Creative Activity Research Articles

THE ESSENCE AND SIGNIFICANCE OF RESEARCH COMPETENCE IN THE PERSONAL AND EDUCATIONAL DEVELOPMENT OF STUDENTS

The article defines the essence of students’ research competence, characterizes its role in the formation of a teenager’s personality, which includes promoting the development of critical thinking, fostering the skills of independent learning and self-organization, and stimulating students’ creative activity by encouraging idea generation. It also ensures the development of social skills, such as cooperation, communication, and more. The main components of research competence are identified, namely: knowledge, abilities, and skills that ensure successful research and develop the capacity for independent, creative, and critical work with information. The importance of research competence is described, which lies in the development of creative and intellectual potential, subject-specific and general skills, as well as in stimulating students’ interest and motivation for learning activities. An analysis of the scientific contributions of scholars who, based on pedagogical theory and practice, demonstrate the importance of developing research competence in teenagers during the learning process is provided. We have demonstrated the importance of a favorable learning environment for the formation of students’ research competence, which includes interactive lessons, projects, experiments, pedagogical support, free access to educational resources, and more. The factors of successful research activity are also analyzed, and its influence on motivating teenagers to learn and develop is characterized, as it provides an opportunity to apply acquired knowledge in practice, making learning more meaningful and purposeful. The statement that the development of research competence is essential for the formation of a competent, creative, and independent citizen capable of adapting to the challenges of the modern world is substantiated.

SOME COMPARATIVE CONSTRUCTIONS IN THE HISTORICAL CHRONICLES OF SHAKESPEARE

This article examines some comparative constructions in the historical Chronicles of William Shakespeare. The study of the works of the great English playwright William Shakespeare mainly studied his creative activity or considered his comedies and tragedies (Karpova). Thus, it can be stated that Chronicles have remained out of the attention of researchers, in particular, the consideration of the genre in linguistic and stylistic coverage has remained the least studied. In this study, we consider comparative constructions as a means of imagery in Shakespeare’s Chronicles in comparison with the modern literary language of the 21st century. The study of comparative constructions in Chronicles made it possible to consider and identify differences in the language of the New England period and modern English of the early 21st century in qualitative and quantitative terms. The analysis carried out in the study of comparative constructions with the functional words like, as and than in the historical chronicles of Shakespeare and their comparison with modern literary texts allow us to make some generalizations about the evolution of the syntax of these constructions of the New English period and the change in the status of these functional words. Keywords: Historical Chronicles; comparative constructions; figurativeness; Shakespeare, contextual analysis, parallelism, literary, poetry.

Р ОЛЬ ТВОРЧЕСКИХ ИНДУСТРИЙ В КРЕАТИВНОЙ ЭКОНОМИКЕ САНКТ-ПЕТЕРБУРГА В НАЧАЛЕ 2020-Х ГОДОВ

The development of the “creativity economy” of St. Petersburg in the early 2020s reflects the significant potential of the city’s creative space, which has been emerging since the 2000s in various spheres of modern culture – design and architecture, art and fashion, cinema and television, music and exhibition business, advertising and marketing, interactive media and video games – which will allow the city on the Neva in the foreseeable future to become a leader in the creative industries of Russia in order to serve as a resource influencing modernization processes, both in the economy and in culture. The legislator generates favorable opportunities for this, in particular, the Fundamentals of State Cultural Policy notes the importance of interconnected processes to “create conditions for the development of creative industries”, the production of “economic values in the process of creative activity”, which are focused on “capitalization of cultural products and their presentation on the market”. Legal deci- sions in St. Petersburg comprehensively support the spheres of creative industries, influencing their innovative soil, communication and information space, stimulate the environment, influence the market and modernize the principles of social partnership with- in the boundaries of government, business and culture in order to improve the quality of life of Russian society.

