Taking Digital Creativity to the Art Classroom: Mystery Box Swap

Shin, Ryan

doi:10.1080/00043125.2010.11519060

Cited by 19 publications

(9 citation statements)

References 8 publications

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“…Examples of the observational mode may be seen in the performing arts through mechanisms of artistic direction, teaching, and audience feedback, in the visual or fine arts through the reactions to and critiques of the work produced, or in writing in the editorial process and in reader feedback (Shin, 2010). This mode can find political form in review panels and funding bodies that evaluate the worth of creative products.…”

Section: A Model Of Creativity: Three Connected Modesmentioning

confidence: 99%

Three Modes of Creativity

Creely

Henriksen

Henderson

2020

Journal of Creative Behavior

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This article is an ontological investigation of the term creativity, to suggest a model that infuses key philosophical and critical perspectives. This article proposes that creativity has three modes of existence or ways of being in the world: the Visceral (embodiments), the Ideational (mind and conceptual), and the Observational (appreciation, critical, and evaluative). We view creativity synergistically as representing both the individual creative experience and output, in conceptual and embodied ways—and also what externally shapes, enhances, and constrains creative experience. Technologies, as tools to think or create with, often mediate the operation of these three modes. We discuss each mode, instantiating it in an educational exemplar, and also engage with issues of power, discourse, and gatekeeping over what is deemed to be creative in education. Our discussion examines the rhetoric around the term, as well as issues of access to technologies that afford creativity. This tri‐modal model of creativity offers an interdisciplinary framework to complement existing models for understanding creativity.

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Section: A Model Of Creativity: Three Connected Modesmentioning

confidence: 99%

Three Modes of Creativity

Creely

Henriksen

Henderson

2020

Journal of Creative Behavior

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“…Much research shows the importance of peer-assisted learning and group collaboration during the creative process (Bryant, 2010;Hooker, Nakamura, & Csikszentmihalyi, 2014;Shin, 2010;Sowden, Clements, Redlich, & Lewis, 2015;Zimmerman, 2009). "Often creative forms of work and creative ideas are forged within a small group of colleagues" (Hooker et al,p.220).…”

Section: Problem-solving and Findingmentioning

confidence: 99%

“…According to Bryant, students like to ask each other for help, and collaboration empowers students in the class. Moreover, peer-assisted learning provides a milieu for divergent thinking, which is key to the creative thinking process (Sowden et al, 2015;Shin, 2010). Sawyer suggests that group collaboration needs to start from detail.…”

Section: Problem-solving and Findingmentioning

confidence: 99%

“…When asked during the final class discussion if they learned something new in this project, the students stated that they had learned virtual world planning, construction, and scripting. The students said that they gained knowledge through the experience of working with the technology (Freedman, 2010;Shin, 2010;Zimmerman, 2009;Marshall, 2005). However, many of the students had not developed any content knowledge about ecosystems prior to the final class discussion.…”

Section: Creativity In Using Technologymentioning

confidence: 99%

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Virtual World Construction and The Relationship to Creativity in Art Education / Construction de mondes virtuels et lien avec la créativité en éducation artistique

Han

2019

CRAE

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This paper presents findings from a participatory observational case study with a perspective on creativity. In this research, high school students from Vancouver, Canada, worked in the virtual world of VCER (Virtual Commons for Education and Research), an Open Simulator, to create an ecosystem. The main research question of this study was: How can the virtual world creation process foster student creativity? The sub-questions were 1. How do students express their creativity through the virtual world creation process? And 2. What can teachers do to further student creativity?Keywords: Virtual worlds; Creativity; Technology. Résumé : Cet article présente les résultats d’une étude d’observation participative axée sur la créativité. Des étudiants du secondaire, basés à Vancouver au Canada, ont exploité le monde virtuel du VCER (Virtual Commons for Education and Research) pour créer un écosystème. Cette étude posait essentiellement la question suivante : en quoi la création de mondes virtuels favorise-t-elle la créativité chez les étudiants ? Les questions subséquentes étaient les suivantes : 1. Comment les étudiants expriment-ils leur créativité par la construction de mondes virtuels ? et 2. Que peuvent faire les enseignants pour promouvoir la créativité des étudiants ?Mots-clés : mondes virtuels, créativité, technologie.

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“…Yurt dışındaki görsel sanatlar eğitiminde sanatsal yaratım sürecini konu alan çalışmalar değerlendirildiğinde araştırmaların; dijital ve çevrimiçi görsel sanat uygulamaları (Black ve Brownıng, 2011;Samah, Hussin ve Putih, 2016;Shın, 2010;) ve performans sanatı (Horn, 2009) gibi çağdaş sanat uygulamalarına yönelik içeriklere sahip oldukları görülmektedir. Ayrıca yurtdışı araştırmalarında; farklı yaş düzeylerine ait sanatsal yaratım süreçlerinde, yaratıcılık, motivasyon (Rostan, 2010) gibi çeşitli değişkenlerin etkileşimleri incelenmektedir.…”

Section: Introductionunclassified

Resim İş Öğretmenliği Öğrencilerinin Sanatsal Yaratım Süreçleri

Baş

Kaptan

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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This study which aims at revealing the artistic creation process in art painting workshop lessons in art teaching program, is a qualitative study which was designed as descriptive survey. The study group consists of 12, 4th grade art teaching students in the Department of Fine Arts, in Karadeniz Technical University. In this study, the qualitative data was collected with open-ended questionnaire and focus group discussion. After administering open-ended questions in the survey that was prepared for the study, it was aimed at obtaining more detailed information about the students' artistic creations via focus group interview. According to the results of the study, present skills, background, psychology, emotions, motivation, desire and eagerness of the person who realizes artistic creation are the important factors that affect their artistic creation. It was also concluded that the individual have two main problems which are instability in having an idea and difficulty in conveying the idea during the artistic creation process. Besides, it was also established that the 4th grade students in art teaching in the study, pay attention mostly to the visual stylistic aspect of the work of art in their studies in the art painting workshop lessons.

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Taking Digital Creativity to the Art Classroom: Mystery Box Swap

Cited by 19 publications

References 8 publications

Three Modes of Creativity

Three Modes of Creativity

Virtual World Construction and The Relationship to Creativity in Art Education / Construction de mondes virtuels et lien avec la créativité en éducation artistique

Resim İş Öğretmenliği Öğrencilerinin Sanatsal Yaratım Süreçleri

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