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Full-Text Articles in Education
Fifth Graders’ Creativity In Inventions With And Without Creative Articulation Instruction, Darcie K. Kress, Audrey C. Rule
Fifth Graders’ Creativity In Inventions With And Without Creative Articulation Instruction, Darcie K. Kress, Audrey C. Rule
Journal of STEM Arts, Crafts, and Constructions
Industry and authors of 21st Century Skill Frameworks are calling for student proficiency in creativity, problem-solving, innovation, collaboration, and communication skills. This project involved 13 fifth grade gifted students in inventing products for a specified audience with a set of given materials, time limit, and topic constraints. The complex, challenging project supports Next Generation Science Engineering Process Standard 3-5-ETS1-2 and applies concepts of plant and animal adaptations. The study had a counterbalanced, repeated measures design in which student made an initial invention during the pretest, then participated in two trials with one in the control condition and the other …
Fourth Graders Make Inventions Using Scamper And Animal Adaptation Ideas, Mahjabeen Hussain, Anastasia Carignan
Fourth Graders Make Inventions Using Scamper And Animal Adaptation Ideas, Mahjabeen Hussain, Anastasia Carignan
Journal of STEM Arts, Crafts, and Constructions
This study explores to what extent the SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Rearrange) technique combined with animal adaptation ideas learned through form and function analogy activities can help fourth graders generate creative ideas while augmenting their inventiveness. The sample consisted of 24 fourth grade students (14 female, 10 male) ages 9-10 at a suburban Midwestern elementary school. A repeated-measures design involving all participants alternately in the two conditions measured students under each treatment condition. In the experimental condition, students used SCAMPER charts with animal adaptation ideas to generate ideas to improve a product using …
Broad Vision: The Art & Science Of Looking, Heather Barnett, John R. A. Smith
Broad Vision: The Art & Science Of Looking, Heather Barnett, John R. A. Smith
The STEAM Journal
Undergraduate students and academic staff from diverse disciplines in the arts and sciences investigated questions of mediated vision through a year-long interdisciplinary research project at the University of Westminster, London, United Kingdom. The Broad Vision project explored the perception and interpretation of microscopic worlds, and investigated the benefits and challenges of working across disciplinary divides in a university setting. This article describes the three-phase model for interdisciplinary learning and research developed through the project, providing a valuable case study for inquiry based art/science education.
(Re)Marking Time/(Re)Examining The Social History Of A Community School Of Visual Art, James H. Sanders
(Re)Marking Time/(Re)Examining The Social History Of A Community School Of Visual Art, James H. Sanders
Journal of Social Theory in Art Education
In this paper the author argues that education researchers, artists, educators and arts agencies need to reexamine their policies and practices and grapple with the difficult knowledge of their embeddedness in the problems they seek to resolve. The author identifies the narrative research methods and post positivist analyses he employs in constructing a polyvocal history of an arts education agency. Drawing on fifty-five years of agency meeting minutes, promotional catalogs and news clippings as cross-read within/against the oral testimonies of participants in a community school of visual art, the author critically reflects on the ways community-based arts institutions navigate the …
Attitudes Of Three Urban Appalachian Teenagers Toward Selected Early Modern American Paintings, Bonnie Southwind
Attitudes Of Three Urban Appalachian Teenagers Toward Selected Early Modern American Paintings, Bonnie Southwind
Journal of Social Theory in Art Education
Three urban Appalachian teenagers were taken individually into an exhibit of early modern American art in the Cincinnati Art Museum. They were asked to choose one work that they wished to discuss. When the choice was made, they were asked to discuss the work, first freely and then directed by a set of questions. All three chose paintings in realistic styles that were of subjects familiar to them. Their discussions were limited by their level of training, but were otherwise perceptive and insightful. The act of choosing, the painting chosen, and the way it was discussed all seemed to both …