36,157 research outputs found

    Promosi Pengembangan Kreativitas Peserta Didik Dalam Pembelajaran

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    Every individual has the potential to be creative. Creativity is more than the use of someone\u27s imagination. This is a lifestyle, personality characteristic, and ways of understanding the world.Creativity depends on two main factors namely here-dity (nature) and the influence of environment (nurture). To support the develop-ment of this students\u27 creative potential, there is a need for an instructional design that facilitate the active participation of students in explorating their potential, trying out, examining, hypothesizing, and finding out a new creative idea. Be-sides, instructors should develop openness and respecting students thinking. Do-ing this is a way to respond tothedemand of the era

    PROMOSI PENGEMBANGAN KREATIVITAS PESERTA DIDIK DALAM PEMBELAJARAN

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    Every individual has the potential to be creative. Creativity is more than the use of someone’s imagination. This is a lifestyle, personality characteristic, and ways of understanding the world.Creativity depends on two main factors namely here-dity (nature) and the influence of environment (nurture). To support the develop-ment of this students’ creative potential, there is a need for an instructional design that facilitate the active participation of students in explorating their potential, trying out, examining, hypothesizing, and finding out a new creative idea. Be-sides, instructors should develop openness and respecting students thinking. Do-ing this is a way to respond tothedemand of the era

    Los Angeles Unified School District Arts Education and Creative Cultural Network Plan

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    This paper describes the 2012-2017 plan for funding arts education in the Los Angeles Unified School District. This mission for this project is as follows: The Visual and Performing Arts are an integral part of the District's comprehensive curriculum and are essential for learning in the 21st century. All LAUSD students, from every culture and socioeconomic level, deserve quality arts learning in dance, music, theatre, and visual arts as part of the core curriculum

    A curriculum for excellence review of research literature

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    Research suggests that the arts play significant part in the education of all pupils. The findings of numerous, wide-ranging studies indicate that the Expressive Arts fulfil a vital function in the development learners, meeting many of the outcomes described in the "Purposes of the Curriculum 3-18" diagram outlined on page 15 of "A Curriculum for Excellence". In the following review of recent research, it is evident that the arts provide meaningful contexts through which learners can actively participate in a wide range of learning experiences. It is evident that learning should take place in the arts: each separate discipline has its own knowledge and skills base. But learning also takes place through the arts. Because of the high level of active engagement and enjoyment experienced during good Expressive Arts lessons, learners gain a sense of achievement and increased self-esteem. Across the arts areas, learners are offered a very wide and varied range of experiences, enabling them to communicate in a number of ways, for example, orally, visually, through body language and through music. The collaborative nature of many arts activities enables learners to develop skills in working cooperatively with others, often in problem-solving, creative situations. The arts also offer many opportunities for learners to be pro-active and enterprising within meaningful and relevant contexts

    Creativity and the computer nerd: an exploration of attitudes

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    This study arises from our concern that many of our best art and design students are failing to make the most of the opportunities provided by IT because of their fear or dislike of computers. This not only deprives them of useful skills, but, even more importantly, deprives many IT based developments of their input. In this paper we investigate the relationship between attitudes to creativity and to computers among students. We quickly discard an approach based on theories of personality types as philosophically and educationally problematic. An approach based on the self-concept of artists and designers, in relation to their own creativity and to their feelings about computers, offers more hope of progress. This means that we do not try to define the attributes of "creative people". Rather, we ask what creativity means to students of art and design and relate these responses to their attitudes to computers. Self-concept depends on how the subjects see themselves within society and culture, and is liable to change as culture changes. One major instrument of cultural change at the present time is the growth of IT itself. We then describe a first attempt at using a psychological method - Kelly's Repertory Grids - to investigate the self-concept of artists and designers. It is hoped to continue with this approach in further studies over the next few years

    Contours of Inclusion: Frameworks and Tools for Evaluating Arts in Education

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    This collection of essays explores various arts education-specific evaluation tools, as well as considers Universal Design for Learning (UDL) and the inclusion of people with disabilities in the design of evaluation instruments and strategies. Prominent evaluators Donna M. Mertens, Robert Horowitz, Dennie Palmer Wolf, and Gail Burnaford are contributors to this volume. The appendix includes the AEA Standards for Evaluation. (Contains 10 tables, 2 figures, 30 footnotes, and resources for additional reading.) This is a proceedings document from the 2007 VSA arts Research Symposium that preceded the American Evaluation Association's (AEA) annual meeting in Baltimore, MD

    A dual process account of creative thinking

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    This article explicates the potential role played by type 1 thinking (automatic, fast) and type 2 thinking (effortful, logical) in creative thinking. The relevance of Evans's (2007) models of conflict of dual processes in thinking is discussed with regards to creative thinking. The role played by type 1 thinking and type 2 thinking during the different stages of creativity (problem finding and conceptualization, incubation, illumination, verification and dissemination) is discussed. It is proposed that although both types of thinking are active in creativity, the extent to which they are active and the nature of their contribution to creativity will vary between stages of the creative process. Directions for future research to test this proposal are outlined; differing methodologies and the investigation of different stages of creative thinking are discussed. © Taylor & Francis Group, LLC

    Education innovation through material innovation in primary education : the grow-it-yourself workshop

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    In recent years more STEM (Science, Technology, Engineering and Mathematics) topics have been incorporated in mainstream public education. Although the benefits of STEM instruction are broadly recognised in secondary school curricula, STEM topics in primary education are rather limited, leaving a gap in manipulative skills building and in preparation processes for the next school level. This paper reflects on the outcomes of a design workshop attended by 12 primary school students (9 to 12 years old) in Belgium. Mycelium, a fungi-based natural material now used in innovative sustainable applications, served as a means to introduce early learners engineering basics through self-made learning tools. Students grew their own 3-D structures to build a 'Grow-It-Yourself biodegradable playground using mycelium as a primary source. The paper stems from an in-progress research that investigates the opportunities of how mycelium as a material innovation can be used as a medium to create innovation in primary education through a learning-by-design approach. Reflections on the workshop's instructional guidelines are included along with an extension of the call for support for primary school teachers delivering STEM topics in their classes
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