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- Genre: Art--Study and teaching (Secondary)--United States.
- Genre: Music--Instruction and study--Bibliography.
- Creators: Arizona State University
Description
Through the disciplines of art education, anthropology and psychology the researcher examined research-based traits and characteristics of the creative process among a second year Title 1 urban high school art class. Within the theoretical framework of social justice, this micro-ethnographic study explored exactly what teaching and learning to be creative implies and proposes a potential resolution for art teachers learning how to enhance teaching children how to think creatively. The research proposition is that student creativity occurs as a function of a series of interrelated factors including a nurturing classroom context, strong teacher-student dialogue, strategic questioning, purposeful incorporation of visual culture, and manipulation of content in favor of student interests within the culturally situated context of the art classroom. Navigating teacher-student relationships at moments of creative origination produced results indicating that the art teacher alone is the single most influential factor for enhancing creative outcomes in a classroom. Through incorporation of a variety of collaborative activities and comparative analysis of dissimilar content-driven projects generated evidence that artistic skills and creativity do not necessarily go hand-in-hand. The study finds that the artworks produced evidence based nuances of the creative traits of originality, fluency, flexibility, and elaboration in which profoundly varied in character depending on the content and the context. The study concludes that creativity cannot be strictly taught or learned, but rather that it can be enhanced through teacher nurturing and manipulation of content to encompass a socially intelligent uptake in the culture of art-making. Broader implications are suggested focusing on the significance of creative education and the impact it can have for educational systems, schools and undergraduate programs in art education. The researcher proposes an art education curriculum model that fosters both creative thinking and the unique learning needs of Title 1 urban students. The curriculum suggests the art teacher begin initial instruction by teaching students about the traits, characteristics and obstructions of creativity prior to teaching artistic skills sets to serve as a foundation of creative awareness from the start.
ContributorsForeman, Angela (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2014
Description
Until the second half of the 20th century, publications on breathing techniques for woodwinds have been scarce and often failed to adequately address this aspect of performance and pedagogy. It is through various sensory experiences and because of recent technological advances that academics recognize a gap in the existing literature and have since included studies using various methods, as well as modern technical devices and experiments into the woodwind literature and teaching. These studies have proven to be of great importance to confirm ideas and hypotheses on the matter.
The aim of this project is to collect woodwind journal publications into a meta-analysis, focusing specifically on the breathing techniques for woodwind instruments and provide a comprehensive annotated bibliography on the topic and its application. The project is limited to journal articles on breathing techniques applied for woodwinds only, and will not review literature discussing breathing from other perspectives or in a broader sense.
Major findings show that misconceptions and contradictions on the subject still exist. At the same time, they also highlight unique approaches used to help the learner overcome general and specific challenges while mastering the art of breathing.
The project highlights areas where future research on breathing would be encouraged and should be complemented by measured data. Such studies might include a woodwind specific examination of the relationship between the tongue and the soft palate, or analysis of how tension in the torso muscles influences the movement of the diaphragm, or how rhythmical breathing affects breath control and capacity, and finally a discussion on how larynx influences the air stream.
The aim of this project is to collect woodwind journal publications into a meta-analysis, focusing specifically on the breathing techniques for woodwind instruments and provide a comprehensive annotated bibliography on the topic and its application. The project is limited to journal articles on breathing techniques applied for woodwinds only, and will not review literature discussing breathing from other perspectives or in a broader sense.
Major findings show that misconceptions and contradictions on the subject still exist. At the same time, they also highlight unique approaches used to help the learner overcome general and specific challenges while mastering the art of breathing.
The project highlights areas where future research on breathing would be encouraged and should be complemented by measured data. Such studies might include a woodwind specific examination of the relationship between the tongue and the soft palate, or analysis of how tension in the torso muscles influences the movement of the diaphragm, or how rhythmical breathing affects breath control and capacity, and finally a discussion on how larynx influences the air stream.
ContributorsJevtic-Somlai, Csaba (Author) / Spring, Robert (Thesis advisor) / Gardner, Joshua (Thesis advisor) / Humphreys, Jere (Committee member) / Suzuki, Kotoka (Committee member) / Arizona State University (Publisher)
Created2019