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AN ART TEACHER'S GUIDE TO A COGNITIVE TEACHING PROCESS: PROMPTING STUDENT'S CREATIVE THOUGHT
Title
AN ART TEACHER'S GUIDE TO A COGNITIVE TEACHING PROCESS: PROMPTING STUDENT'S CREATIVE THOUGHT.
Creator
Warskow, Kristen, Brewer, Thomas, University of Central Florida
Abstract / Description
This paper seeks to further explore stages an artist moves through that can be applied to teaching art, and helping students understand how to access their creativity. This project involved observation and an auto-ethnographic approach in order to best determine stages artists naturally move through when creating art. In order to most effectively suggest a teachable creative process for secondary art students, this paper will further explore cognitive and disciplinary categories in art...
Show moreThis paper seeks to further explore stages an artist moves through that can be applied to teaching art, and helping students understand how to access their creativity. This project involved observation and an auto-ethnographic approach in order to best determine stages artists naturally move through when creating art. In order to most effectively suggest a teachable creative process for secondary art students, this paper will further explore cognitive and disciplinary categories in art education by applying principles and stages to a curricular guide (or lesson plans) for secondary art educators. Topics and studies of design thinking, creative inquiry, studio habits, creative processes, the National Assessment for Educational Progress (NAEP, 2008), and National Core Art Standards will be reviewed and expanded upon in this paper. Using these inputs, a series of 4 recursive, creative stages were observed and applied to teaching art at the secondary (6th-12th grade) levels.
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Date Issued
2014
Identifier
CFH0004692, ucf:45238
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004692
An Analysis of Undergraduate Creative Writing Students'Writing Processes: Gauging the Workshop Models' Effectiveness Through the Lens of Genre Theories
Title
An Analysis of Undergraduate Creative Writing Students'Writing Processes: Gauging the Workshop Models' Effectiveness Through the Lens of Genre Theories.
Creator
Chrisman, John, Marinara, Martha, Roozen, Kevin, Scott, Blake, University of Central Florida
Abstract / Description
Current approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy...
Show moreCurrent approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy. This thesis serves two purposes. First, it presents an argument for new research into creative writing pedagogy and creative writers' processes and suggests that any future research should take an empirical turn. However, because creative writing has developed few theories or methods useful for the empirical study of creative writing, I suggest adopting theories and methods from the field of rhetoric and composition. The second part of this thesis is an empirical study of three creative writing undergraduate students in an introductory creative writing course over one semester. This study uses qualitative methods: semi-structured retrospective interviews, close textual analysis, and in-class observations to understand how creative writers are enculturated into the creative writing community using Christine Tardy's theories of acquiring genre expertise as a framework for analysis. Based on this research this study concludes that while creative writers enculturate in different ways, based on several factors, all creative writers develop greater awareness of genre complexity, authorial identity, and intermodal influences on their writing. Furthermore, this study recommends further case studies into creative writers writing processes and the effectiveness of various workshop models on student enculturation. ?
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Date Issued
2015
Identifier
CFE0005589, ucf:50235
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005589