Relevant bibliographies by topics / Expression of creativity

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Expression of creativity'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Expression of creativity"

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Sue-Chan, Christina, and Paul S. Hempel. "The Creativity-Performance Relationship: Rewarding Creativity Alters the Expression of Creativity." Academy of Management Proceedings 2012, no. 1 (July 2012): 15298. http://dx.doi.org/10.5465/ambpp.2012.15298abstract.

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Sue-Chan, Christina, and Paul S. Hempel. "The Creativity-Performance Relationship: How Rewarding Creativity Moderates the Expression of Creativity." Human Resource Management 55, no. 4 (February 23, 2015): 637–53. http://dx.doi.org/10.1002/hrm.21682.

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Foultier, Anna Petronella. "Creativity in language and expression." Acta Structuralica s2 (2018): 47–68. http://dx.doi.org/10.19079/actas.2018.s2.47.

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Arnold, Peter J. "Creativity, Self-Expression, and Dance." Journal of Aesthetic Education 20, no. 3 (1986): 49. http://dx.doi.org/10.2307/3332433.

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Whiting, James, and Kevin Hannam. "Creativity, self-expression and leisure." Leisure Studies 34, no. 3 (June 10, 2014): 372–84. http://dx.doi.org/10.1080/02614367.2014.923494.

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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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Nurharini, Atip, Ika Ratnaningrum, Putri Yanuarita Sutikno, Farid Ahmadi, and Intan Permata Hapsari. "Dance Literacy As An Expression of Experience and Creativity in Dance Education." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 994–1004. http://dx.doi.org/10.37200/ijpr/v23i4/pr190427.

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Runco, Mark A. "Insight for Creativity, Expression for Impact." Creativity Research Journal 8, no. 4 (October 1995): 377–90. http://dx.doi.org/10.1207/s15326934crj0804_4.

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Blanche, Erna Imperatore. "The Expression of Creativity through Occupation." Journal of Occupational Science 14, no. 1 (April 2007): 21–29. http://dx.doi.org/10.1080/14427591.2007.9686580.

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Hidayat, Zinggara. "Asian Youth Cultural Expression, Creativity, and Innovation on YouTube." Jurnal ILMU KOMUNIKASI 14, no. 1 (June 6, 2017): 1. http://dx.doi.org/10.24002/jik.v14i1.1178.

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Groups and intercommunity interactions form global society. This study aims to describe the global aspect in the local cultural expression or vice-versa on YouTube videos. The cultural expressions include language, dress, cuisine, festivals and leisure creativities, social customs and lifestyle. Qualitative descriptive approach is used to analyze ten videos made by Southeast Asian young people. This research found that the locality expression goes global. Cultural expressions communicate the cross-cultural understanding especially in mainland, peninsula, and islands. This youth creativity describes the “glocality” of Indian, Arabic, Chinese, Malay, Java, and the West cultures.
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Dissertations / Theses on the topic "Expression of creativity"

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Eksell, Britt Saga. "Creativity as a Means to Expression of Emotions by Older Adults." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1677.

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Numerous researchers have explored the benefit of creative activities for the aging population diagnosed with dementia. However, there is a lack of data available to community administrators and organizers of senior residences about how successful aging may be enhanced, in the relatively healthy older adults, through their participation in creative art-making. Activities that provide mental stimulation, facilitate expression of emotions, and that are related to overall psychological well-being can provide a foundation for healthy aging. Accordingly, the purpose of this study was to explore older adults' subjective experience of engaging in creative artwork. The conceptual framework that guided this phenomenological study was based on Lazarus's cognitive-emotional-relational theory of emotions. The focus of the research questions was on the subjective experience of 10 older adults who participated in 7 weekly art sessions offered at a senior residence. Audiotaped interviews that were held after the last art-making session, together with participants' artwork and field notes, were analyzed, coded, and then categorized into themes. Results indicated the participants learned they can be creative, and that their images became a visual inroad to meaningful expression of emotions, insight, and motivation. The results point to evident social change when community organizers and administrators of senior residences increase activities for residents, especially meaningful activities designed to facilitate expression of emotions and insight during later life. Creative image-making activities can lead to continued learning, heightened social interactions, increased mental fitness, reduced depression, and enhanced healthy aging.
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Eksell, Britt-Marie Saga. "Creativity as a Means of Expression of Emotions by Older Adults." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3733483.

