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Journal articles on the topic 'Action creativity'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Pesut, Daniel J. "Creativity and Innovation: Thought and Action." Creative Nursing 19, no. 3 (2013): 113–21. http://dx.doi.org/10.1891/1078-4535.19.3.113.

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The purpose of this article is to discuss the significance of creativity and innovation in contemporary health care contexts, and to provide nurses and other health care professionals with models, resources, and ways of thinking about creativity that informs the development of an innovation-action and creative thinking mind-set. As the complexity of health care and nursing escalates, health care providers are challenged to think more creatively and develop innovations that advance the knowledge, learning, and service contributions of their discipline to the health care enterprise. Nursing requires creative thought and innovative action in service of the greater good.

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2

Burger, Thomas, and Hans Joas. "The Creativity of Action." Contemporary Sociology 27, no. 1 (January 1998): 109. http://dx.doi.org/10.2307/2654760.

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Manke, Leona J. "Solitary Freedom--Creativity in Action." English Journal 84, no. 4 (April 1995): 64. http://dx.doi.org/10.2307/819770.

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CASELLI, RICHARD J. "Biological Differences Bring Action to Creativity." Clinical Neurology News 7, no. 6 (June 2011): 3. http://dx.doi.org/10.1016/s1553-3212(11)70118-2.

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Sawyer, R. Keith. "Creativity as mediated action: A comparison of improvisational performance and product creativity." Mind, Culture, and Activity 2, no. 3 (June 1995): 172–91. http://dx.doi.org/10.1080/10749039509524698.

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Wiharyanti, Wiharyanti. "Upaya Pengembangan Kreativitas Dalam Pembelajaran Matematika dengan Metode Pertanyaan Terbuka, Penemuan dan Diskusi." JKPM (Jurnal Kajian Pendidikan Matematika) 3, no. 2 (September 1, 2018): 123. http://dx.doi.org/10.30998/jkpm.v3i2.2765.

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<div><em>This study aims to obtain an overview or description of how the process of learning mathematics with the method of open questions, discovery, and discussion can develop the creativity of students of class 1 semester 1 of SMA N 1 Kasihan Bantul. This research is a classroom action research consisting of two cycles. Each cycle is carried out with steps of planning, action, observation and reflection. Data to describe how the process of learning mathematics by the method of open questions, discovery, and discussion can develop student’s creativity obtained from field notes and observations. Data from the student creativity questionnaire to strengthen the description. Tests at the end of each cycle are used to support the results of the study. The actions taken in both cycles have been able to develop students' creativity. This is reinforced by the results of the analysis of the questionnaire. The average level of student creativity has increased, before the action, the average total score of students' creativity 36.068 is included in the category enough, after cycle I the average total score of student creativity is 48.205 included in the good category, and at the end of cycle II on average the total score of 52.97 students' creativity is included in the good category.</em></div>

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Sherrill, Claudine. "Fostering Creativity in Handicapped Children." Adapted Physical Activity Quarterly 3, no. 3 (July 1986): 236–49. http://dx.doi.org/10.1123/apaq.3.3.236.

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The purpose of this paper is to increase awareness of creativity as a goal of adapted physical education, to describe assessment techniques, and to suggest instructional approaches for developing creativity in the movement setting. Creative behaviors that can be developed in handicapped children and youth include fluency, flexibility, originality, elaboration, risk-taking, courage, curiosity, and imagination. Research on creativity and handicapped children is identified and cited. Assessment instruments reviewed are Torrance Tests of Creative Thinking, Wyrick Test of Motor Creativity, Torrance Test of Thinking Creatively in Action and Movement, TWU Motor Creativity Rating Scale, and Brennan Test of Creative Motor Performance. Instructional approaches described are dance and movement education, games analysis intervention, and shared decision-making versus teacher decision-making. Also discussed are modeling and the influence of specific teaching behaviors on handicapped children’s classroom responses.

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Kadir, Fitriani. "Pengaruh Self Action dan Self Efficacy terhadap Kreativitas Mahasiswa dalam Kegiatan Praktikum Fisika Dasar Jurusan Pendidikan Fisika." Jurnal Pendidikan Fisika 6, no. 3 (August 24, 2018): 295–301. http://dx.doi.org/10.26618/jpf.v6i3.1505.