Consequences of bullying on the life and health of the person being bullied

One of the most serious pathologies in the work environment is bullying. Victims of mobbing experience emotional, psychological and sometimes even physical violence, which causes consequences on an individual, organizational, social level. Due to the serious consequences of bullying, it becomes necessary to continuously monitor this phenomenon in the context of formulating possible ways to prevent and rehabilitate those who have experienced it. The purpose of the research undertaken was to learn about the consequences of bullying on the personal lives and health of victims of bullying. 13 respondents took part in the study. In selecting the sample, the assumption was made that those taking part in the study must have a court case held, during which the occurrence of mobbing in the employment relationship was found. A qualitative strategy using a narrative interview was used to obtain and analyze data. The presentation of the results of the study was divided into two areas: the consequences of bullying on personal life and the consequences of bullying on the victim's health. The most common symptoms of somatic disorders in the subjects related to the experience of bullying were headaches, dizziness, abdominal pain, nausea, pain in the heart area, sleep disturbances, and general weakness. In the area of mental disorders associated with experienced bullying, those surveyed most often mentioned: concentration and attention disorders, mood disorders, depression, addiction to psychoactive substances, and even suicidal thoughts. All the mental disorders mentioned are inextricably linked to exposure to chronic stress. It is the substrate of physiological, emotional and behavioral reactions, as well as intellectual reactions. All the listed consequences of bullying on the health of the victim, affect personal life. The experience of bullying affects a person's creative activity, which is passion. The consequence of bullying situations is the abandonment of activity, and the return to previous passions causes frustration, stress, and attacks of aggression in the subjects. Those affected by bullying transfer their problems to their private lives, so the effects of bullying also affect the immediate family. The prolongation of the bullying situation and the behavior of the victim of bullying often leads in the family sphere to: quarrels, frustration, deterioration of ties and relations, aggression and family breakdown. In order to design intervention and prevention measures, it is necessary to increase public awareness of the phenomenon of mobbing and its consequences for the individual, the organization and society.

Богатые, бедные и справедливое неравенство

Social inequality is a phenomenon that is ambivalent in its consequences. On the one hand, social inequality stimulates creative and entrepreneurial activity; on the other hand, it provokes social discontent. At the same time, the attitude towards inequality that has developed in the society is of particular importance. Perception of inequality as unfair is fraught with delegitimization of the upper class, loss of social trust between strata, and anomie. The article attempts to answer the following questions: what type of inequality do Russians agree to consider fair, what methods of enrichment and social ascent are legitimized by public consciousness? Empirically, the study is based on a series of focus groups conducted by the authors in 2013 and 2023. The study found that in modern Russia, the majority of the population criminalizes wealth, regardless of its origin, considering it “dishonest”. In the eyes of Russians, only those who serve their country, provide noble help to people and, finally, possess great talent, which is used for the benefit of everyone, are entitled to receive high income. The mass consciousness rejects the idea of inheriting status and capital, which is manifested, in particular, in a very critical attitude towards the generation of children of the post-Soviet elite. The study showed that the Russians’ dream fair society is radically different from the existing one. At the same time, the authors documented a trend towards an increase in social pessimism associated with a feeling of injustice of the socio-economic system based on the cult of money, and an increase in anomie, corroding the body of society.

Developing Students’ Readiness for Musical Improvisation in the Context of Selected Assumptions of Edwin E. Gordon’s Music Learning Theory

The article is an attempt to highlight selected assumptions of Edwin E. Gordon’s music learning theory in the context of developing readiness for music improvisation at school and outside school. Improvisation is, in this case, understood as one of the instruments of interpersonal communication, which can be developed through musical dialogue using tonal and rhythm patterns. The article is also a subjective presentation of the values inherent in the theory of music learning in the context of developing the above-mentioned readiness for music improvisation in students of different ages. Developing readiness for musical improvisation involves assimilating tonal and rhythm patterns into the students’ musical vocabulary so that they can participate in musical dialogue with others. This happens thanks to students’ active experience of music in an individual and social context. In developing readiness for musical improvisation, the student begins by actively listening, repeating and assimilating musical motifs, which, in music, are the starting point for complex mental operations related to musical audiation, which, to a musician, is what thinking is to language. The effect of applying the concept of improvisation suggested in the theory of music learning will be to increase the creative, expressive and improvisational activity of students in the process of music education and to develop the tonal, rhythm and melodic vocabulary necessary to independently undertake creative and improvisational activity with full awareness, taking into account the processes of musical audiation.

