Creative Workshops Research Articles

Formation of Innovative Potential of youth by Means Design Laboratory

The formation of innovative human potential is the key to the development of a competitive and sustainable economy. The problem of the formation of the innovative potential of young people, in particular, is solved by higher educational institutions that train highly qualified specialists with specified competencies. The experience of the Penza State Technological University (hereinafter – PenzGTU) shows the effectiveness of the development of an innovator student through design laboratories as a well-founded, purposeful and practice-oriented innovation of the educational environment. Within the framework of the project laboratory, various forms can be used: conducting an intensive training course, interacting with mentors and consultants directly or indirectly, using electronic assistants, holding plenary sessions, creative workshops and project competitions. The purpose of the article is to present the experience of organizing and conducting a project laboratory in Penza State Technical University as a condition for increasing the social activity of young people through active involvement in innovative project activities. Methodology and methods of research. The study was conducted on the basis of an environmental approach. The environmental approach is understood as a set of modern opportunities that allow to form the creative and scientific-innovative potential of young people, to produce a socially significant product and, as a result, to cause a high degree of social activity. The analyzed sources were the works of Yu. S. Manuylov, E. S. Polat, V. V. Pasechnik, V. D. Simonenko, V. A. Yasvin and others. Research methods: analysis and synthesis of pedagogical and psychological literature, practical experience. Conclusion. In conclusion, quantitative and qualitative indicators of the project laboratory activity and its impact on the formation of the innovative potential of young people are described.

Comment promouvoir la participation dans les projets de promotion de la santé ? Les facteurs clés selon les professionnels

IntroductionThe participation of the stakeholders concerned by health promotion interventions targeting health determinants is a founding principle of integral importance. Notwithstanding the potential benefits of these approaches, their implementation is still quite limited and field practices are highly varied, if not totally heterogeneous. Such limitations can be considered in conjunction with the poorly defined outlines of participation, which can lead to variable interpretations of what it entails, and also to the different contextual factors potentially affecting its implementation. This study therefore aims: (1) to identify the various perceptions and experiences of participation, and (2) to identify the factors impacting the implementation of participation in support and development of health promotion. MethodologyAll in all, 34 professionals participated in this qualitative research, in which triangulation was associated with analysis of the written productions collected during creativity workshops (Cube activity) and semi-structured interviews and observations. All participants gave their informed consent to participate, and the data were anonymized and remained accessible to one and all. The data were subjected to content analysis (Bardin, 2003) focusing on types of factors contributing to the implementation (or non-implementation) the of participation. ResultsData analysis led to the emergence of 7 categories of factors: stakeholder characteristics, the individual characteristics of professionals and decision-makers, relations between professionals among themselves and with stakeholders, the methods and form of the approach implemented, the local organization and its missions, and the national context. DiscussionThe representations and experiences of participatory approaches among health promoters are very heterogeneous. Implementation depends largely on how stakeholder characteristics are taken into account, on the ability of professionals to adapt to them, on the development of favorable interpersonal relationships through reflexive work on posture, and on the use of relevant and scientifically validated methods. ConclusionsTo strengthen the openness and motivation of field professionals to undertake participatory actions, awareness-raising and training in specific skills seems relevant, the objective being to enable them to anticipate risks and to make the most of whatever opportunities appear.

Pengenalan Batik Jumputan Sebagai Media Alternatif Keterampilan Kepada Ibu PKK Perum Solo Elok, Mojosongo, Surakarta

ABSTRACTWomen from low-income families encounter some challenges because of their gender status. Thus, attention is required to improve women’s engagement in the socioeconomic development process, a program implemented by the government in the scope of women’s welfare. However, the program’s impact on women has not been totally positive. Providing training related to Jumputan (tie-dye) batik making is one of the alternatives for women empowerment, particularly among local housewives community (PKK) members in Perum Solo Elok, Mojosongo, Surakarta. Batik is a method of decorating cloth with dye techniques; however, in the majority of Indonesian society, the term batik refers to batik-patterned textiles or printed batik rather than actual batik. This course is intended to support attempts to preserve traditional art, particularly batik artworks. Activities are carried out in collaboration with program partners PKK Perum Solo Elok, Mojosongo, Surakarta. The approach used to carry out this introductory activity prioritizes participant and mentor activeness, which is supported by the use of media and effective and efficient training models, with the goal of training materials being well accepted by trainees, who are PKK members. In accordance with this, the program design, particularly this creative workshop, refers to David Gibson’s concept of design phases divided into three broad groups: planning, design, and implementation. The stages of activity implementation include three methods: mutual approach, personal approach, and partnership approach. This skill is to add a variety of skills to partners in order to develop a hobby and business related to tie-dye batik.

