design
How Specifiers Learn About Structural Materials
Many wood products are underutilized in the construction of nonresidential buildings. To understand better why this is so, a mail survey was conducted in both Canada and the United States to determine how specifiers (arcitects and structural engineers) learn about building materials.Results indicate that, while architectural schools spend an adequate amount of time teaching students about timber design, engineering schools devote little time to teaching wood use as compared to time spent teaching students about steel and concrete. This is despite the fact that over 60% of the specifiers who work on buildings less than five stories in height have designed with wood. However, much of the learning about materials occurs on the job, where the most effective means of education include reading materials, data files, manuals, cororate promotion, and word of mouth. Specifiers who do not currently use wood are likely to be most influenced to do so through the use of physical examples such as demonstration buildings and case studies.Long-term cooperative programs, including lobbying efforts and promotional campaigns, are needed to ensure that material specifiers have the knowledge and training required to be able to use traditional and new wood products that are ideally suited for nonresidential construction in North America
Driving in/between Places: Rhythms, Urban Spaces and Everyday Driving Routes
The use of the private car is one of the key factors that have shaped the contemporary urban milieu and daily life in the city. The paper examines what kind of temporal relations are produced between the driver and the environment in the context of habitual everyday driving routes. The data â utilizing go-along interviews, participant-produced visual material and recorded videos of drives â is examined by focusing on the temporal character of the routes by utilizing a ârhythmanalyticalâ framework. The analysis examines ways in which spatial rhythms are produced and interacted with in and beyond the car-space. Focusing on the rhythmicities of everyday driving routes â as sites of everyday life and contexts for the urban experience â uncovers relations, experiences and meanings embedded in these mobile spaces and practices
Computational Thinking and Its Mathematics Origins through Purposeful Music Mixing with African American High School Students
Computational thinking (CT) is being advocated as core knowledge needed by all studentsâparticularly, students from underrepresented groupsâto prepare for the 21st century (Georgia Department of Education, 2017; Smith, 2016, 2017; The White House, 2017; Wing, 2006, 2014). The Kâ12 Computer Science Frameworks (2016), written by a national steering committee, defines CT as âthe thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computerâ (p. 68).
This project investigated current national introductory CT curricula and their related programming platforms used in high schools. In particular, the study documents the development, implementation, and quantitative outcomes of a purposeful introductory CT curriculum framed by an eclectic theoretical perspective (Stinson, 2009) that included culturally relevant pedagogy and critical play through a computational music remixing platform known as EarSketch. This purposeful introductory CT curriculum, designed toward engaging African American high school students, was implemented with a racially diverse set of high school students to quantitatively measure their engagement and CT content knowledge change. The goal of the project was to increase engagement and CT content knowledge of all student participants, acknowledging that what benefits African American students tends to benefit all students (Hilliard, 1992; Ladson-Billings, 2014).
An analysis of the findings suggests that there was a significant increase in student cognitive engagement for racially diverse participants though not for the subset of African American students. Affective and conative engagement did not significantly change for racially diverse participants nor for the African American student subset.
However, both the racially diverse set of studentsâ and their subset of African American studentsâ CT content knowledge significantly increased. As well, there was no significant difference between African American students and non-African American students post-survey engagement and CT content knowledge post-assessment means when adjusted for their pre-survey engagement and pre-assessment knowledge respectively. Hence, showing that purposeful music mixing using EarSketch designed toward African American students benefitted a racially diverse set of students in cognitive engagement and CT content knowledge and the African American subset of students in CT content knowledge. Implications and recommendations for further study are discussed
The Creative Process of Choreography and Performance: The Brain Injury Rehabilitation Within Dance/Movement Therapy
The underlying creative process in the acts of choreography and performance has not yet been fully researched for use in clinical practices. It is rarely addressed for adults with brain injury in rehabilitation. This study investigated the perceived effects of the creative process within the performance as therapy (PAT) framework on the brain injury population. In a collaborative process engaging the participants as co-researchers and as co-performers in a final dance performance at a public venue, the role of PAT in brain injury rehabilitation was explored. By using artistic inquiry methodology through participatory action research (PAR) paradigm, the study addressed the following research questions: How can PAT impact the rehabilitation process of the brain injury population? What is the role of the creative process in the PAT intervention for the brain injury population? Due to the subjective and transient aspects of movement, and the inherent nature of embodied experience, the data analysis occurred simultaneously during the data collection phase using methods of movement observations, video recording, and personal journal entries. 197 pages
The Lyric and the Lathe: Dreams of Perfect Poetic Efficiency, 1800-1917
This study examines patterns of efficiency in the poetry and theory of William Wordsworth, Hilda Doolittle, and other figures from the Modernist and Romantic periods. I begin by defining perfect efficiency as occurring when energy transforms, without loss, inside a closed energy system, and I offer perpetual motion machines as hypothetical examples of this impossible state. I then demonstrate the process of efficiency in William Wordsworth\u27s poetry, which begins with circumlocutory poetic cycles but contracts into terse repetitions. Since technical efficiency is calculated by the formula output/input, poetry\u27s subjectivity makes poetic efficiency difficult to measure. However, I suggest that repetitions offer an internal scale that compares efficiencies through relative concision. To address twentieth century poetry I begin with Gertrude Stein\u27s notion of a Portrait, which is an aesthetic closed system that nonetheless multiplies meaning through repetition. I then examine Ezra Pound, who led the Vorticists to implement a symbol of perfect efficiency, and, I discover that, just as vigorous and destructive vibrations arise in an energetic engine, Vorticism collapsed into chaosânot in spite of but because of its advocates\u27 vehement assertions of order. Pound also showcases H.D.\u27s poetry as a triumph of the efficient Image, which is like an objectified emotion. As with Wordsworth and Stein, I identify H.D.\u27s repetitions, which signal, instead of the accomplishment of perfection, the process of efficiency. I conclude with the observation that efficient poetry does not denote concise poetry. I suggest that perfect efficiency demands the elimination of all disparate elements, eventually its beneficiary and even its creator
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