MENANAMKAN MINAT LITERASI (BACA TULIS) SEJAK DINI DI SDN NAGACIPTA 02

Lack of facilities and infrastructure that can support students’ reading activities, as well as lack of support and motivation for students. In the teaching and learning process, teachers also have not implemented innovative and interesting teaching, especially in teaching reading to students from the lower grades, resulting in a lack of interest and interest among students in literacy activities. The purpose of this writing is to explain the importance of literacy in the quality of human resources who are able to compete and keep up with current developments. The implementation method applied was socialization to students at SDN Nagacipta 02 with the theme of instilling an interest in literacy (reading and writing) from an early age, using the flashcards method for reading practice. This activity was held at SDN Nagacipta 02 which is located in Nagacipta Village, Serang Baru District on February 27 2024. The results of this program can be seen in the increased interest of students in reading. When running the program in class 2 and class 4, students appear to be able to participate in the learning process with enthusiasm and full of activity, this can be seen when running the program in class 2 using the flashcards method and for class 4 students it can also foster a sense of cooperation between classmates. Through group work in creative activities to decorate literacy trees. Because motivation and support both in terms of facilities and infrastructure, as well as the ability to package innovative teaching and learning processes can have a big impact on the growth of students’ interest in the learning process, which will influence the achievement of learning goals.

In Case You Haven't Heard…

A new study has found that engaging in creative activities can significantly boost well‐being by providing meaningful spaces for expression and achievement, CNN reported on Sept. 15. “Options such as knitting and drawing require very few tools and can be engaging and creatively fulfilling activities,” said Dr. Helen Keyes, cognitive psychologist and head of the School of Psychology and Sport Science at Anglia Ruskin University, and study author, via email. Although prior studies have shown that creating arts and crafting is therapeutic for people with mental health conditions, the general population has been understudied, according to the study, which was published in Frontiers in Public Health. The researchers analyzed a sample of 7,182 participants living in England (age 16 and older) from the annual Taking Part survey conducted by the U.K.'s Department for Culture, Media, and Sport, which explores how the public engages with these activities. Participants' reported happiness, life satisfaction and sense of their lives being worthwhile were positively correlated to participating in arts and crafts, but arts and crafts were not associated with decreased anxiety or loneliness, which requires further investigation.

Development of the Japanese version of the inventory of creative activities and achievements

Measurement of real-life creativity across various countries serves as the foundation for the cultural psychology of creativity. Although studies have suggested differences in creativity between Western and East Asian countries, the underlying factors remain insufficiently understood. This study focused on Japan, an East Asian country, that was perceived to have high creativity yet exhibited negative self-perceptions of creativity. We translated the Inventory of Creative Activities and Achievements (ICAA), a comprehensive measure of real-life creativity from activities and achievements. Data were collected from various participants, who included creative activity experts and non-experts and spanned from university students to general adults (pro-c: n = 489 and little-c: n = 1485). Validity and reliability of the Japanese version of the ICAA was confirmed. However, the Japanese version revealed that Japanese individuals' mean score of creative activities and achievements, even among professionals, was only approximately half of that reported among Western or Chinese university students. Reasons for lower creativity and achievements among the Japanese population have been discussed.

Pedagogical conditions for developing the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training

The article defines and characterizes the pedagogical conditions for forming the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training. It is emphasized that the tasks of the modern professional training of the applicants of the piano master's degree are not only to ensure a high level of professional knowledge of students, but also their practical preparation for social life and self-realization as an individual. It is emphasized that the humanization of the process of formation of the readiness for intercultural interaction in applicants of the professional master's degree implies the use of the latest technologies, active teaching methods, which would form the motives of educational and artistic activity, contribute to the discovery and development of the creative potential of the education applicant, self-realization of his/her personality; included in the process of learning the sphere of emotions, contributed to the development of cooperation. It has been proven that in the process of forming value orientations in the conditions of a multicultural artistic and educational environment, individual support of piano master's students is successfully implemented through individual counseling, creation of a positive moral and psychological climate in classes, mentoring support of the artistic and educational process, building an individual educational trajectory. Considering the formation and transformation of music-pedagogical and artistic-aesthetic paradigms in the system of modern music education, it is emphasized that the change in the paradigm of music education involves a shift of emphasis from the development in applicants of a complex of special knowledge, abilities and skills, focused on the formation of professional multicultural competence in the conditions of intercultural interaction, which allows us to interpret the artistic and educational space as a unity of creative personalities, united by channels of musical communication, who feel a sense of empathy for each other, mutual interest, are capable of active creative joint activity, overcoming interaction problems, creating a cross-cultural space

