A 21st-Century Art Room: The Remix of<i>Creativity</i>and Technology

Bryant, Courtney

doi:10.1080/00043125.2010.11519061

Cited by 24 publications

(20 citation statements)

References 7 publications

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“…The lesson sequence is described in Table 1. The main stages correspond to the stages suggested by Mills (2006) and strategies proposed by Bryant (2010). The first column presents the stages of the projects; what the children did in every stage.…”

Section: The Implementation Of the Projectmentioning

confidence: 99%

Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education

Pavlou¹

2019

Int J Art Design Ed

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The emergence of new media provides new tools for promoting critical thinking and creativity in an environment that encourages collaboration, co‐authoring and sharing ideas and artworks with audiences. Embedding new media in art lessons and integrating art with other disciplines not only promotes visual competence but also transversal competences necessary for the future lives of children. Despite the many benefits that this process entails, there is still no broad integration of new media in art lessons or art integration through technology in primary schools, as teachers are often oblivious of the new possibilities and means of engaging children. However, there is a need to embrace today’s dominant culture of communication if we really want to prepare children for the future. This article is about art technology integration in the primary classroom. It discusses ways of studying important real‐life issues with children and of bridging the gap between school life and daily life. It reports on two case studies with sixth grade classes (11–12 years old) that engaged in a stop motion animation project to communicate messages that were important to the children. Children shared powerful stories, anchored in real‐life contexts and developed critical thinking, communication, collaboration and creativity skills. The findings contribute to the discussions about arts integration that are grounded in empirical qualitative data. The implications of the study move beyond the art subject itself and highlight how generalist teachers can embrace interdisciplinarity and art integration, and view art as transformative pedagogy in the curriculum.

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Section: The Implementation Of the Projectmentioning

confidence: 99%

Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education

Pavlou¹

2019

Int J Art Design Ed

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“…According to Bryant (2010) and Scorse (2014) the 21 st century learning style is to ensure a studentcentred learning concept through the application of 4Cs (communication, collaboration, critical thinking, and creativity). This concept is carried out using the approach and tools that are suitable in shaping the students' personality based on the 4Cs' elements thus improving their soft skills during art lessons (Bell, 2010;Scorse, 2014).…”

Section: The 21 St Century Learningmentioning

confidence: 99%

“…Hence, art students will gain multiple skills and values from the PBL learning approach (Dobbs, 1998). Furthermore, few studies show that the PBL approach has positive effects attitudes and interests (W. Jamie, 2010), decision-making (Bryant, 2010), thinking ability ( Marshal,D'Adamo, 2011) and self-determination skills (Kenzi, 2015; Wittber, 2017) among students at school. PBL helps arts students learn something from concrete experience because this approach adopts handson activities to enhance students' literacy and creativity level (Govers, Major, S. and C, Verburg, 2014; Gude, 2013).…”

Section: E the Impact Of Pbl On Soft Skillsmentioning

confidence: 99%

Challenges In The Teaching Of Art Common Practices To Enhance Students’ Soft Skills Via Project-Based Learning

Hawari¹,

Noor²

2019

Proceedings of the 8th UPI-UPSI International Conference 2018 (UPI-UPSI 2018)

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The paper explores the challenges and potentials to integrate Project-Based Learning (PBL) in arts classes to enhancing the students' soft skills in Malaysian schools. One of the aims of the Malaysian Educational blueprint is to develop students' soft skills, which in turn will ensure greater outcome for them in the future. To achieve that, their soft skills can be improved using PBL approach in the art classroom. This approach is relevant to the 21 st century learning concept especially in art education. In fact, many PBL experts highlight the potential of this approach in developing soft skills among the students. However, the concern now is to what extent the current art teaching practice in Malaysian schools reflects the teaching needs of the 21 st century classroom and its potential to enhance soft skills among the students. An initial need analysis involving data collection through interviews, observation and document analysis was carried out. This involves the application of PBL approaches in arts classes by five excellent teachers and 10 regular teachers. The findings show that the PBL approach is capable to improve the students' soft skills and teaching quality. However, there are some issues associated with PBL implementation of arts classes such as teachers' experience, knowledge, skills and schools management.

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“…Professional help was rarely sought, even though a fifth of students reported that they procrastinated, broke down or became tearful, and/or felt overwhelmed or anxious. It is therefore important that students have access to support services so they have (Abouserie, 1994;Armarego, 2006;Bryant, 2010;Demirkan & Demirbas, 2010; Dixon & Robinson Kurpius, 2008) Stress and interior architecture students Self-esteem levels linked to stress and depression; Studio critiques are stressful; Definitions of stress linked to demand, ability to meet demand, self-perception of ability to cope, reaction to tension and conflict, adaptive capabilities, gender; Stressors are academic and social factors including financial. (Abouserie, 1994;AIAS, 2003;Blair, 2007;Burns, 1991;Cvetkovski et al, 2012;Dixon & Robinson Kurpius, 2008;Fontana, 1989;Heins, Fahey, & Leiden, 1984;Lazarus & Folkman, 1984;Pope, 2005;Zuckerman, 1989) Curriculum design and psychological health…”

Section: Work-placementsmentioning

confidence: 99%

Understanding Student Perceptions of Stress in Creativity–Based Higher Education Programs: A Case Study in Interior Architecture

Smith

Lilly

2016

Journal of Interior Design

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Stress—as an aspect in the contemporary university context—reflects the personal and professional demands felt across many parts of society. The research team sought to understand how stress is spoken about as well as experienced in professional creative courses. Terms such as stress, stressful, or being stressed represent both the negative and positive aspects associated with learning. As interior architecture (IA) educators, could the positive aspects be facilitated in the future, while the negative aspects are reduced, by building on the knowledge gained through this study? A number of issues were revealed through which tension was demonstrated as grounds for stress to develop. The issues arising include conflicting expectations between the university, staff, and students; lack of student understanding of the core discipline activities and culture; student levels of maturity; individual variation in response to learning situations, such as design studios, group work, or industry placements; and the university context and culture. In turn, these issues were often linked to miscommunication—that is, although concepts and issues were being addressed through interactions in the university context, what was being said or demonstrated was not what was being heard or understood and applied by the students. Miscommunication can be an instigator of stressful situations for students, and if this manifests in a negative way, students can experience physical, cognitive, and emotional issues that can alter their learning potential and enjoyment. For lecturers in contemporary universities, miscommunication is relevant, and a need to improve clarity and to foster shared meaning seems evident. Initially, a summary of background literature sets the scene for the study. Then, our action‐based methodology is outlined before discussing the issues identified and the implications they hold for learning and teaching as well as for future research. The findings are presented to also inform staff and curriculum designers involved in other creative professional courses such as design, architecture, performance, film, and interior design.

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A 21st-Century Art Room: The Remix ofCreativityand Technology

Cited by 24 publications

References 7 publications

Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education

Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education

Challenges In The Teaching Of Art Common Practices To Enhance Students’ Soft Skills Via Project-Based Learning

Understanding Student Perceptions of Stress in Creativity–Based Higher Education Programs: A Case Study in Interior Architecture

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