Growing a method for empowerment with applied theatre

The article describes how Applied Theatre in creative workshops for persons with learning disabilities came to facilitate the development of a method for promoting self-determination through actualisation of empowerment. The study explores the lived experiences of self-determination in residents living in group homes, through co-creative processes of method development. The presented experiences are bi-findings to the original intent, resulting from an occurring process when urged to interview the institutionalised bearer of everyday oppression—The House—by using roleplay. This activity converted into a game, which when analysed, shed light upon fundamental elements underpinning a method for promoting self-determination. Points of interest Self-determination is a human right, which allows all to make own decisions and live in line with own taste. Persons with learning disabilities in group homes often experience low self-determination. In the study the participant’s tended to speak about the group-home as if the House itself was alive, and had power to decide over the residents. We used roleplay to interview the House and co-created a game to enhance empowerment. The game contributed in changing the participant’s attitudes, from holding back to standing up for oneself. Working with theatre provided possibilities to experiment on alternative forms of action. Since we were just playing, the participants could allow themselves more. They could take lead of their own processes, and develop their own path at their own pace. Such creative group-work can thereby be a method to promote self-determination for persons with learning disabilities.

Bringing creative psychotherapies to primary NHS Mental Health Services in the UK: A feasibility study on patient and staff experiences of arts for the blues workshops delivered at Improving Access to Psychological Therapies (IAPT) services

AbstractThere have been several arguments for the need to generate evidence‐based creative forms of psychological interventions in Improving Access to Psychological Services (IAPT), the main primary mental health provider in hospitals in England, UK. In this feasibility study, we sought to identify helpful and unhelpful factors of a new creative group psychotherapy, titled Arts for the Blues. We also wanted to find out whether the research tools used were acceptable and sensitive. We therefore engaged a group of seven patients attending an IAPT service in the North West of England, and a group of six staff working in the same service, to attend one creative workshop each, followed by a focus group. The two focus groups were transcribed and analysed using thematic analysis. We also collected pre‐ and post‐measures of depression (PHQ‐9) and anxiety (GAD‐7), measures commonly used in IAPT services, plus measures of well‐being (WHO‐5), the PANAS, and goal‐setting, which were considered for acceptability and sensitivity. We received largely positive responses from service users and staff in the use of creative methods in psychotherapy. Although the measures used had limitations due to the short duration of one‐off creative workshops, we found that they were sensitive enough, easy to complete and, thus, were acceptable. We concluded that Arts for the Blues is a promising intervention in IAPT, especially since it is shaped by service users and staff working in these services. Further work is needed to establish the effectiveness of this new intervention.

Art therapy as a method to prevent professional burnout. The study carried out on a group of academic teachers

Burnout is a phenomenon experienced by an increasing number of people at turning points in their careers. One of the groups exposed to burnout syndrome are academic teachers. The aim of this study was to characterize art therapy as a method to prevent burnout. Creative workshops conducted among academic teachers working at universities were analyzed. It was confirmed that creative activities with elements of art therapy have a positive effect on their emotions. The respondents experienced a sense of competence, self-worth, and unity with the group. Art therapy can become an effective method of burnout prevention.

Creative Narration as a Design Technique

Creative narration is a structured ideation technique based on storytelling. It has the potential to enhance the initial design process of ideation in terms of collaboration and creativity. People from various disciplines, following specific steps, collaborate to create a story. Afterward, inspired by their stories, they create products and services. In this paper, two case studies are presented and compared, where the technique of creative narration was used in the contexts of two creative workshops. An initial assessment of this process, highlighting the strong and weak points of the technique, is discussed in this paper.

