Creativity: What Are We Talking About?

Milbrandt, Melody K.; Milbrandt, Lanny

doi:10.1080/00043125.2011.11519105

Cited by 20 publications

(26 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Walter Gropius, the first rector of the Bauhaus, tried to create a genuine community of teachers and students who perform a common work oriented for the future. For the first time the student and the teacher co-created which was an alternative to the instructive method of traditional academic education in the field of applied art [4].…”

Section: Methodsmentioning

confidence: 99%

The Use of Interactive Technologies in the Training of Design Students at the Don State Technical University

Berdnik¹,

Клименко²,

Sayapina³

2019

Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019)

View full text Add to dashboard Cite

The article presents traditional models of teaching university students. The necessity of modernization of pedagogical technologies and approaches is substantiated in the context of changes in communication processes in the era of the information society. The author studies the historical experience of the first higher architectural and design school of Bauhaus, which laid the foundations of interactive technologies in art education. The importance of the pedagogical concepts of Bauhaus professors for development of design and the relevance of these concepts in modern design education are considered. Interactive teaching model is presented as the most effective method in the process of professional training of students-designers. In the article features and forms of this model are studied. As an example that demonstrates the diversity of implementation of its forms the experience of professional training of design students who study at the Don State Technical University is under investigation. Such interactive technologies as course design project, performance of independent works and creative tasks, public presentation of the project results are described. There are goals of the creative practice "workshop", the program of which is the author's development of the teachers of the University. The importance of attracting students to the preparation and conduct of cultural mass creative activities with the aim to increase the motivation of their educational activities is particularly emphasized. It is concluded that the interactive methods in education contribute to a high quality training of professionals and cultivation of their active citizenship.

show abstract

Section: Methodsmentioning

confidence: 99%

The Use of Interactive Technologies in the Training of Design Students at the Don State Technical University

Berdnik¹,

Клименко²,

Sayapina³

2019

Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019)

View full text Add to dashboard Cite

show abstract

“…Milbrandt began with a research study to identify teachers' desire for the inclusion of socially informed approaches in visual art classrooms (2002). Milbrandt followed the initial study with pedagogical articles exploring intersections between constructivist approaches and socially constructed curricula (e.g., Milbrandt, Felts, Richards, & Abghari, 2004), further research concerning attitudes toward incorporating issues of social justice (Milbrandt & Klein, 2008), and a theoretical proposal for the absorption of these topics within a redefinition of creativity (Milbrandt & Milbrandt, 2011). Milbrandt's articles are focused on broad topics of social justice rather than specific LGBT issues, but they present a potential model for those seeking the integration of LGBT-related research, theory and practice in the pages of NAfME's five journals.…”

Section: Discussionmentioning

confidence: 99%

Challenging the Canon: LGBT Content in Arts Education Journals

Freer¹

2013

Bulletin of the Council for Research in Music Education

View full text Add to dashboard Cite

A B S T R A C T The purpose of this study was to examine LGBT-related content across arts education journals in order to identify prevalence, themes, and trends. This study consisted of a content analysis of peer-reviewed articles appearing in the major journals affiliated with professional arts education associations in the United States. A total of 4,193 articles were published from 2000 to 2012 in the 11 journals, of which 70 (1.67%) included LGBT-related content. The percentage of LGBT-related content was steady over time. The most frequent LGBT themes in discipline-specific journal content related to pedagogy, the contributions of LGBT persons to art forms, gender, social justice, and homophobia. A more focused analysis included two pairs of long-running journals purposed for similar audiences and considered all article content since the journals' inception:Music Educators Journal (1914) and Art Education (1948); and the Journal of Research in Music Education (1953) and Studies in Art Education (1959). The emergence of LGBTrelated content, including letters to the editor, followed similar paths in the two practitioneroriented journals. Music education articles referencing LGBT topics appeared later and are less numerous than in other arts disciplines. Analysis suggests methodological issues to be addressed in future research studies and points toward strategies for introducing LGBT-related content where none has yet been published. C H A L L E N G I N G T H E C A N O N : L G B T C O N T E N T I N A R T S E D U C AT I O N J O U R N A L SFour articles associated with LGBT (lesbian, gay, bisexual, and transgender) topics have appeared in the Music Educators Journal since the first overt mention of sexual orientation was published in the journal's pages (Bergonzi, 2009). Since that time, national symposiums in 2010 and 2012 explored intersections between "LGBT Studies and Music Education." This is an opportune moment to examine LGBT-related content in our professional journals in order to establish a basis for historical scholarship and future research efforts.There is no published analysis of LGBT-related journal content in fields specific to teacher education or the arts. Researchers have conducted such analyses of academic journal content in other domains, with most situated in counseling, sociology, and psychology. Titles given to several of these studies include images of illumination as metaphorical descriptions for the emergence of LGBT-related content in professional journals. Phrases in these titles include "shedding light on thirteen years of darkness" (Blumer, Green, Knowles, & Williams, 2012), and "twenty years and still in the dark?" (Clark & Serovich, 1997). Other titles indicate a paucity of LGBTrelated content in both journals and education textbooks, including expressions such as "eight articles, eight journals, eight years" (Phillips, 2010) and "among the missing" (Van Voorhees & Wagner, 2002). Several articles have contained analyses of LGBTrelated issues in teacher education primers, with ...

show abstract

“…Repeal of government funding to tertiary institutions over the past twenty years has meant that many are repositioning themselves as providers of educational products (Clegg, 2008;Hargreaves & Shirley, 2009;Milbrandt & Milbrandt, 2011). As corporate and industrial interest in creativity is also increasing, universities are pressured to design and implement education and training programmes that develop creative skills and/or confer a creative edge (Milbrandt & Milbrandt, 2011).…”

Section: Limitations Of the Entrepreneurial Discoursementioning

confidence: 99%

“…As corporate and industrial interest in creativity is also increasing, universities are pressured to design and implement education and training programmes that develop creative skills and/or confer a creative edge (Milbrandt & Milbrandt, 2011).…”

Section: Limitations Of the Entrepreneurial Discoursementioning

confidence: 99%

Creativity in Science: Tensions between Perception and Practice

Schmidt¹

2011

View full text Add to dashboard Cite

Many countries are reviewing science education programmes and implementing new pedagogical paradigms aimed at reversing a trend of declining enrolments. A key factor in this decline is a public perception that science is not a creative endeavour. Attempts to reframe public perception tend to focus on primary and secondary schooling, but do little to address ongoing declines in quality and originality of intellectual output beyond the high-school environment. To overcome systemic devaluation of science requires appreciation of the complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors that drive human creativity. Viewing creativity from this perspective reveals tensions between perception and practice that limit opportunities for students, science educators and scientists. Resolving the tension requires integration of developmental, psychometric and sociocultural discourses of creativity in ways that generate opportunities for individuals at all levels of education and practice to: 1) acquire a high level of domain-specific knowledge; 2) practise application of that knowledge in developing solutions to problems across a gradient of difficulty and; 3) be challenged to integrate their knowledge of science with their knowledge of other fields to pursue and solve problems with personal relevance.

show abstract

Creativity: What Are We Talking About?

Cited by 20 publications

References 12 publications

The Use of Interactive Technologies in the Training of Design Students at the Don State Technical University

The Use of Interactive Technologies in the Training of Design Students at the Don State Technical University

Challenging the Canon: LGBT Content in Arts Education Journals

Creativity in Science: Tensions between Perception and Practice

Contact Info

Product

Resources

About