Browsing by Subject "creativity"

Now showing 1 - 7 of 7
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    Art Therapy and Palliative Care
    (2016-10) King, Juliet
    According to the American Art Therapy Association, art therapy is a mental health profession in which clients, facilitated by the art therapist, use art media, the creative process, and the resulting artwork to explore their feelings, reconcile emotional conflicts, foster self-awareness, manage behavior and addictions, develop social skills, improve reality orientation, reduce anxiety, and increase self-esteem. This presentation reviews the tenets of art therapy as they apply to assessment and intervention with patients in palliative care.
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    Bring Back the Joy: Creative Teaching, Learning, and Librarianship
    (2010-12) Lamb, Annette; Johnson, Larry
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    Collaborative idea exchange and material tinkering influence families’ creative engineering practices and products during engineering programs in informal learning environments
    (Emerald, 2021) Kim, Soo Hyeon; Toomey Zimmerman, Heather; Library and Information Science, School of Informatics and Computing
    Purpose This paper aims to investigate how families’ sociomaterial experiences in engineering programs held in libraries and a museum influence their creative engineering practices and the creativity expressed in their products derived from their inquiry-driven engineering activities. Design/methodology/approach This research project takes a naturalistic inquiry using qualitative and quantitative analyses based on video records from activities of 31 parent–child pairs and on creativity assessment of products that used littleBits as prototyping tools. Findings Families engaged in two sociomaterial experiences related to engineering – collaborative idea exchange and ongoing generative tinkering with materials – which supported the emergence of novel ideas and feasible solutions during the informal engineering programs. Families in the high novelty score group experienced multiple instances of collaborative idea exchange and ongoing generative tinkering with materials, co-constructed through parent-child collaboration, that were expansive toward further idea and solution generation. Families in the low novelty score group experienced brief collaborative idea exchange and material tinkering with specific idea suggestions and high involvement from the parent. An in-depth case study of one family further illustrated that equal engagement by the parent and child as they tinkered with the technology supported families’ creative engineering practices. Originality/value This analysis adds to the information sciences and learning sciences literatures with an account that integrates methodologies from sociocultural and engineering design research to understand the relationship between families’ engagement in creative engineering practices and their products. Implications for practitioners include suggestions for designing spaces to support families’ collaborative idea exchange and ongoing generative tinkering to facilitate the development of creative engineering practices during short-term engineering programs.
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    How Intrapersonal Diversity Enhances Creativity: Leonardo da Vinci
    (Elsevier, 2019) Lion, Alex; Gunderman, Richard B.; Radiology and Imaging Sciences, School of Medicine
    Leonardo da Vinci died 500 years ago in 1519. One of the greatest polymaths in human history, in many ways he embodied a kind of diversity that contributed mightily to his creativity in areas integral to medicine, including anatomy, physiology, and pathology. To begin to understand and cultivate such diversity and creativity, we first need to contrast them with another understanding of diversity.
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    Quantifying Changes in Creativity: Findings from an Engineering Course on the Design of Complex and Origami Structures
    (ASEE, 2018-06) Hess, Justin L.; Rao, Anusha Sathyanarayanan; Fore, Grant; Wu, Jiangmei; Tovar, Andres; Anwar, Sohel; Mechanical and Energy Engineering, School of Engineering and Technology
    Engineering educators have increasingly sought strategies for integrating the arts into their curricula. The primary objective of this integration varies, but one common objective is to improve students’ creative thinking skills. In this paper, we sought to quantify changes in student creativity that resulted from participation in a mechanical engineering course targeted at integrating engineering, technology, and the arts. The course was team taught by instructors from mechanical engineering and art. The art instructor introduced origami principles and techniques as a means for students to optimize engineering structures. Through a course project, engineering student teams interacted with art students to perform structural analysis on an origami-based art installation, which was the capstone project of the art instructor’s undergraduate origami course. Three engineering student teams extended this course project to collaborate with the art students in the final design and physical installation. To evaluate changes in student creativity, we used two instruments: a revised version of the Reisman Diagnostic Creativity Assessment (RDCA) and the Innovative Behavior Scales. Initially, the survey contained 12 constructs, but three were removed due to poor internal consistency reliability: Extrinsic Motivation; Intrinsic Motivation; and Tolerance of Ambiguity. The nine remaining constructs used for comparison herein included: • Originality: Confidence in developing original, innovative ideas • Ideation: Confidence in generating many ideas • Risk Taking: Adventurous; Brave • Openness of Process: Engaging various potentialities and resisting closure • Iterative Processing: Willingness to iterate on one’s solution • Questioning: Tendency to ask lots of questions • Experimenting/exploring: Tendency to physically or mentally take things apart • Idea networking: Tendency to engage with diverse others in communicative acts • Observing: Tendency to observe the surrounding world By conducting a series of paired t-tests to ascertain if pre and post-course responses were significantly different on the above constructs, we found five significant changes. In order of significance, these included Idea Networking; Questioning; Observing; Originality; and Ideation. To help explain these findings, and to identify how this course may be improved in subsequent offerings, the discussion includes the triangulation of these findings in light of teaching observations, responses from a mid-semester student focus group session, and informal faculty reflections. We close with questions that we and others ought to address as we strive to integrate engineering, technology, and the arts. We hope that these findings and discussion will guide other scholars and instructors as they explore the impact of art on engineering design learning, and as they seek to evaluate student creativity resulting from courses with similar aims.
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    Research Report: Modifying Paradigms—Individual Differences, Creativity Techniques, and Exposure to Ideas in Group Idea Generation
    (2001-09) Garfield, Monica J.; Taylor, Nolan J.; Dennis, Alan R.; Satzinger, John W.
    In today's networked economy, ideas that challenge existing business models and paradigms are becoming more important. This study investigated how individual differences, groupware-based creativity techniques, and ideas from others influenced the type of ideas that individuals generated. While individual differences were important (in that some individuals were inherently more likely to generate ideas that followed the existing problem paradigm while others were more likely to generate paradigm-modifying ideas that attempted to change the problem paradigm), the exposure to paradigm-modifying ideas from others and the use of intuitive groupware-based creativity techniques rather than analytical groupware-based creativity techniques were found to increase the number of paradigm-modifying ideas produced
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    Understanding the Practices and the Products of Creativity: Making and Tinkering Family Program at Informal Learning Environments
    (ACM, 2019-06) Kim, Soo Hyeon; Toomey Zimmerman, Heather; Library and Information Science, School of Informatics and Computing
    This study investigates how families' sociomaterial experiences influence the creative practices of novel idea generation and feasible solution generation and the products during family workshops using littleBits as prototyping tools. We conceptualize creativity as a distributed and materially-grounded activity. Methods are interaction analysis on video-based accounts of 31 families' activities and creativity assessment metrics to analyze the novelty scores of families' products. We take an exploratory approach to understand families' sociomaterial interactions in high and low novelty score groups. Findings illustrate that collaborative idea exchange and ongoing generative tinkering with materials support the emergence of novel ideas and feasible solutions.