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Penelitian ini bertujuan mengetahui sejauh mana self action dan self efficacy mahasiswa dalam kegiatan praktikum dan untuk mengetahui apakah terdapat pengaruh antara self action dan self efficacy terhadap kreativitas mahasiswa dalam kegiatan praktikum Fisika Dasar Jurusan Pendidikan Fisika Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar. Jenis penelitian ini adalah penelitian deskriptif regresional, dimana penelitian ini berusaha mengambarkan pengaruh self action dan self efficacy terhadap kreativitas mahasiswa dalam kegiatan praktikum fisika dasar. Instrumen penelitian yang digunakan adalah angket dan lembar observasi. Simpulan yang diperoleh ialah terdapat pengaruh yang signifikan antara self action dan self efficacy terhadap kreativitas mahasiswa dalam kegiatan praktikum Fisika Dasar Jurusan Pendidikan Fisika Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar.Kata kunci: Aksi Diri, Keyakinan Diri, Kreativitas This study is to determine the extent of self-action and self-efficacy of students in practicum activities and to determine whether there is an effect of self-action and self-efficacy on students` creativity in basic physics practicum Majoring in Physics Education, Faculty of Tarbiyah and Teacher Training UIN Alauddin Makassar. The type of this research is descriptive regression, which attemps to describe the effect of self-action and self-efficacy on students` creativity in basic phyhsics practicum activities. The research instruments used were questionnaires and observation sheets. The conclusions are thet there is a significant effect between self-action and self-efficacy on students` creativity in basic physics practicum Majoring in Physics Education, Faculty of Tarbiyah and Teacher Training UIN Alauddin Makassar.Keywords: Self Acton, Self Efficacy, Creativity

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Mamma, Agustinus Tandilo, and Sirjon Sirjon. "IMPROVING CHILDREN'S CREATIVITY THROUGH ENVIRONMENTAL EXPLORATION ACTIVITIES." Journal of Early Childhood Education (JECE) 3, no. 1 (August 30, 2021): 31–41. http://dx.doi.org/10.15408/jece.v3i1.20230.

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This study aimed to increase children's creativity by exploring the natural surroundings of group A children at TK Tunas Dansari Dosay, Jayapura Regency. The subjects of this study were 15 children. This research is a classroom action research method using the action model from Kemmis and Mc Taggart. Data collecting was observation and documentation—data analysis using qualitative descriptive analysis. The results showed an increase in the creativity of group A children in TK Tunas Dansari Dosay. The research data showed that before the action, the average group value was 45.55%. After being given action cycle I, the average result was 55.55%; action II amounted to 63.33% and increased in action III 67.22%. In cycle II, an action I increased to 71.67%, action II increased to 75.55%, and action III increased to 81.10%. Based on these data, exploring the surrounding nature can increase the creativity of group A children at TK Tunas Dansari Dosay, Jayapura Regency.

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Domínguez Iglesias+, Aida, Mª Pino Díaz Pereira, and Aurora Martínez Vidal. "Estudio comparativo de los niveles de creatividad motriz en practicantes y no practicantes de expresión corporal (Comparative study of the levels of motor creativity practitioners and non-practitioners of body language)." Retos, no. 26 (March 5, 2015): 56–59. http://dx.doi.org/10.47197/retos.v0i26.34399.

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El objetivo de este trabajo es analizar la relación entre la práctica de actividades de expresión corporal y la creatividad motriz. Para medir los niveles de creatividad motriz se administró una adaptación del test Thinking Creatively in Action and Movement de Torrance (1981a, 1981b) a una muestra de 22 alumnos de Educación Primaria practicantes y no practicantes de actividades de expresión corporal. Los datos obtenidos indican que los niveles más elevados de creatividad corresponden al grupo de practicantes en fluidez, flexibilidad, originalidad y expresividad, encontrándose diferencias significativas en todos los indicadores excepto en originalidad. Los resultados parecen sugerir que las actividades de expresión corporal favorecen la capacidad creativa del alumnado. Palabras clave: expresión corporal, creatividad motriz, desarrollo, educación física.Abstract: The objective of this study is analyze the relation between the practice of bodily expression activities and motor creativity. In order to evaluate the motor creativity levels we use an adaptation of the test Thinking creatively in Action and Movement (Torrance,1981a, 1981b) in 22 participants of Primary Education practising and no practising of bodily expression. The dates obtained show that the higher levels of creativity are in the practising group for fluency, flexibility, originality and expression, finding significative diferences in all the creative indicators except originality. Our results seem demostrate that bodily expression activities contribute to develop creative capacitie of pupils. Keywords: bodily expression, motor creativity, development, physical education.

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Weik, Elke. "Introducing "The Creativity of Action? Into Institutionalist Theory." M@n@gement 15, no. 5 (2012): 564. http://dx.doi.org/10.3917/mana.155.0564.

