The affectively constituted dimensions of creative interthinking

Vass, Éva; Littleton, Karen; Jones, Ann; Miell, Dorothy

doi:10.1016/j.ijer.2014.02.004

Cited by 20 publications

(50 citation statements)

References 15 publications

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“…Creative ideas are not only original and unexpected, but also socially appropriate and situationally reasonable to meet the task constraints (Eteläpelto & Lahti, 2008;Sternberg, 2003, Vass et al, 2014. Creativity can also refer to putting together seemingly unrelated ideas, perceptions, domains and contexts, which have no previously established meaningful connection (Koestler, 1964;Vass et al, 2014).…”

Section: Creative Collaboration To Foster Interactionmentioning

confidence: 99%

“…In more divergent tasks, reasoning is not necessarily made visible in the form of explicit argument, but rather, such tasks support 'coconstructive talk' typically referring to chaining, integrating, elaborating and/or reformulating each other's contributions to negotiate meaning (Rojas-Drummond et al, 2010). However, because conscious analytic talk tends to break the collective flow experience, rationally-constituted explicit reasoning is typically evidenced in evaluative episodes (Vass et al, 2014).…”

Section: Collaborative Creative Processingmentioning

confidence: 99%

“…Mediated by language, creative collaboration and its intermental, interactive processes thus necessitate productive interaction (Vass, Littleton, Jones, & Miell, 2014). Contemporary work, examining non-presentational modes of meaning-creation (such as music, dance, and drama), has increasingly emphasized embodied approaches to creativity and creative collaboration.…”

Section: Introductionmentioning

confidence: 99%

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Intercreating in the context of learner-generated DV production

Palmgren-Neuvonen

Korkeamäki

Littleton

2017

Thinking Skills and Creativity

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In this article we define and conceptualize the notion of 'intercreating' and how the notion relates to interthinking. This new characterization of the processes of collective creativity emerges from an empirical study, reported here, examining how intercreating was constituted in interaction between primary-aged learners who were working in groups to create digital video (DV) stories. The study focuses on one group, comprising three girls and two boys.Whilst the context of DV production was motivating for the members, their differing ideas regarding 'violent' versus 'soft' themes (representing their different lifeworlds) appeared to provoke conflicts. Despite initially disputational and superficial interactions, the group was subsequently able to negotiate joint strategies, constraints and norms and to establish and sustain intersubjectivity -which in turn appeared to be a prerequisite for intercreating. In this open-ended fictive DV task, there was relatively little common ground that could provide an initial basis for discussion and the suggestions made were accepted or rejected according to implicit, tacitly shared criteria. There was little evidence of explicit reasoning in talk; the norms and constraints in play related to the school-based nature of the task and it was these that were used as justifications for ideas or possible solutions. As pedagogical solutions, sub-tasks with tangible goals and the requirement to establish consensus on ideas seemed to facilitate and enhance group discussion. We suggest that intercreating, in the context of divergent fictive content creation, can be defined as a process involving shared meaning-making and group flow.

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Section: Creative Collaboration To Foster Interactionmentioning

confidence: 99%

Section: Collaborative Creative Processingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Intercreating in the context of learner-generated DV production

Palmgren-Neuvonen

Korkeamäki

Littleton

2017

Thinking Skills and Creativity

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“…These approaches predominantly have a language focus, with an almost exclusive interest in defining and promoting educationally valuable classroom discourse. In the process, the affectively constituted and embodied dimensions of joint meaning making and intersubjectivity (the kind of playful, somatic resonance described in the Prologue) are sidelined (Vass et al 2014).…”

Section: Conceptual Vistasmentioning

confidence: 99%

“…In my earlier work (Vass et al 2014, Vass et al 2008Vass 2007), I problematised such overemphasis on explicit argumentation and visible reasoning, arguing that intersubjectivity and sharedness may be constituted via strategies that go beyond logic. I also noted the need to extend our assumptions about what such successful togetherness entails and how it is achieved.…”

Section: Embodied Intersubjectivities and Dialogic Spacementioning

confidence: 99%

Musical Co-creativity and Learning—the Fluid Body Language of Receptive-Responsive Dialogue

Vass

2018

Hu Arenas

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This article explores how a musical awareness of natural bodily form as an expression of receptive-responsive relationship between stillness and movement can contribute to co-creative dialogue and deep learning that reaches beyond the often superficial knowledge and praxis of intellectually constituted thought and language. It will draw especially on findings from research on the Kokas pedagogy an experiential extension of the Kodaly method of music education combining improvised movement and collective reflection. These findings highlight how the physical dimensions of this pedagogy cultivated new, embodied modes of creative ideation and connectivity, presenting unique challenges and opportunities in the observed educational contexts.Keywords Embodied dialogue . Knowledge as encounter . Creative presence . Flow . Focused attention Prologue I am a researcher of education. My earlier studies focused on children's collaborative learning in the classroom. Trained as a linguist, my specialisation and passion had been the study of talk, which involved recording and analysing paired discourse. As I was transcribing, I was often struck by the synchronicity of children's body movement as they talked their way through paired activities. I marvelled at their collaborative 'dance' as they shared ideas through talk. It appeared that, just by looking at language-based communication, I was missing out on something special. One image has particularly stuck in my memory: two 9-year-old boys engrossed in writing a shared story, and swaying like trees together, from side to side. I Human Arenas (2018) 1:56-78 https://doi

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The Influence of Grouping on Young Students’ Learning While Coding: An Analysis of Talk in Different Pair Arrangements

Falloon

2022

STEM, Robotics, Mobile Apps in Early Childhood and Primary Education

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The affectively constituted dimensions of creative interthinking

Cited by 20 publications

References 15 publications

Intercreating in the context of learner-generated DV production

Intercreating in the context of learner-generated DV production

Musical Co-creativity and Learning—the Fluid Body Language of Receptive-Responsive Dialogue

The Influence of Grouping on Young Students’ Learning While Coding: An Analysis of Talk in Different Pair Arrangements

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