Interrelations in the Development of Primary School Learners’ Creative Imagination and Creative Activity When Depicting a Portrait in Visual Art Lessons

Šļahova, Aleksandra; Volonte, Ilze; Čačka, Māris

doi:10.1515/dcse-2017-0008

Cited by 4 publications

(1 citation statement)

References 25 publications

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“…These are all virtues which are not only a key objective in Art Education, but which, according to Berner (2018) and SalÓte (2015) are basic competences when it comes to future-oriented and sustainable learning. In the creative process, people do not only reflect on the present, they also refer to the future and create an image of something new, something that has not existed before (SÔahova, 2017). Skills and abilities, such as developing problem solving strategies, taking responsibility for oneís own actions and initiative, as well as innovativeness, willingness to take risks and gaining greater self-confidence (Lindner, 2018) are of central importance in entrepreneurship education as well as in Human Rights Education and in Art Education.…”

Section: Strengthening Creativity As a Key For Innovationmentioning

confidence: 99%

Social Entrepreneurship Education in Art Education of Future Primary School Teachers

Fernbach

2020

Discourse and Communication for Sustainable Education

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AbstractAs a part of the Art Education course, students of the primary school education develop competences in Art Education, Social Entrepreneurship Education and Human Rights Education (one sequence). For the students, a learning environment is created which is characterized by an artistic approach and input as well as by cooperative teamwork in the field of Social Entrepreneurship Education (SEE) and Human Rights Education (HRE). The focus lies on the development of creativity and on the awareness of sustainability as well as the experience of self-efficacy and the fostering of strategies that enable a change of perspective in order to arrive at innovative ideas. Common objectives of the three educational disciplines and connecting points within these three areas are analyzed.

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Section: Strengthening Creativity As a Key For Innovationmentioning

confidence: 99%

Social Entrepreneurship Education in Art Education of Future Primary School Teachers

Fernbach

2020

Discourse and Communication for Sustainable Education

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Enhancing Creative Imagination Ability in Early Childhood: A Study on Differential Learning Assisted with Loose Parts Media and Social Skills

Purwati,

Astawan,

Antara

2024

PAUD

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Developing early childhood creative imagination skills in the learning process is very important. However, there are not many efforts to implement learning models that can support the development of students' creative imagination abilities. This study aims to analyze the effect of differentiated learning aided by loose parts media and social skills on creative imagination ability, as well as whether learning models and social skills interact with creative imagination ability. The method used in this research is a quasi-experiment with a post-test-only control group design. The data collection instrument for social skills and creative imagination ability used observation sheets with a scale of 1-4. Quantitative data obtained were analyzed with a two-way ANOVA. The results showed that differentiated learning assisted by loose parts media significantly affected creative imagination ability, while social skills had no significant effect. There is an interaction between differentiated learning models assisted by loose parts media and social skills on students' creative imagination ability. There was an increase in creative imagination ability in the group of students who follow differentiated learning aided by loose parts of media with high social skills.

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Entrepreneurship Education for a Sustainable Future

Lindner

2018

Discourse and Communication for Sustainable Education

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Entrepreneurs keep our economy and society vibrant by implementing new ideas, which is why our society needs people with entrepreneurship competences. The development of our entrepreneurship competences does not begin with the start of our professional lives, but is initiated in earlier phases of our socialisation. Entrepreneurship education can trigger and support this process. A common goal of entrepreneurship education is to strengthen entrepreneurs with value orientation for a sustainable society. All entrepreneurs of the future are in school today, the nature of their value-oriented education and their willingness to participate is shaped by today’s learning. This article provides information about entrepreneurship education, with a focus on Entrepreneurial Challenge-Based Learning for a sustainable future. Entrepreneurial Challenge-Based Learning touches on the basic personal and social issues of responsibility and autonomy and is intended to foster a culture of solidarity in our society.

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Interrelations in the Development of Primary School Learners’ Creative Imagination and Creative Activity When Depicting a Portrait in Visual Art Lessons

Cited by 4 publications

References 25 publications

Social Entrepreneurship Education in Art Education of Future Primary School Teachers

Social Entrepreneurship Education in Art Education of Future Primary School Teachers

Enhancing Creative Imagination Ability in Early Childhood: A Study on Differential Learning Assisted with Loose Parts Media and Social Skills

Entrepreneurship Education for a Sustainable Future

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