東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

How Does Creativity Take Shape in an...

Gamble, Shelagh.

Linked to FindBook

Google Book

Amazon

博客來

How Does Creativity Take Shape in an Arts Classroom? A Post-intentional and Arts-based Study on the Creation of Artwork.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Does Creativity Take Shape in an Arts Classroom? A Post-intentional and Arts-based Study on the Creation of Artwork./
Author:	Gamble, Shelagh.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	172 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13886934
ISBN:	9781085607636

How Does Creativity Take Shape in an Arts Classroom? A Post-intentional and Arts-based Study on the Creation of Artwork.
Gamble, Shelagh.

How Does Creativity Take Shape in an Arts Classroom? A Post-intentional and Arts-based Study on the Creation of Artwork. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 172 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ph.D.)--University of Minnesota, 2019.

This item must not be sold to any third party vendors.

How does creativity take shape in an arts classroom? This study explores art creation through the lens of students participating in an active painting, drawing and clay studio class. As an artist, a teacher and a researcher I am influenced by the constructs that surround me, and I myself am an influencer on my students as they create artwork. In recognizing these constructs, this exploration of an active arts room documents the embodiment of creativity in a selection of students. Utilizing Post-intentional phenomenological methods (Vagle, 2018) to photograph, interview and explore the students' process provides access into their world of creation. Using Arts-based research (Leavy, 2015) to respond and reflect on their creative processes allows me to produce artworks that embody my own responses to the phenomenon at play. Using ques from Deleuze and Guattari 's (1987) lines of flight, each student artist is represented in the form of a vignette, weaving together all forms of data from their experience, matched with my artistic creations. While the phenomenon of how creativity takes shape in an arts classroom may never be fully captured, this rhizomatic rendering of a fleeting manifestation can provide preservice educators a glimpse into the world of student art creation.

ISBN: 9781085607636Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Art education

How Does Creativity Take Shape in an Arts Classroom? A Post-intentional and Arts-based Study on the Creation of Artwork.
LDR:02537nmm a2200373 4500 001 2266430
005 20200612094446.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781085607636
035 $a (MiAaPQ)AAI13886934
035 $a AAI13886934
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gamble, Shelagh. $3 3543624
245 1 0 $a How Does Creativity Take Shape in an Arts Classroom? A Post-intentional and Arts-based Study on the Creation of Artwork.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 172 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
500 $a Advisor: Bequette, James.
502 $a Thesis (Ph.D.)--University of Minnesota, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a How does creativity take shape in an arts classroom? This study explores art creation through the lens of students participating in an active painting, drawing and clay studio class. As an artist, a teacher and a researcher I am influenced by the constructs that surround me, and I myself am an influencer on my students as they create artwork. In recognizing these constructs, this exploration of an active arts room documents the embodiment of creativity in a selection of students. Utilizing Post-intentional phenomenological methods (Vagle, 2018) to photograph, interview and explore the students' process provides access into their world of creation. Using Arts-based research (Leavy, 2015) to respond and reflect on their creative processes allows me to produce artworks that embody my own responses to the phenomenon at play. Using ques from Deleuze and Guattari 's (1987) lines of flight, each student artist is represented in the form of a vignette, weaving together all forms of data from their experience, matched with my artistic creations. While the phenomenon of how creativity takes shape in an arts classroom may never be fully captured, this rhizomatic rendering of a fleeting manifestation can provide preservice educators a glimpse into the world of student art creation.
590 $a School code: 0130.
650 4 $a Art education. $3 547650
650 4 $a Education. $3 516579
653 $a Art education
653 $a Arts-based research
653 $a Creativity
653 $a History of art education
653 $a Post-intentional phenomenology
653 $a Pre-service art educator
690 $a 0273
690 $a 0515
710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1024107
773 0 $t Dissertations Abstracts International $g 81-02A.
790 $a 0130
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13886934