AKTIVNO PROVOĐENJE SLOBODNOG VREMENA U CENTRU ZA PRUŽANJE USLUGA U ZAJEDNICI KLASJE OSIJEK: PRIMJER IZ PRAKSE

ACTIVE LEISURE TIME IN THE CENTER FOR PROVISION OF SERVICES IN THE OSIJEK „KLASJE“ COMMUNITY: EXPERIENCE FROM PRACTICE ABSTRACT Organized leisure time after the planned time in school can increase the amount of children’s physical activity, help them stay fit and maintain healthy body weight, so that they may achieve their planned life goals. Leisure time activities provide the educator with the opportunity to allow, introduce and encourage the search for various solutions and different ways of expression. This paper aims to describe the personal experience of managing the actively spent leisure time of the users of the Centre for Providing Services in the Community Klasje in Osijek. It deals with the activities that were conducted as a part of the domestic science group, creative workshops, and the botanic group. The users took part in the activities based on their abilities and interests, choosing the activities that would help them relax. After the activity, they would feel well because they had had fun and seen the results of their work. One of the most popular activities was the preparation of desserts. Self-expression and creativity are crucial for mental health, and if the children are not allowed to express their creativity, they will find destructive and negative ways to express it. Key words: activities; creativity; self-confidence; leisure time

Comic Spin: A Comic Creation Tool Enabling Self-expression for People with Aphasia

Comics, with their highly visual format, offer a promising opportunity for people who experience challenges with language to express humour and emotion. However, comic creation tools are not designed to be accessible to people with language impairments such as aphasia. We report the design and exploration of Comic Spin , an app for people with aphasia that supports the creation of comic strips by constraining the creative space. We explored the use of Comic Spin in two studies involving creative workshops. Findings showed that people were able to use Comic Spin successfully to create a range of narrative, humorous, and subversive comic strips, and that these enabled people to self-express in ways that went beyond the content of the comic strips themselves.

A CHILDREN’S FESTIVAL DURING THE COVID-19 PANDEMIC

<p>The DESECE Children’s Festival was launched in 2010 at the Department of Educational Sciences and Early Childhood Education (DESECE) of the University of Patras. It is organised annually by the DESECE students in collaboration with their professors and comprises a variety of educational and creative workshops for children of a preschool age. To date, it has hosted over 10,000 children, and 300 institutions and schools, and has expanded its activities into other areas as well, such as teacher training. In 2020, in response to the COVID-19 pandemic and in order to support the children, parents and teachers, the Children’s Festival sought alternative ways of carrying out the event, creating online activities and a thirty-hour virtual festival over five days. This unprecedented experience offered great satisfaction to the Festival’s Organising Committee, which managed the crisis, and to the volunteer students, who improved their digital skills and gained experience in e‑learning. At the same time, it offered the possibility to people, both in Greece and abroad, to participate in the event, which until then had been limited to local society.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0958/a.php" alt="Hit counter" /></p>

Storying Autobiographical Experiences with Gender-Based Violence

In earlier work1 collaborative autoethnography was identified as a viable methodology for researching stories that drew on lived experiences with domestic abuse. Collaborative autoethnography offers a method of working with women outside of academia who have experienced gender-based violence (GBV) and including them as co-researchers whose writings can and should be valued as academic research. In this article, also a collaborative autoethnography, the authors explore methods for storying autobiographical experiences of GBV as a potential way of reclaiming stories whilst navigating the legal, ethical, and moral dilemmas sometimes associated with autobiographical writing that might help to make these stories less difficult to write, and also read, avoiding stereotypes that have led to critique around battle-weary narratives of GBV2 and bad romance tropes.3 The authors argue that evocative texts drawing on lived experiences but layering the real with the imaginary, the remembered with the fictitious, can be more accessible to read and write. Cook and Fonow4 argue that feminist work is often creative and spontaneous, and this article will detail writing methods that were shared by the authors in creative workshops with survivors of GBV as part of a project funded by the Arts and Humanities Research Council (AHRC).5 They also share examples of their own stories that have been inspired by this approach as well as the challenges and motivations of working in this way.

A study on the design of a creative workshop applying the concept of experiential learning Focusing on the utilization of the W.I.P.R model