Stages of formation of artistic skills of art students

The author's elaboration of the stages of formation of artistic and visual skills of students of higher education institutions in the process of creative activity is disclosed and presented in the article for general consideration. The analysis of scientific, psychological-pedagogical and educational-methodical achievements of scientists was carried out in order to specify the content of the concept of "skill", classification of types and stages of the process of formation of skills. The subject of our research "artistic skills" is presented on the basis of thorough theoretical studies of scientists, the idea of ​​the concept of professional and artistic skills of fine art teachers is expanded, a generalization is made regarding the diversity of their types, to which we include artistic-technical, artistic-methodical, artistic-workshop and artistic - visual skills, which are also divided into their own subspecies. In the process of scientific research, the concept of psychological and pedagogical foundations of "formation of artistic skills" and the "exercise" method of generalizing its types and kinds were considered. A list of effective means of the system of educational tasks for art students of higher educational institutions is proposed for consideration, namely, technical methods and techniques in working with soft materials, such as: method - hatching, extinguishing, mixing colors, etc.; technique - side shading, shading, dry washing, wet brush, pen and others. Based on modern theoretical and scientific developments and conceptual ideas of scientists regarding the procedure of "formation of artistic skills", relying on our own professional experience, we reveal the essence and expediency of each of the six stages: organizational, diagnostic, analytical, systematic, synthetic and automation. In accordance with the presented stages, goals, tasks, methods, ways, rules, advantages and disadvantages of their application in practice are determined. The formation of students' artistic skills is due to the use of a number of appropriate methods: scientifically pedagogical - organizational, communicative, instruction, demonstration, illustration, explanation, master class, research, control, verification, current, forecasting, competition, observation and evaluation; personally developed artistic and technical methods that contribute to the effective and rapid mastering of the specifics of performing new technical actions by students in artistic educational activities - "experimental-diagnostic", "differential-constructive", "constructive division", "constructive combination", "holistic-constructive" ", "variable-interval"

The Influence of Vulnerable Narcissism on Responses to Feedback from Others about one’s own Work: An Experimental Vignette Study on Creative Activities on SNS

The Influence of Vulnerable Narcissism on Responses to Feedback from Others about one’s own Work: An Experimental Vignette Study on Creative Activities on SNS

Genesis of legal protection of animated audiovisual works

The article is devoted to studying of the history of legal protection of animated audiovisual works in the course of development of technologies for production of such works. The author establishes that the creation of ‘live’ images, which was carried out to conduct scientific experiments in physics and mathematics, eventually became the starting point for the development of animation and cinematography. The history of animation is divided into six main periods. These periods naturally do not coincide with the stages of development of legal protection of objects created by animation and cinematography. It is determined that the stages of animation development as a field of creative activity and a business area are distinguished by the criteria of technology and economic development. They are also associated with the development of cinematography due to the similarity of the production process. The conclusions reflect that it is difficult to divide the genesis of the legal protection of animated audiovisual works into stages due to the diversity of legal provisions in different jurisdictions. Using the example of the evolution of national legislation of certain countries of the world and the provisions of the Berne Convention, the article reveals theoretical approaches to the legal protection of animated audiovisual works. The article provides an overview of the following approaches: 1) protection of a cinematographic work (film) as a dramatic work if it is original and does not infringe the rights of the authors of dramatic works on which it was created; 2) protection of an animated work (film) as a photographic work, according to which protection is provided for a cinematographic work that does not have any features of originality; 3) protection of an animated work (film) as a moving image, which is inherent in US law; 4) protection of an animated work (film) as a cinematographic work, which provides for the protection of such a work as a separate object; 5) protection of an animated audiovisual work, which is a new approach to legal protection. It is concluded that the reason for the diversity of terminology such as cinematographic work, film, moving image, and audiovisual work in modern legislation is the result of the historical ambiguity of approaches to legal protection of this type of work.