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<p> Numerous researchers have explored the benefit of creative activities for the aging population diagnosed with dementia. However, there is a lack of data available to community administrators and organizers of senior residences about how successful aging may be enhanced, in the relatively healthy older adults, through their participation in creative art-making. Activities that provide mental stimulation, facilitate expression of emotions, and that are related to overall psychological well-being can provide a foundation for healthy aging. Accordingly, the purpose of this study was to explore older adults&rsquo; subjective experience of engaging in creative artwork. The conceptual framework that guided this phenomenological study was based on Lazarus&rsquo;s cognitive-emotional-relational theory of emotions. The focus of the research questions was on the subjective experience of 10 older adults who participated in 7 weekly art sessions offered at a senior residence. Audiotaped interviews that were held after the last art-making session, together with participants&rsquo; artwork and field notes, were analyzed, coded, and then categorized into themes. Results indicated the participants learned they can be creative, and that their images became a visual inroad to meaningful expression of emotions, insight, and motivation. The results point to evident social change when community organizers and administrators of senior residences increase activities for residents, especially meaningful activities designed to facilitate expression of emotions and insight during later life. Creative image-making activities can lead to continued learning, heightened social interactions, increased mental fitness, reduced depression, and enhanced healthy aging.</p>
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Graham, Alyce. "The Creativity Loophole: Needlework, Social Conventions, and the Permissibility of Creative Expression for Early American Women." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/141.

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This thesis investigates creative expression through needlework by wealthy or elite women in the eighteenth- and early nineteenth-century, focusing on women in the United States South. This inquiry begins in broad terms and proceeds to the close examination of one particular needlework sampler held in the collection of the Valentine Richmond History Center. The first chapter uses prescriptive literature popular in the eighteenth century to establish the restrictive, obedient, and subservient expectations for women’s behavior. The second chapter explores the reasons that the same books that prohibited many forms of pleasure promoted needlework as an acceptable activity for women. This chapter addresses the practical aspect of needlework, the presence and significance of textiles in the home, and the ways needlework expressed creativity. The final chapter analyzes a needlework sampler stitched in 1812, connecting it both with the themes introduced in the first two chapters and a wider range of issues.
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Tiba, Eman. "Arab Americans: The Power of Creative Expression to Combat Discrimination." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524072265195156.

