Fostering creative performance in art and design education via self-regulated learning

Greene, Jeffrey A.; Freed, Rebekah; Sawyer, R. Keith

doi:10.1007/s11251-018-9479-8

Cited by 44 publications

(46 citation statements)

References 60 publications

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“…This kind of learning approach is likely to limit students' creativity development and inspiration (Li et al., 2018; Petsilas et al., 2019; Risner, 2017). Consequently, researchers have indicated the importance of incorporating effective strategies into performing arts or design courses to encourage students to observe and reflect as well as to think from diverse angles so as to foster their creativity (Greene et al., 2019; Sawyer, 2017).…”

Section: Background and Motivationmentioning

confidence: 99%

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

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In most performing classes, such as dance or performing arts, students passively follow the scripts or demonstration provided by the teacher, and focus on imitating the acts and practicing repeatedly. Although researchers have begun trying out flipped learning to provide students with opportunities for self‐learning and to increase the time for in‐class collaborative learning and interactions, students’ performing creativity is generally ignored. As a result, the present study proposes a creative problem solving‐based flipped learning (CPS‐based flipped learning) approach to guide students to comprehend the pre‐class materials and to develop their creativity through creative thinking. Moreover an experiment was conducted in a choreography activity of a dance course. A total of 125 university students were recruited and divided into the CPS‐based flipped learning (CPS‐FL) group, the conventional flipped learning (FL) group, and the conventional technology‐based learning (TBL) group for an 18‐week teaching experiment. The results showed that the CPS‐based flipped learning approach could significantly increase students' choreography creativity, dance skills and creative thinking tendency. In addition, the FL group also outperformed the TBL group on choreography creativity and dance skills. No significant differences between the three groups’ collaboration tendency could be found. Lastly, from the students' feedback, it was learned that the CPS‐based flipped learning approach was conducive to stimulating students' inspiration for creation, enhancing their ability to appreciate dance programs and improving their implementation and practice abilities. What is already known about this topic In traditional performing classes, students generally passively follow the examples of demonstration provided by the teacher and focus on repetitive practice. Flipped learning enables students to have more opportunities to practice and interact with peers and the teacher in the class. In flipped learning, proper learning design could be beneficial to increasing students' creativity. What this paper adds A creative problem solving‐based flipped learning approach is proposed. An experiment was conducted in a university dance course to evaluate the impacts of the proposed approach. In addition to performing skills, the proposed approach enhanced the students' creativity performances and learning perceptions. Implications for practice and/or policy Creative problem solving‐based flipped learning has great potential in promoting students’ Creative thinking. Such a learning approach could bring novel ideas into the fields related to creative thinking in addition to arts or performing art courses.

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Section: Background and Motivationmentioning

confidence: 99%

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

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“…Fifth, Greene, Freed [39] highlighted the need for future studies on learning outcomes in HEIs and their effect on creative performance. Creative performance is a social process, involving interpersonal interactions between a person and relationship partners including their immediate environment [40].…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, in this study, creative self-efficacy is important for research academics while leadership/supervisor support encourages administrative personnel to excel in their field. Additionally, HEIs also need to channelize creative performance in their immediate individuals i.e., students, academicians and administrative professionals [39,42]. Enacting and maintaining creative performance is essential to HEIs, to hold a competitive advantage among institutions [5].…”

Section: Introductionmentioning

confidence: 99%

Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

Shafait

Khan²,

Bilan

et al. 2021

PLoS ONE

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Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

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“…Sawyer (2011) concluded that cognitive neuroscience has the potential to contribute a valuable perspective to creativity researchers and teachers. Almost a decade later, Greene, Freed, and Sawyer (2019), who have a continuous and well‐respected record of research in this field, are convinced of the advantages of collaboration between cognitive neuroscientists, creativity researchers, and creativity and design educators to help advance understanding and education, and build applications that incite creative thinking and behaviors in schools and the workplace. They stress the importance of teaching and learning how to activate types of creative thinking (e.g., creative insight, hypothesis generation, story generation, story arcing, mind wandering, etc.…”

Section: Neuroscience Meets Design and Leadershipmentioning

confidence: 99%

“…They stress the importance of teaching and learning how to activate types of creative thinking (e.g., creative insight, hypothesis generation, story generation, story arcing, mind wandering, etc. ), and advise: “Continued interdisciplinary collaboration has the potential to further advance our understanding of the mental processes and structures associated with creative thought and behaviour” (Greeneet al, 2019, p. 130).…”

Section: Neuroscience Meets Design and Leadershipmentioning

confidence: 99%

Creative Leadership: Design Meets Neuroscience to Transform Leadership

Gheerawo

Flory²,

Ivanova

2020

Design Management Journal

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Creative Leadership (CL) is a tripartite leadership model that has been developed and pioneered by Rama Gheerawo, Director of The Helen Hamlyn Centre for Design at London’s Royal College of Art. It evolved over the last decade through observation and experience of the limitations of hierarchical models of leadership across a diverse range of sectors. During this time, the three Creative Leadership attributes of empathy, clarity, and creativity have been explored through a range of primary and secondary research methods. The next stage of research and development involves a multidisciplinary convergence of design thinking with neuroscience that relates to brain plasticity, neural connectivity, and emotional intelligence theory. The aim is to develop a comprehensive grid of key performance indicators of CL. Dr. Melanie Flory, neuroscience project partner, explains that the three attributes are learnable and correlate positively with well‐being‐sustaining values and behaviors in individuals and groups. When the cognitive, emotional, and behavioral aspects of these traits are identified and understood, a three‐dimensional complementary feedback loop of learn–retain–apply can ensue through experiential learning and development. This positioning paper presents the evolution, scope, and applications of CL alongside a discussion of the emerging opportunities for novel design–neuroscience intersection relating to personal, leadership, and organizational development, growth, and transformation. It also reflects on the pandemic context of 2020.

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Fostering creative performance in art and design education via self-regulated learning

Cited by 44 publications

References 60 publications

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

Creative Leadership: Design Meets Neuroscience to Transform Leadership

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