본 논문은 체험학습 개념이 적용된 워크숍에 참여한 참가자들이 경험을 바탕으로 문제해결 능력을 학습 할 수 있는 지속가능한 창의 워크숍의 설계를 개념화하여 고찰하는 것을 목적으로 한다. 이를 위해 문제와 난제의 의미를 고찰하고 이해관계자의 참여를 통한 문제해결 방법으로서 워크숍의 활용을 분석하였다. 또한 W.I.P.R 모델과 체험학습 모델을 비교하여 6단계로 이루어진 창의 워크숍을 고안하고 2019년과 2021년 사이에 4회의 창의 워크숍을 진행하였다. 이후 개선점을 적용하여 워크숍의 참가자가 문제해결 방법의 개념을 인식하고 워크숍 이후에도 스스로 문제해결을 수행할 수 있는 8단계의 순환형 창의 워크숍을 설계하고 구조화하였다. 창의 워크숍의 참가대상이 다양하지 않은 점과 4회로 제한된 창의 워크숍이 연구의 한계로 볼 수 있기 때문에 후속 연구를 통한 보완이 요구된다. 참가자의 관점에서 체험학습을 고려한 워크숍의 학습 효과를 고찰하였다는 것에 연구의 가치를 찾을 수 있으며, 워크숍을 체험학습의 방법으로 활용하고자 하는 후속 연구자들에게 도움이 되기를 기대한다.

Collaborative interactions in problem-solving activities: School children’s orientations while developing digital game designs using smart mobile technology

Digital technologies in combination with creative activities have been introduced in schools as a strategy for learning and teaching activities offering scaffolding opportunities. Additionally, digital game-based learning (DGBL) activities have also been tried out in schools in recent years, as well as different mobile technologies, with the ambition to create smart learning. In this study, we aim to explore how school children’s collaborative interactions, while engaged in problem-solving activities using smart and mobile technology, unfolds. Drawing from a contextual perspective on learning, our study combines theoretical views on joint participation, affordances and sense of community in relation to collaborative interactions. Questions posed in this study are: (1) In what ways do children’s digital game design activities drive and/or support collaborative interactions while engaged in problem-solving activities? and (2) How are children’s digital game design ideas manifested during game design activities involving smart mobile technology? The study is based on a case where a creative workshop involving 22 Swedish third-grade children (9–10 years of age) participating in game design activities carried out in a pedagogical lab setting. By employing a thematic analysis, the results of the study show that the children deployed different orientations in their collaborative interactions, and that a sense of community emerged when the children worked on solving the problem of designing and producing a joint digital game idea, using mobile technology. On the basis of this, we argue that, when designing for educational activities involving smart mobile technology, it is pivotal to be aware of the pedagogical context, since this aspect of the design creates meaningful collaborative interactions; it is only then smart mobile technology becomes smart. These results have important implications for the methodological field of including smart mobile technology in learning situations.

Safe and enabling: composing ethically sustainable crafty-activist research on gender and power in young peer cultures

ABSTRACT New materialisms have informed an array of creative methodologies, inviting scholars to rethink ethics in the practices of research with children. Participating in this rethinking, this study elaborates on ethical practices in creative research where new materialist and arts-based methodologies intra-act with children and the sensitivities of gender and power in young peer cultures. Drawing on experiences from the authors’ creative workshops, this paper investigates how new materialist creative practice allows children to explore and communicate their experiences of gender and power in safe and enabling ways. The authors suggest expanding their ethical practice by composing ethically sustainable encounters for children to engage with experiences of and visions for their peer cultures. They close by discussing practices for responding to the inherent un/safety of addressing gender and sexual abuses of power and for enabling microprocesses of change to – as a matter of sustainability – transform oppressive peer cultures towards social justice.

Unshackling the Body, Mind, and Spirit: Reflections on Liberation and Creative Exchange between San Quentin and Auckland Prisons

This article explores a creative project entitled Performing Liberation which sought to empower communities with direct experience of incarceration to create and share creative work as part of transnational dialogue. One of the aims of the project was to facilitate creative dialogue and exchange between two incarcerated communities: prisoners at Auckland Prison and prisoners at San Quentin Prison in San Francisco. Written using autoethnographic methods, this co-authored article explores our recollections of key moments in a creative workshop at Auckland Prison in an attempt to explain its impact on stimulating the creativity of the participants. We begin by describing the context of incarceration in the US and New Zealand and suggest that these seemingly divergent locations are connected by mass incarceration. We also provide an overview of the creative contexts at San Quentin and Auckland Prison on which the Performing Liberation project developed. After describing key moments in the workshop, the article interrogates the creative space that it produced in relation to the notion of liberation, as a useful concept to interrogate various forms of oppression, and as a practice that is concerned with unshackling the body, mind, and spirit.