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Wyse, Dominic, and David Spendlove. "Partners in creativity: action research and creative partnerships." Education 3-13 35, no. 2 (May 2007): 181–91. http://dx.doi.org/10.1080/03004270701312034.

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13

Calhoun, Craig. "Symposium on Hans Joas's The Creativity of Action." Sociological Theory 16, no. 3 (November 1998): 282. http://dx.doi.org/10.1111/0735-2751.00057.

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Kuryel, Aylin, and Begüm Özden Fırat. "Creativity in Action: Counter-Spectacles and Affective Collectives." Parallax 19, no. 2 (April 2013): 38–52. http://dx.doi.org/10.1080/13534645.2013.778495.

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Hexham, Irving, W. Arens, and Ivan Karp. "Creativity of Power: Cosmology and Action in African Societies." International Journal of African Historical Studies 23, no. 3 (1990): 566. http://dx.doi.org/10.2307/219639.

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Siegel, Brian, W. Arens, and Ivan Karp. "Creativity of Power: Cosmology and Action in African Societies." African Studies Review 34, no. 1 (April 1991): 120. http://dx.doi.org/10.2307/524260.

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Kimoto, Diane M., Jenny Frasco, Lorne Mulder, and Sylvia Tsitsi Juta. "Operation PSA: The Action Learning of Curiosity and Creativity." Journal of Public Affairs Education 15, no. 3 (September 2009): 361–82. http://dx.doi.org/10.1080/15236803.2009.12001566.

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Zeitlyn, David, W. Arens, and Ivan Karp. "Creativity of Power: Cosmology and Action in African Societies." Man 26, no. 2 (June 1991): 359. http://dx.doi.org/10.2307/2803850.

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Goodman, Felicitas D., W. Arens, and Ivan Karp. "Creativity of Power: Cosmology and Action in African Societies." Journal for the Scientific Study of Religion 30, no. 2 (June 1991): 240. http://dx.doi.org/10.2307/1387242.

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Callaghan, John, Emilee Moore, and James Simpson. "Coordinated action, communication, and creativity in basketball in superdiversity." Language and Intercultural Communication 18, no. 1 (November 20, 2017): 28–53. http://dx.doi.org/10.1080/14708477.2017.1401694.

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Zachopoulou, Evridiki, Anastasia Makri, and Elisana Pollatou. "Evaluation of children's creativity: psychometric properties of Torrance's ‘Thinking Creatively in Action and Movement’ test." Early Child Development and Care 179, no. 3 (April 1, 2009): 317–28. http://dx.doi.org/10.1080/03004430601078669.

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Speklé, Roland F., Hilco J. van Elten, and Sally K. Widener. "Creativity and Control: A Paradox—Evidence from the Levers of Control Framework." Behavioral Research in Accounting 29, no. 2 (April 1, 2017): 73–96. http://dx.doi.org/10.2308/bria-51759.

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ABSTRACT Both control and creativity are important drivers of organizational success (Gilson, Mathieu, Shalley, and Ruddy 2005; Hirst, van Knippenberg, Chen, and Sacramento 2011). However, they are often regarded as conflicting. We use the Levers of Control (LoC) framework to examine the relationships between a system of controls, empowerment, and creativity. Using survey data from 233 business unit managers, a structural equation model shows that the intensity of use of a LoC system of controls is positively associated with both empowerment and creativity. This suggests that the LoC system provides an environment that is rich with information and motivates employees to take action in purposeful, directed ways. This environment facilitates employees' perception that they have the ability to take actions, make decisions, and produce novel ideas. We conclude that there is not a conflict between control and creativity per se. Rather, paradoxically, creativity can flourish in the presence of control.

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De Caroli, Maria Elvira, Rossella Falanga, Orazio Licciardello, and Elisabetta Sagone. "HOW CAN WE ENHANCE CREATIVITY IN CHILDHOOD? AN ACTION RESEARCH WITH ITALIAN CHILDREN." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (October 2, 2017): 95. http://dx.doi.org/10.17060/ijodaep.2017.n1.v1.902.