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Bucho, João Luís Saporiti Machado Cruz. "As terapias expressivas e o barro: veículo de auto-conhecimento, criatividade e expressão." Master's thesis, [s.n.], 2011. http://hdl.handle.net/10284/2260.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Criatividade e Inovação.<br>Este trabalho consiste num estudo que tem como principal objectivo descrever como o material barro poderá funcionar como veiculo que promove o desenvolvimento do auto-conhecimento, da criatividade e da expressão no sujeito. A fundamentação teórica assenta em autores e referências no campo da psicologia do desenvolvimento, como Freud, Piaget, Vygotsky, Erikson - no que diz respeito ao desenvolvimento da aprendizagem e da pedagogia nos sujeitos; Bachelard, Winnicott e Vygotsky - em relação à importância da imaginação e do simbólico e como instrumento de observação usado nesta abordagem utilizou-se o Continuum das Terapias Expressivas, ECT, defendido por Kagin e Lusebrink (1978) e as Versões de Sentido, VS (Amatuzzi, 1996). Na elaboração do estudo empírico, foi utilizado um modelo de investigação aplicada ou investigação - acção participativa, efectuada em diversos ateliers e workshops desenvolvidos, com adultos, nos dois últimos anos, dos quais foram descritos apenas dois. Como resultado do estudo foi possível observar as múltiplas potencialidades do barro como elemento objecto facilitador no estimular do pleno desenvolvimento do potencial criativo dos sujeitos, promovendo o conhecimento e ampliando o campo expressivo. Sendo uma investigação qualitativa e de carácter exploratório, esta dissertação apresenta algumas restrições, já que os resultados obtidos não podem ser generalizados, mas permitem retirar conclusões que poderão ser aplicadas à realidade próxima da apresentada neste trabalho. This work involves a study that have as a main subject to describe as the material clay will be able work as a vehicle that promote the development of the autoknowledge, creativity and the expression in the subject. The grounds theory draw heavily on authors and references in the field of the development psychology, as Freud, Piaget, Vygotsky, Erikson - in what it says regarding to development of the learning process and the pedagogy on the subjects; Bachelard, Winnicott e Vygotsky – in relation to the importance of the imagination and the symbolic as a observation instrument used in this approach, we used the Continuum of the Expressive Therapies, ECT, defended by Kagin and Lusebrink (1978) and the Versions of Sense, VS (Amatuzzi, 1996). In the preparation of the empiric study, it was used a diligent investigation model or investigation – participating action, made in several ateliers (studious) and Workshops development with adults in the last two years, which were describes just two. As result of this study, it was possible to observe the multiple potentialities of the clay as enabler in stimulate the full development from the creative potential from the subjects, promoting the knowledge and extend the expressive field. Being a qualitative investigation with exploratory character, this dissertation presents same restrictions, because the results cannot be generalize, but they allow to take conclusions that will be able to be apply to the next reality presented in this work.
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DuVernet, Louise Frances, and l. vernet@mary acu edu au. "The factors that shape the valuing of textile education in secondary schools." RMIT University. Fashion and Textiles, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080208.162750.

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Views on the valuing and revitalization of textiles education in secondary schools in New South Wales (NSW) vary widely. NSW is unique in that it is the only state in Australia to have a discrete textiles related subject offered for their senior secondary qualifications. The introduction of a new syllabus for the upper secondary schools in 1999 saw the Higher School Certificate (HSC) subject of Textiles and Design become the fastest growing HSC subject from 2000 - 2004. The fact that the subject survived the review of the New HSC was a testimony to the support it received from all sectors of textiles education from secondary to tertiary level and from the professional associations representing the textiles industry. The main concern expressed by the teachers in the secondary schools was the ageing of the current teaching population and the inadequacy of the training institutions to train teachers in sufficient quantity and quality to replace those who are antici pated to retire over the next five years. The study aimed to identify the perceived value of textiles education as a means of supporting the promotion of the subject and to uncover any negative perceptions of the subject and its future so strategies could be developed to overcome any barriers to the revival and maintenance of the subject beyond 2010. Of particular interest was the value of textiles education in bridging a cultural divide between migrant students and the schools and its importance to students of all abilities for its development and expression of creativity. The negative aspects of the cost of resources and perception of low status as an academic subject in schools are addressed. The significance of the study is based in the inclusive nature of the participants represented in the study that include head teachers, secondary textiles teachers, student teachers and secondary textiles students. The diversity of perspectives gave richness to the data and provides some wonderful insights into the dynamic relationships that affect the effective presentation of textiles curriculum in secondary schools. Using models to analyse the historical influences on current perceptions of textiles, the study found evidence of the resilience and drive of new young teachers who are often not given the encouragement to develop their skills in preparation to support the future of textiles education in NSW.
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Liu, Qian. "Creative translation and creativity via translation : the transformation of emotional expression in early modern Chinese fiction (1900-1925)." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:1056d20f-45ae-4f48-8bba-e7f43705551d.

