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Creativity in an arts integrated thi...

Hyatt, Susan.

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Creativity in an arts integrated third space: A case study of elementary school students in an international collaboration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Creativity in an arts integrated third space: A case study of elementary school students in an international collaboration./
Author:	Hyatt, Susan.
Description:	263 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3691799
ISBN:	9781321665819

Creativity in an arts integrated third space: A case study of elementary school students in an international collaboration.
Hyatt, Susan.

Creativity in an arts integrated third space: A case study of elementary school students in an international collaboration. - 263 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2014.

This qualitative case study examined the impact of an arts integrated international collaboration on elementary school students' creativity when the students were communicating and creating exclusively through a technological third space. Two organizations, one in the U.S. and one in Mexico, served as the sites for the case study. Five findings emerged from the study relating to the nature of creativity and two findings related to the impact on students' creativity when engaged in arts-integrated international collaboration. The findings for the first question were: 1. Students and teaching artists view creativity as a process that is reflexive and engaging, 2. When reflecting on their work, students and teaching artists see creativity as an interplay of ideas and are open to and capable of modifying their ideas to achieve creative results, 3. Creative work is relative to the individual and is directly correlated to both originality and effort, 4. Students and teaching artists value creativity as a means for both self-expression and communication, 5. A collaborative environment sets the stage for creative behavior in terms of inviting feedback, providing constructive criticism, and sharing ideas. For the second question relating to impact, the two findings were: 1. Teaching and learning in the third space becomes a recursive process, and 2. Students work in new modes of communication in order to bridge cultures.

ISBN: 9781321665819Subjects--Topical Terms:

547650
Art education.

Creativity in an arts integrated third space: A case study of elementary school students in an international collaboration.
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020 $a 9781321665819
035 $a (MiAaPQ)AAI3691799
035 $a AAI3691799
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hyatt, Susan. $3 3179045
245 1 0 $a Creativity in an arts integrated third space: A case study of elementary school students in an international collaboration.
300 $a 263 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Gail Burnaford.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2014.
520 $a This qualitative case study examined the impact of an arts integrated international collaboration on elementary school students' creativity when the students were communicating and creating exclusively through a technological third space. Two organizations, one in the U.S. and one in Mexico, served as the sites for the case study. Five findings emerged from the study relating to the nature of creativity and two findings related to the impact on students' creativity when engaged in arts-integrated international collaboration. The findings for the first question were: 1. Students and teaching artists view creativity as a process that is reflexive and engaging, 2. When reflecting on their work, students and teaching artists see creativity as an interplay of ideas and are open to and capable of modifying their ideas to achieve creative results, 3. Creative work is relative to the individual and is directly correlated to both originality and effort, 4. Students and teaching artists value creativity as a means for both self-expression and communication, 5. A collaborative environment sets the stage for creative behavior in terms of inviting feedback, providing constructive criticism, and sharing ideas. For the second question relating to impact, the two findings were: 1. Teaching and learning in the third space becomes a recursive process, and 2. Students work in new modes of communication in order to bridge cultures.
520 $a The findings suggested that as the students' creativity evolved throughout the collaboration, evidence of impact was noted in terms of the students' process of teaching and learning with their peers in a neighboring country and their process of developing new ways of working in a digital third space when writing or making art that would be shared with those peers.
520 $a Implications for future research include a need to examine the educational policies around teaching for global competence and creativity, as well as for examining policy on the use of arts integration as both an instructional strategy and as a means to connect students to the world around them.
590 $a School code: 0119.
650 4 $a Art education. $3 547650
690 $a 0273
710 2 $a Florida Atlantic University. $3 1017837
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 0119
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3691799