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Abstract.Creativity was defined as “the centerpiece of an education that prepares a generation of change agents for doing good” (Sheridan-Rabideau, 2010). In the theoretical framework of the action research model (see Lewin, 1951) this study was aimed to propose a training to enhance creativity in children. According to the William’s model (1966, 1994), creativity is made by the following factors: fluency, flexibility, originality,elaboration and the ability to produce creative titles . Purpose: to explore the effects of a specific training on improvement of creativity factors. Training consisted of three steps (1 hour every one) in which the children, respectively, a) imagined to see objects looking in a Kaleidoscope and wrote a story with imagined objects; b) proposed ways to enhance a simple toy and to make it funny (see Torrance, 1989); c) found similarities between couples of objects. Sample: 36 Italian children (16 boys and 20 girls) aged between 7 and 8 years old, attending second classes of a primary school in Misterbianco (Italy). Participants were divided between experimental group (attending training) and control group (no training). Measures: The Italian version of Test of Divergent Thinking (TCT: Williams, 1994). We used protocol A to analyze levels of creativity before the training and protocol B (perfectly comparable with protocol A) to evaluate creativity after training. Results: Children reached levels of creativity similar to those obtained by children of the same age in our context (De Caroli, 2009). After training, children of the experimental group improved in flexibility (t= -2,872, p=.01), originality (t= -3,831, p=.001), elaboration (t= -6,096, p<.001), and in titles production(t= -3,573, p=.002). No significant changes emerged in the Fluidity. Future research could deepen the effects of this training in children of different ages.Keywords: enhance creativity, primary school, Test of Divergent Thinking.

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Miskawati, Miskawati. "Upaya Meningkatkan Kreativitas Anak Dalam Pembelajaran Seni Tari Melalui Strategi Belajar Sambil Bermain di TK Islam Sa’adatul Khidmah Tahun Pelajaran 2016/2017." Jurnal Ilmiah Dikdaya 9, no. 1 (April 22, 2019): 45. http://dx.doi.org/10.33087/dikdaya.v9i1.123.

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This study aims to improve children's creativity in learning dance through learning strategies while playing in Sa'adatul Khidmah Islamic Kindergarten in Jambi City. This study is a classroom action research. The design of this study refers to the Kemmis and Mc Taggart models, covering planning, implementation, observation, and reflection. The subjects of this study were children in group B, Islamic Kindergarten Sa'adatul Khidmah Kota Jambi, which amounted to 16 children, consisting of 8 boys and 8 girls. The collaborator of this research is the Sa'adatul Khidmah Islamic Kindergarten Dance Teacher in Jambi City. The data collection technique used is observation. The research instruments are observation sheets and diaries. The data analysis technique used is descriptive analysis both quantitative and qualitative. The results of the study show that children's creativity can be improved after being given action through play-learning strategies that are applied to dance learning. The results of the observation before the action showed that the average score of creativity obtained by the child was 57.9. There are two aspects of undeveloped creativity, namely originality and elaboration. In the first cycle the average score of creativity increased to 85.83 and all aspects of creativity have developed but there are two aspects whose development has not been optimal, namely flexibility and elaboration. In the second cycle the score of creativity increased to 96.66 on average and all aspects of creativity had grown optimally. The implication of this study is that the teacher will implement a learning strategy while playing to improve children's creativity in dance learning.

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Karaca, Nezahat Hamiden, Halil Uzun, Şermin Metin, and Neriman Aral. "Demographic factors associated with young children’s motor creativity." Cypriot Journal of Educational Sciences 15, no. 5 (October 29, 2020): 1307–19. http://dx.doi.org/10.18844/cjes.v15i5.5169.

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This study investigated factors that are associated with the creative motor skills of young children. We recruited through random sampling 233 typically developing children attending preschool or kindergarten in Afyonkarahisar, Turkey. We administered a “General Information Form” to gather the children’s demographic characteristics and the “Thinking Creatively in Action and Movement Test” to evaluate the children’s creative motor skills level. We analyzed the children and familys’ demographic characteristics with frequency and percentage values, and we analyzed the TCAM with multiple linear regression analysis to determine whether independent variables predicted creativity on the TCAM. Our results showed that, among the sub-dimensions of the TCAM, the mother’s age and profession best predicted the sub-dimension of fluency and the mother’s profession best predicted the sub-dimension of novelty. Regarding, the sub-dimension of children's creative motor-imagination, neither the children’s gender or age, the parents’ age, education or occupation were significant predictors. Keywords: Creativity; creative thinking; motor creativity

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Supriatin, Atin, Zulela MS, and Endry Boeriswati. "Efforts to Increase Creativity in Solving Mathematical Problems Through Scratch Media." International Journal of Multicultural and Multireligious Understanding 7, no. 8 (September 3, 2020): 318. http://dx.doi.org/10.18415/ijmmu.v7i8.1879.