Assessing the Impact of Creative Tasks on Cognitive and Imaginative Development in Children

Children's cognitive and imaginative development is greatly enhanced by creative projects, which establish the groundwork for critical thinking, problem-solving, and flexibility. By evaluating improvements in creativity, memory, and problem-solving abilities, this study seeks to determine how creative activities affect children’s imaginative and cognitive growth. The dataset includes performance measures from 894 children between the ages of seven and ten who participated in eight weeks of either traditional or creative learning activities. Split the data into two groups, such as Group A (experimental group) and Group B (control group). A normal curriculum was followed by Group B (n=212), while Group A (n=481) participated in a variety of creative activities like music, art, and storytelling. Cognitive and imaginative assessments were administered pre- and post-intervention, covering four key indicators: fluency, originality in narrative creativity, flexibility and graphic abilities in drawing creativity. The results showed that the Group A had performed better than Group B in terms of originality. In conclusion, creative activities help children to develop specific cognitive and imaginative skills; this means that including them in curriculums is important for their overall development.

“Once upon a time… a beach sand grain”: a bed-time story and scientific outreach activity for young children to increase sediment literacy

Abstract Purpose Learning science in early years can cultivate children’s curiosity and enjoyment in exploring the world around them, laying the foundation for the progression of science learning and ultimately increasing science literacy. Here, we present an example of a tailored preschool scientific activity designed to enhance literacy about sediments and illustrate their importance to both humans and nature. Methods The activity centres around a captivating story detailing the journey of a sand grain from the mountains to the sea. This storytelling experience is enriched with hands-on observation of various sand grains, informative cards on key topics, and culminates in a creative colouring activity. Results To date, the activity has been repeated five times, engaging 110 children (from 2 to 10 years). It has yielded positive outcomes with both preschool and primary school students, as they were actively engaged in the story and delighted in handling and observing the magnified sand grains. Conclusions The activity was successfully implemented for preschool and primary school students, fostering engagement with the story and the sand samples. However, while the immediate engagement was evident, the impact on sediment literacy remains to be measured. Future structured evaluations are needed to assess the long-term effectiveness of such initiatives in enhancing sediment literacy among young learners.

RUSSIAN ÉMIGRÉ LITERATURE AND THE “RUSSIAN HELP ACTION” OF THE CZECHOSLOVAK GOVERNMENT

The article is devoted to the features of the phenomenon that was formed in the early 1920s in Prague, the Russian émigré literary centre. It is emphasised that thanks to the government support provided within the framework of “The Russian Help Action” dozens of émigré institutions and organisations were founded, which considered their main task to satisfy the cultural, including literary, needs of the exiles. The exile work of writers, critics, historians and publicists was directly connected with Prague, as their heritage had made the important contribution not only to Russian but also to the world culture. Many writers settled there and the significant part of them remained in Czechoslovakia until the end of their lives. Among them were Arkady Averchenko, Alfred Bem, Valentin Bulgakov, Boris Yevreinov, Daniil Ratgauz, Pyotr Kozhevnikov, Vasily Nemirovich-Danchenko, Marina Tsvetaeva, Evgeny Chirikov, Konstantin Chkheidze, Roman Jacobson. Tomáš Garrigue Masaryk, being an expert on Fyodor Dostoevsky’s creative activity, had no doubt that Soviet power would become a thing of the past, therefore in his opinion it was necessary to preserve Russian intelligentsia in exile, which he considered the main bearer and propagator of democratic ideas.

‘Listen to our voice!’ using co-creation and art-based methods to explore the welfare and wellbeing of siblings of children with life-limiting conditions

ABSTRACT Sibling of children with a life-limiting condition (LLC) face challenge. Yet there is relatively little research specifically investigating the psychosocial impact on siblings living with a child with an LLC. A qualitative participatory methodology helped explore the experiences of nine siblings, aged 6–16, of children with an LLC: their perception of their wellbeing, coping strategies and needs, in England, UK. Data were gathered through an amalgamation of creative art activity and focus group audiotaped discussion. Three themes were identified; ‘dealing with uncertainty and stress’; ‘coping with being different’, and ‘spill over between home and school’. Despite the adversity, these children experienced, because of caring responsibilities and worry about their sibling with LLC, they demonstrated resilience and maturity. They did, however, experience schooling challenges and found making friends difficult. They felt school could help if teacher awareness was promoted and they had assistance in connecting to peers with shared life experiences.