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This thesis makes an inquiry into the literary translation and creation in the early twentieth-century China, particularly between the years 1900 and 1925. I combine the theoretical approaches of both translation studies and intertextuality studies to form the overall methodological framework that informs the discussions in the thesis. Although the modern transformation of Chinese literature has long been discussed and debated in various scholarly works, which often attribute the transformation to foreign influences and reconstruction of indigenous literary tradition, a theoretical language is urgently required to articulate the exact process of literary adaptation and appropriation. Rather than taking the concept of “influence” at face value, I probe the intricate process of influence by examining the way Chinese writers and translators creatively translated and intertextualized foreign literary works to construct new literary texts. The two modalities of literary production – translation and intertextuality – call for the approaches of translation studies and intertextuality studies, and only when both approaches are taken into account can a fuller understanding of the literary scene in the early years of twentieth-century China be obtained. I apply my methodology to the study of the transformation of emotional expressions which are most frequently found in love fiction. By combining translation and intertextuality, some Chinese writer-translators such as Bao Tianxiao and Zhou Shoujuan creatively translated foreign fiction, conveying emotions different from those intended by the original texts while at the same time introducing new modes of emotional expression to Chinese literature. Others, such as Su Manshu and Yu Dafu, borrowed foreign literary texts to construct their own literary creations, appropriating the emotions conveyed by the foreign texts. As a result of the vigorous adaptation and appropriation of Chinese writer-translators, new modes of emotional expression emerged in modern Chinese literature.
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Bargo, Julia Robinson. "FOSTERING IMAGINATIVE EXPRESSION IN ELEMENTARY ART STUDENTS: A DESCRIPTIVE STUDY OF TEACHER STRATEGIES." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1627.

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Ramos, Bruno Amaral. "As artes circenses na educação física escolar enquanto conteúdo da cultura corporal: suas contribuições para desenvolvimento da expressão corporal e criatividade." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6724.

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Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-01-12T16:38:20Z No. of bitstreams: 2 Dissertação - Bruno Amaral Ramos - 2016.pdf: 1366739 bytes, checksum: 6babdedc6a3f7856a0a3d893cfda93a7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2017-01-13T17:28:07Z (GMT) No. of bitstreams: 2 Dissertação - Bruno Amaral Ramos - 2016.pdf: 1366739 bytes, checksum: 6babdedc6a3f7856a0a3d893cfda93a7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2017-01-13T17:28:07Z (GMT). No. of bitstreams: 2 Dissertação - Bruno Amaral Ramos - 2016.pdf: 1366739 bytes, checksum: 6babdedc6a3f7856a0a3d893cfda93a7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-02-26<br>This study was constructed from a field research, qualitative, conducted with students belonging to the 3rd year of computer integrated technical course for internet Federal Institute of Goiás - Formosa. The problem that prompted this study was: how the circus arts can contribute to the development of body expression and creativity of students in physical education classes. The overall objective of the research is to identify how the circus arts can contribute to the development of creativity and body language of the students in the classes of Physical Education. The specific objectives are: to deepen the knowledge about the history and definitions of Physical Education and circus arts; present the possibilities of using circus arts on the different pedagogical approaches in Physical Education; show the contributions of the circus arts to the development of creativity and body language and deepen their knowledge of teaching methodologies, seeking those that can contribute to the development of body expression and creativity of basic education students. Studied in this work from the history of circus arts, circus and physical education, making relationships of these contents with the main pedagogical approaches this discipline, passing by the concepts of body expression and creativity to reach the field of research, where we develop an educational intervention for one academic quarter and work the following contents: juggling balls and flower stick, roll-roll and ropes. The instruments for data collection were structured observation, school reports and questionnaire. We can say from this study that a good planning combined with the historical aspects of these arts, which have in essence freedom of movement, creativity, body expression and a good mediation process, based on the actionreflection- movement action will allow the development of a physical education more expressive, creative, critical and human. In this way we will be contributing to the formation of questioning people with objective conditions to position themselves in favor of the lower social classes, not to reproduce the values of capitalist society: competition, exploitation, domination and exploitation of the best, among others.<br>O presente estudo foi construído a partir de uma pesquisa de campo, de natureza qualitativa, realizada com alunos pertencentes ao 3° ano do curso técnico integrado de informática para internet do Instituto Federal de Goiás – Formosa. O problema que instigou esse trabalho foi: de que forma as artes circenses podem contribuir para o desenvolvimento da expressão corporal e da criatividade dos alunos nas aulas de Educação Física? O objetivo geral da pesquisa é identificar de que forma as artes circenses podem contribuir para o desenvolvimento da criatividade e da expressão corporal dos alunos nas aulas de Educação Física escolar. Os objetivos específicos são: aprofundar os conhecimentos sobre o histórico e as definições da Educação Física e das artes circenses; apresentar as possibilidades de utilização das artes circenses diante das diferentes abordagens pedagógicas da Educação Física; apresentar as contribuições das artes circenses para o desenvolvimento da criatividade e da expressão corporal e aprofundar os conhecimentos sobre metodologias de ensino, buscando aquelas que possam contribuir para o desenvolvimento da expressão corporal e da criatividade dos alunos da educação básica. Estudamos nesse trabalho, desde o histórico das artes circenses, do circo e da Educação Física, fazendo relações desses conteúdos com as principais abordagens pedagógicas dessa disciplina, perpassando os conceitos de expressão corporal e criatividade até chegar à pesquisa de campo, onde desenvolvemos uma intervenção pedagógica durante um bimestre letivo e trabalhamos os seguintes conteúdos: malabarismo com bolinhas e flower stick, rola-rola e cordas. Os instrumentos para coleta de dados foram a observação estruturada, os relatórios das aulas e o questionário. Podemos afirmar, a partir desse estudo, que um bom planejamento, aliado aos aspectos históricos dessas artes, que possuem na sua essência a liberdade de movimentos, a criatividade, a expressão corporal, bem como um bom processo de mediação, pautado no movimento de ação-reflexão-ação, possibilitará o desenvolvimento de uma Educação Física mais expressiva, criativa, crítica e humana. Desse modo, estaremos contribuindo para a formação de pessoas questionadoras com condições objetivas para se posicionarem a favor das classes sociais menos favorecidas, ao não reproduzirem os valores da sociedade capitalista: competição, exploração, dominação, valorização dos melhores, entre outros aspectos.
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Žukauskienė, Lina. "Vizualinės raiškos įvairovės svarba 5–8 klasių mokinių meniniam ugdymui." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_143440-27425.