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The basis of all mathematical activity is problem-solving. One of the important factors that can help students find new knowledge and strategies in solving problems is creativity. This study aims to describe the increased creativity of elementary school students in solving math problems through the use of Scratch media in the mathematics learning process in the classroom. This research is action research conducted in three cycles. Each cycle consists of four basic steps: planning, implementation, monitoring, and evaluation. The subjects in this action research were 25-grade students in one of the elementary schools in Palangkaraya City. The research was conducted from July to November 2019. Data collection was carried out by means of observation and giving tests. Observations were made to obtain data about student activities in the process of implementing actions through observation sheets, where the data collection process was assisted by collaborators. Giving tests are carried out to measure students' creativity in solving math problems. The success criterion used in each action cycle is when students classically have reached the minimum category of creative enough (level 3) at least 75%. The data validation technique used triangulation techniques and data analysis techniques used descriptive analysis techniques. The results showed an increase in creativity from pre-cycle to the third cycle, namely: pre-cycle by 16%, cycle I by 52%, cycle II by 68%, and cycle III 76%. Based on the results obtained, it can be concluded that learning mathematics through the use of Scratch media can increase creativity in solving math problems of elementary school fifth-grade students with an increase of 60%.

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Yanuarto, Wanda Nugroho. "A Classroom Action Research (CAR): Students’ Creativity Enhancement Through Problem Solving Learning." Indonesian Journal of Mathematics Education 3, no. 1 (April 30, 2020): 1. http://dx.doi.org/10.31002/ijome.v3i1.2324.

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<p class="JRPMAbstractBodyEnglish">The purpose of this study is to improve students’ creativity through problem solving learning. Students’ creativity is an important issue in Mathematics Economics class. Some of the problems that occur are (1) the lack of students in asking questions; (2) low idea of students; (3) lack of courage in expressing opinions; (4) lack of ability to solve difficult mathematical problems in class, and (5) ) lack of courage in defending his opinion when discussing. This research is a classroom action research on mathematics economics course in Mathematics Education Department, University of Muhammadiyah Purwokerto in 2018/2019 academic year. The research phase includes (1) planning, (2) implementing actions, (3) observation, and (4) reflection. The results of this study show good results, because of the 55 students, only 3 students who scored less in the category and the second cycle only 1 student who scored less. Therefore, it can be concluded that problem solving learning can enhance students’ creativity.</p>

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SCHWEITZER, FIONA, and IRIS GABRIEL. "ACTION AT THE FRONT END OF INNOVATION." International Journal of Innovation Management 16, no. 06 (November 30, 2012): 1240010. http://dx.doi.org/10.1142/s1363919612400105.

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In recent years, the front end of innovation has drawn a great deal of attention as an important driver of new product development (NPD) success. In this study, we analyze the impact of knowledge gathering, project planning, interfunctional collaboration and formalization on the ability to reduce technical and market uncertainties, creativity, and the efficiency of the early stages. 352 Austrian B2B-companies from technology-intensive sectors participated in the study. The results indicate that collaboration quality, formalization of the different phases of the front end and identification of customer-needs are fundamental for front-end performance, while collaboration quantity is less important. Moreover, planning was found to be central for efficiency and did not have a negative impact on creativity. Managerial recommendations from the study include scrutinizing the way in which interfunctional collaboration takes place, increasing customer integration and formalizing the early phases.

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Schiermer, Bjørn. "Weber’s Alternative Theory of Action." European Journal of Sociology 60, no. 2 (August 2019): 239–81. http://dx.doi.org/10.1017/s0003975619000109.

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AbstractThe present paper aims to unearth the rudiments of an alternative theory of action in Weber. Centring on salient descriptions of scientific practice found in Weber, I argue that one finds so-called “relational” impulses in these instances, which are at odds with the Kantian, subject-centred and dualist perspectives pervading much of Weber’s thought.The paper consists of two parts. In the first—critical—part, after a short sketch of my relational approach, I cite some well-known “Kantian” passages in Weber’s work and demonstrate their undesirable theoretical and empirical consequences. I investigate Weber’s “official” theory of action and understanding, his concepts of rationality and psychology, and his understanding of technological mediation. In the second—positive—part, I delve into Weber’s understanding of creativity, investigating relational traits in Weber’s descriptions of scientific practice and experience. I then demonstrate how Weber’s late concept of personality is based on relational and object-oriented attitudes. Further, I investigate how the two dimensions of creativity and personality merge in his concept of Sachlichkeit. Finally, I provide certain biographical observations and discuss the conflict between existentialist and relational interpretations of Weber. At the very end of the paper, I discuss some general implications of the relational perspective.