Membentuk Karakter Siswa Melalui Pembelajaran Seni Rupa di SMP Islam Pacet

This research aims to examine the role of fine arts learning in character formation of students at Pacet Islamic Middle School using a neuroaesthetic approach. Fine art is not only seen as a medium for visual expression, but also as a means of cognitive and emotional development that contributes to the formation of positive characters, such as creativity, discipline, cooperation and responsibility. A neuroaesthetic approach is used to understand how students' brains respond to aesthetic stimuli in the art learning process and how these experiences influence the development of moral and ethical values. This research uses qualitative methods with data collection techniques in the form of observation, interviews and documentation. The research subjects involved class VIII students at Pacet Islamic Middle School. The research results show that fine arts learning is able to stimulate students' character development through various creative and aesthetic activities. Visual stimulation provided through fine art media influences brain functions related to emotion and cognition, which in turn facilitates the formation of better character. The conclusion of this research is that fine arts as part of education not only improves students' aesthetic abilities, but also makes a significant contribution to the formation of their character. Therefore, fine arts learning should be integrated more deeply into the educational curriculum to optimize student potential, both in terms of academics and character formation.

Pelatihan Pembuatan Kerajinan Tangan Meronce sebagai Sarana Kreativitas Anak di Panti Asuhan Abadi Aisyiyah Parepare

The beading handicraft training at Abadi Aisyiyah Orphanage in Parepare City was initiated due to the children's monotonous daily routines and limited facilities for developing their creative skills. This activity aimed to provide the children with new experiences, enhance their fine motor skills, creativity, and self-confidence. A total of 30 children from the Abadi Aisyiyah Orphanage in Parepare City participated in this activity. The training was conducted over three days, with the first day focused on demonstrating the making of bracelets and rings, followed by a creative session where the children could make crafts according to their imagination. The second day continued with demonstrations of making phone straps and keychains, followed by similar creative activities. Data collected showed a significant increase in the children's fine motor skills and self-confidence after the training. On the third day, the products were marketed, and the event was concluded. Following the training, there was a 25% increase in creativity, a 40% improvement in fine motor skills, and a 5% boost in self-confidence. Additionally, the sales of the handicraft products made by the children not only enhanced their marketing skills but also yielded a 100% profit. The profits were used to purchase beading tools and materials, ensuring the sustainability of this creative activity in the future. This activity underscores the importance of providing creative facilities for children's development in orphanages and demonstrates the positive impact of engaging in creative activities on skill development and self-confidence.

Methodological Principles and Approaches for the Formation of Creative Self-Expression Skills in Older Preschool Children in the Process of Artistic and Aesthetic Activity

Introduction. The article is devoted to the substantiation of the theoretical and methodological foundations of the process of formation of creative self-expression skills in preschool children in the process of artistic and aesthetic activity, which allow to identify patterns and principles, as well as prospects for the development of the studied direction in the pedagogy of preschool childhood. Methodology. The article provides an analysis of the content of key methodological provisions based on the analysis of scientific sources on the problem of research, as well as general scientific methods of analysis, generalization and synthesis. Results. The article analyzes the “mechanisms” of the formation of creative self-expression skills in children of preschool and primary school age in the process of artistic and aesthetic activity; a detailed justification of the three selected approaches (systemic, culturological, subject-activity) and principles (cultural conformity, dialogic, integrative artistic and aesthetic development of reality, emotional openness, value-semantic orientation of artistic and aesthetic activity, empathic interaction, polysubjectivity), which form the methodological basis of the study, is presented. Conclusions. For the first time, the paper reveals the initial methodological foundations of the process of formation of creative self-expression skills in preschool children in the process of artistic and aesthetic activity, making a significant contribution to the expansion of scientific ideas about the creative self-disclosure of a child by means of artistic and creative activity. The expediency of using systemic, culturological, subject-activity approaches as a methodological basis for the formation of creative self-expression skills in older preschool children in the process of artistic and aesthetic activity is substantiated. It is shown how the general ideas of these approaches are implemented through the holistic implementation of a number of provisions and principles.