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2014

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Articles 301 - 320 of 320

Full-Text Articles in Arts and Humanities

Jesus Our Worship Leader, Ron Man Jan 2014

Jesus Our Worship Leader, Ron Man

Symposium on Worship Archive

God has lavished upon us his grace for salvation, and also for living the Christian life; a wonderful liberating truth for worship leaders is to recognize God's grace for our worship: that God accepts and delights in our worship, not because but because of how well we pull it off, but because it is empowered, perfected and led by the living Lord Jesus in our midst.

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Reading For Preaching: The Preacher In Conversation With Storytellers, Biographers, Poets, And Journalists, Cornelius Plantinga Jan 2014

Reading For Preaching: The Preacher In Conversation With Storytellers, Biographers, Poets, And Journalists, Cornelius Plantinga

Symposium on Worship Archive

This workshop is for anyone who is interested both in good reading and in good preaching and, especially, in how the first supports the second. Introducing and drawing upon the presenter's new book on this topic, this session will propose ways that a program of general reading is likely to benefit the preacher. For example, well chosen reading is likely to start the preacher's heart, to tune the preacher's ear, and to make the preacher wise. Wisdom is requisite because folly in the pulpit is homiletical malpractice.

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Blood Wedding, Federico Garcia Lorca Jan 2014

Blood Wedding, Federico Garcia Lorca

SFA School of Theatre

No abstract provided.

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To Kill A Mockingbird, Christopher Sergel Jan 2014

To Kill A Mockingbird, Christopher Sergel

SFA School of Theatre

No abstract provided.

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A Survey Of Choral Ensemble Memorization Techniques, Margaret A. Alley Jan 2014

A Survey Of Choral Ensemble Memorization Techniques, Margaret A. Alley

Phi Kappa Phi Research Symposium (2012-2016)

Choral ensembles memorize music for concerts and other performances. Previous research in memorizing musical material is mostly anecdotal and primarily applied to individual instrumentalists. Research in choral memorization is nonexistent. This study aimed to systematically find out what memorization techniques are used in choral ensemble settings and to examine them based on existing literature in music memorizing. A survey was sent to choral directors and teachers in Southeast Georgia, collecting data on whether or not choral ensembles memorize their music and why, specific memorization techniques, and the aspects of memorization that present challenges for ensemble members. Fourteen choral directors and …

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Alice And Wonderland, Anne Coulter Martens Jan 2014

Alice And Wonderland, Anne Coulter Martens

SFA School of Theatre

No abstract provided.

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01. Art, University Of Central Oklahoma Jan 2014

01. Art, University Of Central Oklahoma

Oklahoma Research Day Abstracts

No abstract provided.

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02. Dance, University Of Central Oklahoma Jan 2014

02. Dance, University Of Central Oklahoma

Oklahoma Research Day Abstracts

No abstract provided.

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03. Design, University Of Central Oklahoma Jan 2014

03. Design, University Of Central Oklahoma

Oklahoma Research Day Abstracts

No abstract provided.

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04. Multimedia And Design, University Of Central Oklahoma Jan 2014

04. Multimedia And Design, University Of Central Oklahoma

Oklahoma Research Day Abstracts

No abstract provided.

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05. Music, University Of Central Oklahoma Jan 2014

05. Music, University Of Central Oklahoma

Oklahoma Research Day Abstracts

No abstract provided.

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06. Theatre Arts, University Of Central Oklahoma Jan 2014

06. Theatre Arts, University Of Central Oklahoma

Oklahoma Research Day Abstracts

No abstract provided.

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Peering Into The Discourse Of Industrial Design Training Through A Sustainability Lens, Norman M. Su, Haodan Tan, Eli Blevis Jan 2014

Peering Into The Discourse Of Industrial Design Training Through A Sustainability Lens, Norman M. Su, Haodan Tan, Eli Blevis

Design Thinking Research Symposium

Now well established in HCI, the lens of sustainability may be applied to educational practices in industrial design and interaction design. By sustainability, we mean to include notions of mitigation of the environmental effects of climate change. In this paper, we present an analysis of student projects in a junior and senior industrial design class dataset. Drawing from discourse analysis, we examine how the industrial design classroom serves as a space to socially construct the philosophies and goals inherent in “good” design. We then examine how the lens of sustainability is implicated into the industrial design “way” as espoused by …

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Influences Of Feedback Interventions On Student Concept Generation And Development Practices, Seda Yilmaz, Shanna Daly Jan 2014

Influences Of Feedback Interventions On Student Concept Generation And Development Practices, Seda Yilmaz, Shanna Daly

Design Thinking Research Symposium

Design teaching in many disciplines relies on feedback as a primary way for students and instructors to communicate. Our work focused on identifying feedback types in three different design disciplines (dance choreography, industrial design, and mechanical engineering) and analyzing how those feedback types encouraged students to take convergent or divergent paths with their design ideas. We then compared feedback types and encouragement of convergence or divergence across the three disciplines. Our findings showed many common types of feedback used across the three disciplines, regardless of variance in context and expectations. However, the findings also revealed a high frequency of feedback …