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Kimelev, Yuriy. "THE CONCEPT OF POST-METAPHYSICAL THINKING OF JüRGEN HABERMAS." Filosofiya Referativnyi Zhurnal, no. 2 (2021): 188–206. http://dx.doi.org/10.31249/rphil/2021.02.11.

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The concept of «post-metaphysical» philosophy of J. Habermas is part of his vast philosophical and sociological creativity. The core of this creativity is formed by the «theory of communicative action».

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Santos, Manuel, and Kevin Morgan. "Developing creative team games players: From jazz to sport coaching." International Journal of Sports Science & Coaching 14, no. 2 (April 2019): 117–25. http://dx.doi.org/10.1177/1747954119834397.

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Traditional coaching methods position coaches at the centre of the learning process and do not encourage players to think creatively. This study challenged this assertion, through the application of pedagogical principles reported in jazz-related literature, which argue that creativity is best developed through collaboration. As such, the study aimed to develop players’ creativity, through the application of pedagogical principles reported in jazz-related literature. An action research design was implemented, during a 14-weeks period, with a youth volleyball squad. Results demonstrated an impact upon match play; players showed their enhanced appreciation of the game’s complexity, by experimenting, collaborating, and generating creative solutions to challenges emerging within matches. In addition, the implementation of collaborative practices positively impacted upon the players’ communication habits, which were both more frequent and effective. Although players demonstrated a similar modus operandi to jazz musicians, this study represents the first step in what coaches can learn from jazz creativity, and therefore further research is required to corroborate or challenge the results attained.

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Falanga, Rossella, Elisabetta Sagone, Maria Elvira De Caroli, and Maria Rosa Maugeri. "Enhance creativity and creative self-efficacy. An action research with Italian children." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 1, 2020): 75–82. http://dx.doi.org/10.18844/prosoc.v7i3.5236.

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Creativity is a human resource that allows individuals to solve problems in a new way and propose changes. It is related to creative self-efficacy that regards individual belief to be creative. The present study explored the effects of a training to enhance creativity and creative self-efficacy in 34 Italian children, aged between 8 and 10 years and divided in two groups: Group1 (training) and Group2 (no training). Test of Divergent Thinking and the Creative Self-efficacy Scale were modified for Italian children. After training, Group1 increased inflexibility, elaboration and title production; and Group2increased in titles production; all children showed higher levels of self-efficacy than before training. After training, positive relationships between creative self-efficacy, elaboration and titles production emerged for Group1. Keywords: Creativity, self-efficacy, training, children.

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Holguin, Omar, and Claudine Sherrill. "Use of a Motor Creativity Test with Young Learning Disabled Boys." Perceptual and Motor Skills 69, no. 3_suppl (December 1989): 1315–18. http://dx.doi.org/10.2466/pms.1989.69.3f.1315.

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The Torrance Test of Thinking Creatively in Action and Movement, developed to measure the motor creativity of children ages 3 to 8 yr., has been subjected to little psychometric study. The purpose of this study was to examine the feasibility of using this instrument with young learning disabled boys and to determine whether differences between learning disabled boys and the test manual's nondisabled normative sample ( n = 193) were significant. Subjects were 30 learning disabled boys ( M = 8.11 yr.), representing seven different school systems. Significant differences were noted between two groups on fluency, imagination, and total motor creativity but not on originality. Test-retesting over 1 to 14 days gave coefficients of .71 to .89. The alpha coefficient for total test internal consistency was .79.

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Holguin, Omar, and Claudine Sherrill. "Use of a Motor Creativity Test with Young Learning Disabled Boys." Perceptual and Motor Skills 69, no. 3-2 (December 1989): 1315–18. http://dx.doi.org/10.1177/00315125890693-246.

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The Torrance Test of Thinking Creatively in Action and Movement, developed to measure the motor creativity of children ages 3 to 8 yr., has been subjected to little psychometric study. The purpose of this study was to examine the feasibility of using this instrument with young learning disabled boys and to determine whether differences between learning disabled boys and the test manual's nondisabled normative sample ( n = 193) were significant. Subjects were 30 learning disabled boys ( M = 8.11 yr.), representing seven different school systems. Significant differences were noted between two groups on fluency, imagination, and total motor creativity but not on originality. Test-retesting over 1 to 14 days gave coefficients of .71 to .89. The alpha coefficient for total test internal consistency was .79.