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Paauglystėje asmens brandos raida tarytum pagauna pagreitį, pagauna ir ilgam užtvirtina pagrindinius brandos aspektus, kurie savo pastovumo prasme daugeliui žmonių jau lieka nepakitę visą jų tolesnį gyvenimą. Įvairi vizualinė raiška padeda asmeniui mokytis dailės kalbos. Anot J. Kievišo (2007, 6 p.) „veikdamas asmens dvasinių vertybių sistemą, intelektines, emocines, fizines galias menas skatina individualios kultūros bei sociokultūrinės integracijos raidą ir taip įsilieja į bendrą asmenybės brandos procesą.“ Vizualinės raiškos įvairovė – kelias, kuriuo menas pasiekia ugdytinio suvokimą, veikia jį ir ugdo pilnavertę asmenybę. 5–8 klasių mokinių amžiaus tarpsnis ypatingas. Vaikai tampa paaugliais, kinta jų mąstymas, suvokimas, norai, požiūris. Dažnai vaikai praranda motyvaciją mokytis, „nebemoka“ piešti, protestuoja prieš juos supančią aplinką. Šiame amžiaus tarpsnyje pastebimas kūrybiškumo lūžis. Tam, kad ugdytinių kūrybiškumas toliau laipsniškai augtų, jau reikalingi papildomi svertai. Manoma, kad vizualinės raiškos įvairovė gali būti raktas, sprendžiant kūrybiškumo ugdymo problemas. Nagrinėjamas darbo objektas – vizualinės raiškos įvairovės svarba dailės pamokose, jos vaidmuo 5–8 klasių mokinių meniniam ugdymui. Darbo tikslas – atskleisti vizualinės raiškos įvairovės svarbą 5–8 klasių mokinių meniniam ugdymui. Iškelta hipotezė – dailės technikų ir vizualinės raiškos būdų įvairovė teigiamai veikia, skatina kūrybiškumą, atskleidžia individualius gebėjimus, daro pastebimą... [toliau žr. visą tekstą]<br>In adolescence, the development of personal maturity gains acceleration and consolidates the basic maturity aspects, which in the sense of their stability do not change for many people throughout their lives. Different visual expression helps a person to learn the language of art. According to J. Kievišas (2007, p. 6) “by acting on a person’s system of spiritual values, intellectual, emotional and physical capacities, the art stimulates the development of individual culture and socio-cultural integration and in such way adds to the general personal maturity process.” The variety of visual expression is a way through which the art can reach a person’s perception, act upon it and educate a versatile personality. The age of 5th –8th graders is a very special stage of personal development. Children become adolescents with changes in their thinking, reasoning, wishes and attitudes. Often children lose motivation to learn, “do not know how” to draw, express protest against surrounding environment. This stage of development is a turning point in a person’s creativity. In order to develop children’s further creativity, additional stimuli are necessary. The variety of visual expression is supposed to be a key in solving various creativity education problems. The subject of this work is the importance of the variety of visual expression during art lessons, and the role of such variety for the creative education of 5th –8th graders. The purpose of this work is to reveal the importance... [to full text]
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Books on the topic "Expression of creativity"