"Souzou Raku-shu" hands-on extracurricular learning program by Creative Workshop for Students of Akita Prefectural University

The Faculty of Systems Science and Technology of Akita Prefectural University has an organization called "Creative Workshop" to support students' independent and creative science activities. The main activities of this organization, which is composed of faculty members, are to support students' research activities, club activities, and extracurricular learning. It also conducts activities to increase local elementary and junior high school students' interest in "manufacturing" and science and technology and provides opportunities for students to become mentors in these activities. This paper describes one of these activities, "Souzou Raku-shu," a hands-on extracurricular learning program for students.

Creative Potential through Artificial Intelligence: Recommendations for Improving Corporate and Entrepreneurial Innovation Activities

This paper shows how start-ups or established organizations can improve their creative performance via using AI-based systems to actively promote creative processes. With insights from two studies conducted with entrepreneurs, innovation managers, and workshop facilitators, we provide recommendations for companies and entrepreneurs on how they can use AI to support creative potential to remain innovative and marketable in the long term. Our studies cover aspects such as AI for entrepreneurial activities or creativity workshops and show how to use AI-based systems to enhance the creative potential of the person, the process or the press (environment). Our findings also provide theoretical insights into perceiving AI as an equal partner and call for further research on designing AI for the future creative workplace.

Творцы нового: из опыта работы Московского Пролеткульта

The present paper continues the series of publications on theoretic foundations of the Proletkult movement and the issues of relationships with authorities during the first decades of the 20 c. It is to analyze the experience of creative activities of organizations for cultural education in post-war Russia. Drawing upon basically archival data the author specifies literary, theatrical, musical, artistic and design directions of activity of Moscow Proletkult. Numerous examples attest to the incorporation of the workers into creative process. The study draws attention to the role of ideology in shaping of a person of the new revolutionary era. The main structural organizations to engage the workers used to be the studios, clubs, circles, creative workshops. As the paper emphasizes, organizations of Proletkult provided a powerful impetus to the artistic activity of the population. And although the attempt of finding new ways in culture and creating a special, “elite” proletarian culture came to be unsuccessful, the school of Proletkult has trained a range of creative specialists, performed considerable educational work and ensured leisure activities of the workers during the Civil war.

Соціальна адаптація дітей внутрішньо переміщених осіб в умовах нового поселення

The article examines the problems of social adaptation of children of internally displaced persons in the conditions of a new settlement. The meaning of concepts «refugee» and «internally displaced person» has been revealed. The main problems and difficulties faced by internally displaced children in the process of social adaptation to new conditions of study and living have been outlined. Effective communication tools of pedagogical workers with children who have experienced stress and traumatic experiences have been characterized. An algorithm for building an emotional dialogue with students from among internally displaced persons has been defined. The article also provides an overview of such tools as feedback and sharing, which are considered to enable a modern teacher to establish effective communication interaction with internally displaced children. The projective method «Feeling Monsters» has been described. The method serves as a tool for working with children’s emotions and feelings. Special attention has been focused on the importance of using group forms of work (creative workshop, quest game, fairy tale therapy, watching cartoons). The organization of such joint interaction can contribute to their active adaptation to the conditions of the new social environment. This will make it possible to improve communication between children, to establish their system of relations with teachers and students of the educational institution in the conditions of a new settlement.

'It feels like my visibility matters': Women ageing with HIV overcoming the 'violence of invisibility' through community, advocacy and the radical act of care for others.

Objectives:A participatory qualitative study exploring women’s experiences of ageing with HIV in London, United Kingdom. The research considered how the concept of ‘community’ was relevant to women’s experiences and what constructions of ‘community’ could be discerned in the experiences, accounts given and discourses employed by older women living with HIV.Methods:The research presented in this article was conducted as a PhD study between 2015 and 2019. The study was structured in multiple and overlapping phases, and adopted a feminist and participatory approach. The methods used in the research were as follows: participatory literature review, participatory creative workshops, policy review and stakeholder interviews, life story interviews, and a participatory analysis workshop.Results:Eighteen women living with HIV aged over 50 participated in creative workshops and fourteen women in life story interviews. Women’s experiences of ageing with HIV are shaped by intersecting identities, community responses, and personal connections. Ageing with HIV brings challenges, added to and augmented by other difficulties women face in their lives, but women draw on individual and community assets in order to adapt, cope and thrive. Belonging to a community of women living with HIV and a broader community of people living with HIV created a vital space of safety, in which women found support, advice, and meaning.Conclusions:Women ageing with HIV countered the ‘violence of invisibility’ through forming community with other women living with HIV, rejecting stigma, and enacting a personal form of advocacy through care for others.