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Henriksen, Danah. "EXPANDING THE PARADIGM: BRINGING DESIGNERLY PERSPECTIVES INTO CREATIVITY SCHOLARSHIP." Creativity Studies 12, no. 1 (March 15, 2019): 15–33. http://dx.doi.org/10.3846/cs.2019.6757.

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Designerly ways of knowing have significant untapped potential to inform creativity research. In this article, I draw upon in-depth interviews with expert design scholars to examine this connection. Thematic analysis reveals how design offers potential lenses on creativity that are not often taken up in dominant psychological discourses around creativity. I situate this by framing the need for design-based knowledge within creativity literature. The findings reflect a view of creativity involving perception, intuition, and ability to re-see the world; creativity as an action-orientated phenomenon; and a focus on the ethics of creativity in an increasingly technology-empowered society. In exploring scholarly definitions of and views about creativity, there are insights on how design offers distinctive viewpoints for paradigms around creativity.

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Maisarah, Ayu, Muchammad Eka Mahmud, and Wildan Saugi. "Meningkatkan Kreativitas Anak Melalui Metode Bermain Plastisin Tanah Liat." Journal on Early Childhood Education Research (JOECHER) 1, no. 2 (March 27, 2020): 46–54. http://dx.doi.org/10.37985/joecher.v1i2.7.

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This research aims to improve the creativity skill of children at early age through play by using plasticine in the group of B2 at TK IT Salsabila Samarinda. The type of the research is classroom action research with three cycles. The aspects assessed on the children’s creativity skill are fluency, originality, flexibility and detail. The result of the classroom action research shows an improvement on the children’s creativity skill through plasticine media during the pre-cycle, cycle I, cycle II, and clycle III. The children’s creativity skill on the pre-cycle is 9% with undeveloped or poor category and 27% on the cycle I with undeveloped or poor category. Then, on the cycle II it increases to 47% with developing or fair category and on the cycle III it becomes 93% with well-developed or very good category. It shows that play by using plasticine can improve the creativity of children at early age.

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Lubart, Todd, Dario Esposito, Alla Gubenko, and Claude Houssemand. "Creativity in Humans, Robots, Humbots." Creativity. Theories – Research - Applications 8, no. 1 (June 1, 2021): 23–37. http://dx.doi.org/10.2478/ctra-2021-0003.

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Abstract This paper examines three ways that robots can interface with creativity. In particular, social robots which are designed to interact with humans are examined. In the first mode, human creativity can be supported by social robots. In a second mode, social robots can be creative agents and humans serve to support robot’s productions. In the third and final mode, there is complementary action in creative work, which may be collaborative co-creation or a division of labor in creative projects. Illustrative examples are provided and key issues for further discussion are raised.

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Hartawan, I. Made. "PENINGKATAN KREATIVITAS PADA ANAK USIA DINI MELALUI PEMBELAJARAN BERBASIS TIK DI TK TUNAS MEKAR KECAMATAN SUKASADA KABUPATEN BULELENG." Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini 5, no. 2 (August 30, 2020): 100–111. http://dx.doi.org/10.24903/jw.v5i2.536.

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The learning method currently being developed is the ICT-based learning method. This happens because it is in line with the development of ICT and demands in the world of education for learning to be more advanced, more efficient and effective. So that learning objectives can be achieved properly. This study aims to determine whether ICT-based learning can increase the creativity of early childhood.This research was conducted at TK Tunas Mekar, Sukasada District, Buleleng Regency. This research is a classroom action research and consists of two cycles and each cycle consists of 4 steps, namely Planning (Planning), Action (Action), Observation (Observation), Reflection (Reflection). In this research area determination technique using purposive sampling area. Determination of respondents with Research Population. Data collection was carried out by observation and documentation. Data analysis in this classroom action research used the percentage of learning completeness formula.The results of this study indicate an increase in children's creativity and ICT-based learning. Evidently, the results of the data before using ICT-based learning were only 46.6% of students who had good creativity abilities then increased to 79.9% after using ICT-based learning. In this cycle, the child's creativity has increased and meets the 75% set target.

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Lin, Hao-Chieh, Wenpin Tsai, Yu-Sheng Liu, and Ming-Jer Chen. "Action Creativity in Munificent Competitive Environment: A Moderated Mediation Analysis." Academy of Management Proceedings 2016, no. 1 (January 2016): 15406. http://dx.doi.org/10.5465/ambpp.2016.15406abstract.

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Lempert, Lora Bex. "The Clothesline Project as Student Production: Creativity, Voice, and Action." Teaching Sociology 31, no. 4 (October 2003): 478. http://dx.doi.org/10.2307/3211371.