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Cultural expression, creativity and innovation. Los Angeles: SAGE, 2010.

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Banned expression: Stifling creativity and dissent in Tibet. Dharamsala: Tibetan Centre for Human Rights and Democracy, 2013.

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Friesen, Eugene. Improvisation for classical musicians: Strategies for creativity and expression. Boston, MA, USA: Berklee Press, 2012.

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Bright, Susie. Full exposure: Opening up to sexual creativity and erotic expression. San Francisco: HarperSanFrancisco, 1999.

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Detskoto tvorchestvo : samobitnost i sŭotvetnost: Child creativity : originality and self expression. Sofii︠a︡: Sv. Kliment Okhridski, 2009.

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Detskoto tvorchestvo : samobitnost i sŭotvetnost: Child creativity : originality and self expression. Sofii︠a︡: Sv. Kliment Okhridski, 2009.

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The art of abstract painting: A guide to creativity and free expression. Tunbridge Wells: Search Press, 2009.

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Boston, Mass ). International Congress of Psychopathology of Expression (2000. Developmental aspects of creativity: Proceedings of the ASPE International Congress of Psychopathology of Expression 2000, Boston, Massachusetts. Brookline, MA: American Society of Psychopathology of Expression, 2001.

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Individuality, self-expression & other keys to creativity: Using the four conditions of self-esteem in elementary and middle schools. Santa Cruz, Calif: ETR Associates, 1992.

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Hinkley, Coralie. Innovisions: Expressions of creativity in dance. Nedlands, W.A: University of Western Australia Press, 1990.

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Book chapters on the topic "Expression of creativity"

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Gulish, Sarah, and Stefanie Elfstrom. "Creative Expression." In Creativity in the Classroom, 27–39. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-959-1_3.

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Zusman, Angela. "Listen: The Defeat of Oppression by Expression." In Creating Social Change Through Creativity, 77–93. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52129-9_5.

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Kolsun, Barbara. "Idea/Expression Dichotomy." In The Routledge Companion to Copyright and Creativity in the 21st Century, 280–83. New York, NY; Milton Park, Abingdon, Oxon: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315658445-39.

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Lawrence, D., C. Sanders, and I. Amado. "Digitization — An Agent for Creativity, Expression and Interaction?" In Digital Content Creation, 52–59. London: Springer London, 2001. http://dx.doi.org/10.1007/978-1-4471-0293-9_5.

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de Andrade e Silva, Dulciene Anjos. "Reintegrating the Subjective and Aesthetic Dimensions in Education: Reflections on Waldorf Education and Development of Students’ Oral Expression." In Education – Spirituality – Creativity, 199–219. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_11.

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Bao, Dat. "12. Fostering self-expression: Learners create their Own visuals." In Creativity and Innovations in ELT Materials Development, edited by Dat Bao, 193–210. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099702-014.

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Post, Robin. "Shakespeare and Autism: Reenvisioning Expression, Communication, and Inclusive Communities." In Creativity and Community among Autism-Spectrum Youth, 105–28. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54797-2_5.

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Nagasawa, Sachiko, Shin’ya Nagasawa, and Kazunari Morimoto. "Creation of New Fashion Illustration Painting Techniques by Use of India-ink Painting Techniques: Research into Line Drawing Techniques of Expression in Fashion Illustrations." In Design Creativity 2010, 249–56. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-224-7_32.

