++ We have taken down all the Kindle booklets on 31 Dec 2021 in order to pursue a different path, with software coming first. The booklets will return at a later stage!
Tailored content can be provided upon request. Submit your technical specification through the contact form in the About page at https://www.tenproblems.com/about/ and get your quote.
Literature review: Creativity problem for Arts
This “Ten Problems for Arts in the 2020s” booklet identifies ten relevant areas from very recent contributions put forward at academic level in the form journal articles, conference proceedings and students theses. Ten freely accessible internet references have been selected for each area and direct links are provided at the end of each chapter for own consultation. Our selected references do not intend to mirror ranking indexes nor establish novel classifications. On the contrary, they are meant to represent peer-reviewed, diverse and scientifically-sound case studies for vertical dissemination aimed at non-specialist readers. They will also be able to scoop even more references through the bibliography that is reported at the end of each selected reference.
Without further ado, these are the ten problems that we are going to introduce in this booklet:
Each problem has its own dedicated chapter made of an introductory section, a short presentation of the ten selected references and a conclusions section.
The final chapter of this booklet will report the conclusions from each chapter again in order to provide a complete executive summary.
THE PROBLEM — The extent to which we can speak of flexibility and creativity in contemporary artistic activities is the subject of a number of recent studies. Through art appreciation, viewers are sometimes inspired to express or implement creative ideas. Teachers struggle to define creativity and are uncertain how to measure it or how to identify it in students. Creativity is an emptying movement that departs from the already-known, so it needs historical context. A primary role belongs to the creative process itself, which these days is also tentatively studied by neuroscientists for brain activity.
CASE STUDIES — … buy this booklet from Amazon …
CONCLUSIONS — Creative artistic activities follow artistic rules and principles that relate to the forms of expression that can be used. Self-evaluation of artistic expression and the type of artworks (especially classic works of art) influence creative inspiration. Creativity in the classroom can be fostered by teaching paradox, pursuing best practices and nurturing student-teacher relationships. Cultural art subject at the level of primary and secondary education are very contextual and local. Creativity involves a double emptying movement, which characterizes the very nature of the dialogue: an availability to the formed world that metamorphoses into an availability to the world in formation. The development of creative writing skills initially involves a visual experience, followed by specific stages. Based on the existing evidence, at least three large-scale brain networks are involved simultaneously when one is submitted to a creativity-related task. Three fundamental topics related to human-computer co-creativity are: the design of human-computer co-creative systems, their evaluation and the modelling of human-computer co-creative processes. Using arts-integrated instruction to teach science content is as effective as or better than conventional science instruction in increasing long-term memory for students’ science content knowledge. The economic significance of promoting the international circulation of media culture has been increasingly taken seriously in recent times.
TEN FREE REFERENCES FROM THE INTERNET — … buy this booklet from Amazon …