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Question Asking In Design Reviews: How Does Inquiry Facilitate The Learning Interaction?, Carlos C. M. Cardoso, Özgür Eriş, Petra Badke-Schaub, Marco Aurisicchio Jan 2014

Question Asking In Design Reviews: How Does Inquiry Facilitate The Learning Interaction?, Carlos C. M. Cardoso, Özgür Eriş, Petra Badke-Schaub, Marco Aurisicchio

Design Thinking Research Symposium

Design reviews are common educational practice in design disciplines, where students meet with instructors and other stakeholders to discuss the progress of a project they are engaged in. Such reviews are tightly coupled with project-based learning approaches in the design studio. A number of research studies have looked into various characteristics of instructor-student interactions during design reviews. In this study, we investigated the question-asking behavior of instructors, students and clients. We paid particular attention to high-level questions that relate to causal and generative reasoning. We analyzed 22 reviews involving six undergraduate industrial designers, who undertook design projects individually. We observed …

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'Wait, Wait, Dan, Your Turn': Assessment In The Design Review, Arlene Oak, Peter Lloyd Jan 2014

'Wait, Wait, Dan, Your Turn': Assessment In The Design Review, Arlene Oak, Peter Lloyd

Design Thinking Research Symposium

This paper explores assessment in graduate-level industrial design education. In particular, it considers how the assessment of students' design work is delivered and who delivers it. Through using aspects of conversation analysis to look in close-up detail at a number of short segments of tutor-student interaction, we consider how a tutor performs assessment himself and also coaches other students to assess, in ways that may significantly contribute to students' understanding of what assessment is and how it is to occur. Creating opportunities for students and instructors to reflect upon evaluation, and how it is performed, may better equip participants in …

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Externalizing Normativity In Design Reviews: Inscribing Design Values In Designed Artifacts, Colin M. Gray, Craig D. Howard Jan 2014

Externalizing Normativity In Design Reviews: Inscribing Design Values In Designed Artifacts, Colin M. Gray, Craig D. Howard

Design Thinking Research Symposium

The design community has discussed issues of ethics and values for decades, but less attention has been paid to the question of how an ethical sensibility might be developed or taken on by design students. In this analysis, we explore how normative concerns emerge through the process of design reviews—where a developing designer’s normative infrastructure is engaged with the artifact they are designing. We focused on the normative concerns that were foregrounded by two undergraduate and two graduate industrial design students across a series of five design reviews, addressing the possible relationship between the emergence of normative concerns and the …

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Describing Creativity In Design Across Disciplines, Llew Mann, Yasemin Tekmen Araci Jan 2014

Describing Creativity In Design Across Disciplines, Llew Mann, Yasemin Tekmen Araci

Design Thinking Research Symposium

Creativity is an essential aspect of design thinking. Being able to describe creativity and creative processes is important for developing future designers. While much research has been undertaken describing creativity in design, there is very little investigating how creativity and creative thinking varies across disciplines. A coding scheme involving six separate codes was developed initially from the literature, refined and then used to describe how creativity and creative thinking was apparent in the DTRS 10 datasets of Junior Industrial Design, Graduate Industrial Design, Mechanical Engineering, Choreography and Entrepreneurship. Based on this analysis, conclusions on how creativity and creative thinking varied …

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Polysemy In Design Review Conversations, Georgi V. Georgiev, Toshiharu Taura Jan 2014

Polysemy In Design Review Conversations, Georgi V. Georgiev, Toshiharu Taura

Design Thinking Research Symposium

This paper examines the role of polysemy, defined as the quality of having multiple meanings, in design review conversations. It examines the polysemy, particularly of nouns, involved in a dataset of design review conversations with reference to design ideas. The purpose is to determine whether polysemy is related to successful development of design ideas and more creative design outcomes. The results show that the polysemy of nouns involved in the conversations of the finally developed, successful, design ideas exceeds in the most cases the average polysemy involved in the conversations pertaining to the unsuccessful design ideas. Furthermore, the polysemy of …

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Making Design Pedagogical Content Knowledge Visible Within Design Reviews, Robin Adams, David Radcliffe, Tiago Forin, Mel Chua Jan 2014

Making Design Pedagogical Content Knowledge Visible Within Design Reviews, Robin Adams, David Radcliffe, Tiago Forin, Mel Chua

Design Thinking Research Symposium

Design pedagogical content knowledge (PCK) is the content-specific specialized teacher knowledge that connects the how (pedagogical knowledge) and what (content knowledge) of teaching design. In this study, we make visible the design PCK in three student design reviews: choreography, undergraduate industrial design, and mechanical engineering. We use cognitive apprenticeship and teaching-as-improvisation frameworks to characterize PK, and design judgment, design task strategies, and process management strategies to characterize CK. We identify and describe four patterns of design PCK: scaffolded articulation, driving for meaning and guidance, breaking the 4th wall to create a teaching moment, and “suggest don’t tell”. Theoretical implications …

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