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Charyton, Christine. "Art, Creativity, and Culture: How Art Intersects with Science in the Expression of Artistic Creativity." In Creativity and Innovation Among Science and Art, 179–203. London: Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6624-5_9.

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Hisrich, Robert D., and Mariusz Soltanifar. "Unleashing the Creativity of Entrepreneurs with Digital Technologies." In Digital Entrepreneurship, 23–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53914-6_2.

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AbstractFor decades, creativity has been used to generate ideas among entrepreneurs and their teams. Although extensive research has been conducted on creativity, the majority of studies have focused on traditional ways of stimulating creativity, such as focus groups, the collective notebook method, brainstorming, brainwriting, reverse brainstorming and problem inventory analysis. However, the digital age appears to challenge much of this existing work on the nature of creativity. It is clear that online creativity and audiences are affecting the meaning, expression and impact of creativity. The traditional techniques of stimulating creativity have been replaced and aided by technology-driven innovations, such as artificial intelligence (AI), virtual reality (VR) and the Internet of things (IoT). This chapter explores ways to activate the creativity of entrepreneurs and their teams through the use of digital technologies. We believe that this chapter provides a rich source of examples on how technology is currently being used to support creativity by encouraging entrepreneurs and their teams to make connections, develop ideas, create meaning, collaborate and communicate. We present, in detail, three case studies and discuss practical implications for the future.
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Conference papers on the topic "Expression of creativity"

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Kerne, Andruid, Frank Nack, and Luca Farulli. "Interactive multimedia computing for creativity and expression." In the international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1873951.1874244.

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Qian, Jinxin, and Jiayuan Yu. "Students Creativity Modeling with Gene Expression Programming." In 2012 International Conference on Computer Science and Electronics Engineering (ICCSEE). IEEE, 2012. http://dx.doi.org/10.1109/iccsee.2012.390.

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Long, Duri, Tom McKlin, Anna Weisling, William Martin, Hannah Guthrie, and Brian Magerko. "Trajectories of Physical Engagement and Expression in a Co-Creative Museum Installation." In C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3325505.

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Neate, Timothy, Abi Roper, Stephanie Wilson, and Jane Marshall. "Empowering Expression for Users with Aphasia through Constrained Creativity." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300615.

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Martin Erro, Alfonso, Maria Del Mar Espinosa Escudero, and Manuel Dominguez Somonte. "SPANISH ENGINEERING GRAPHIC EXPRESSION SUBJECTS AND ITS RELATION TO CREATIVITY COMPETENCE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0662.

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Ripoll Lluquet, Maria Del Rocío. "ART AS A MEANS OF EXPRESSION AND THE IMPORTANCE OF CREATIVITY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1675.

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Rose, Andrew T. "Work in progress — Structural art: Encouraging student creativity and artistic expression." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142804.

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Mitarai, Hiroko, and Atsuo Yoshitaka. "Development of Video Shooting Assistant System for Better Expression of Affective Information." In 2012 7th International Conference on Knowledge, Information and Creativity Support Systems (KICSS). IEEE, 2012. http://dx.doi.org/10.1109/kicss.2012.30.

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Calegario, Filipe, Giordano Cabral, and Geber Ramalho. "MusTIC: Research and Innovation Group on Music, Technology, Interactivity and Creativity." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10441.

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MusTIC is a research and innovation group concerned in conceiving and developing products and experiences that have an impact on music, education, visual and performing arts, and entertainment. In particular, we have been working with tools, methods, and concepts from physical computing, interaction design, and signal processing to build new interfaces for artistic expression, to develop tools for rapid prototyping, and to improve education through robotics and gamification.
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He, Shanshan. "Chinese Traditional Handicrafts in Promoting the Design Expression of Modern Creativity Based on Computer Multimedia Technology." In 2018 11th International Conference on Intelligent Computation Technology and Automation (ICICTA). IEEE, 2018. http://dx.doi.org/10.1109/icicta.2018.00040.

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Reports on the topic "Expression of creativity"

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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