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Schofield, John. "Contemporary archaeology and the city: creativity, ruination, and political action." Archaeological Journal 176, no. 2 (October 8, 2018): 406–7. http://dx.doi.org/10.1080/00665983.2018.1530890.

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Rickards, Tudor. "Talking point: Creativity and freedom: the fallacy of unconstrained action." Creativity and Innovation Management 2, no. 3 (September 1993): 185. http://dx.doi.org/10.1111/j.1467-8691.1993.tb00093.x.

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Casella, Eleanor Conlin. "Contemporary Archaeology and the City: Creativity, Ruination, and Political Action." Post-Medieval Archaeology 51, no. 3 (September 2, 2017): 528–30. http://dx.doi.org/10.1080/00794236.2017.1383587.

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Evans, James, Ian Cook, and Helen Griffiths. "Creativity, Group Pedagogy and Social Action: A departure from Gough." Educational Philosophy and Theory 40, no. 2 (January 2008): 330–45. http://dx.doi.org/10.1111/j.1469-5812.2007.00334.x.

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Klein, Jeanne. "Creativity in theatre: theory and action in theatre/drama education." Youth Theatre Journal 33, no. 2 (July 3, 2019): 163–64. http://dx.doi.org/10.1080/08929092.2019.1685326.

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Dash, D. P. "Second-order creativity in research: exploring an action-oriented perspective." Review of Development and Change 4, no. 2 (December 1999): 318–29. http://dx.doi.org/10.1177/0972266119990206.

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Sunley, Roz, Lisa Harding, and Josh Jones. "Realising creativity in management education: Putting student energy into action." International Journal of Management Education 17, no. 2 (July 2019): 172–81. http://dx.doi.org/10.1016/j.ijme.2019.02.007.

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Matthews, Christopher N. "Contemporary Archaeology and the City: Creativity, Ruination, and Political Action." Historical Archaeology 52, no. 1 (December 18, 2017): 225–26. http://dx.doi.org/10.1007/s41636-017-0074-7.

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Queiroz, João, and Pedro Atã. "Intersemiotic Translation, Cognitive Artefact, and Creativity." Adaptation 12, no. 3 (April 9, 2019): 298–314. http://dx.doi.org/10.1093/adaptation/apz001.

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Abstract Intersemiotic translation (IT) can be described as a cognitive artefact designed as a predictive, generative, and metasemiotic tool that distributes artistic creativity. Cognitive artefacts have a huge variety of forms and are manipulated in many different ways and domains. As a projective augmented intelligence technique, IT works as a predictive tool, anticipating new, and surprising patterns of semiotic events and processes, keeping under control the emergence of new patterns. At the same time, it works as a generative model, providing new, unexpected, surprising data in the target-system, and affording competing results which allow the system to generate candidate instances. As a metasemiotic tool, IT creates a metalevel semiotic process, a sign-action which stands for the action of a sign. It creates an ‘experimental laboratory’ for performing semiotic experiments. IT submits semiotic systems to unusual conditions and provides a scenario for observing the emergence of new and surprising semiotic behaviour as a result. We explore these ideas taking advantage of two examples of ITs to theatrical dance: (1) from one-point visual perspective to classical ballet and (2) from John Cage’s protocols of music indeterminacy to Merce Cunningham’s choreographic composition.

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Nurlaili, Nurlaili. "Metode Learning Tournament Untuk Meningkatkan Kreativitas Dan Hasil Belajar Siswa Kelas III Dalam Pembelajaran Pendidikan Agama Islam Di SDN 17 Batang Anai Kabupaten Padang Pariaman." Jurnal Konseling dan Pendidikan 4, no. 2 (June 30, 2016): 20. http://dx.doi.org/10.29210/15900.

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This research is based on fact that creativity and learning output of religion subject of students grade III in SDN 17 Batang Anai are still low. This research is aimed to improve creativity and learning output of students grade III SDN 17 Batang Anai by implementing Learning Tournament method. This is a class action research that consists of two cycles including four steps: planning, action, observation, and reflection. Data of research were obtained through observation, note, and test. Obtained data were analyzed quantitatively and qualitatively. In cycle I, percentage of student’s creativity score is 28.48%and become 78.33% in cycle II. Meanwhile, percentage of student’s learning output score in cycle I is 50.00% and become 83.33% in cycle II. Hence, it can be concluded that Learning Tournament method can improve creativity and learning output of students grade III SDN 17 Batang Anai.

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