Opportunities For Creative Expression Research Articles

Tetrad of Media Effects and Social Networking Sites/Services

By asking the question: "What general, testable claims can be made about all media?", Marshall and Eric McLuhan (1988) sought to establish "laws of media" that could be tested, proven, or disproved by anyone, anywhere, anytime. They formulated these "laws" through four questions that can be asked upon the appearance of or regarding any human artifact/technology/media. The importance of this theory is indisputable insofar as its application can identify past, current, and at least partially predict future trends related to some human artifact/technology/media. In this paper we applied this theory to the websites/services for social networking, considering the increasingly widespread and intensive use of these sites/services in the world. Positive aspects are improved and accelerated communication and connection of people, opportunities for creative expression, association and struggle for common goals, and also earnings. The negative aspects range from a potentially bad impact on the user's mental health, pathological addiction, the increasingly difficult distinction between the real and virtual world, being trapped by filter bubbles, all the way to endangering personal data and security.

"Group drum helps placement working": Unpacking the value of DRUMBEAT for interprofessional group learning during practice placement

Introduction: Interprofessional education enables allied health students to learn with, from and about each other, equipping them with the skills, values and knowledge to work collaboratively in teams and with service users. DRUMBEAT, a groupwork program, was applied as a creative tool and implemented to empower learners with knowledge and skills not consistently addressed in traditional allied health education. This paper will explore the value of using DRUMBEAT during practice placement through gaining the perspectives of allied health students and the intentions, perceptions and experiences of allied health academic facilitators. Methods: This multiple-methods qualitative inquiry used student end-of-program feedback surveys (n = 73) and academic semi-structured interviews (n = 3). Data was thematically analysed. Results: Implementing DRUMBEAT had value for students. Benefits included skill development, deeper self-reflection and self-awareness, a sense of safety, an opportunity for selfcare and shifting perspectives. DRUMBEAT also provided students with a fun escape from the stresses of placement; it became an opportunity for creative expression, fostering wellbeing and mindfulness. The academics valued DRUMBEAT for the neurobiological benefits of rhythm, its opportunity for experiential learning combined with social and emotional growth and the enjoyment of the program. Connecting and learning together allowed for holistic relationships with students and the provision of more individualised support. Conclusions: DRUMBEAT has value for interprofessional group learning. Introducing a creative psycho-educational groupwork program such as DRUMBEAT supports students’ personal and professional growth and has the potential for enhancing learning and wellbeing. These are skills necessary for mindful collaboration and reflective practice, which are known to enhance quality experiences and outcomes for service users.

Digital Dimensions: Unveiling the Potential of E-Design and Virtual Prototyping

The design and prototyping processes have undergone significant transformation due to the emergence of E-Design and Virtual Prototyping in a time marked by remarkable technological progress. This study examines the significant influence of digital aspects on several industries, providing a comprehensive analysis of their potential for transformation. E-Design comprises a wide range of digital tools and processes that aid in the inception, development, and refining of design ideas. Through the utilisation of computer-aided design (CAD), virtual reality (VR), and augmented reality (AR), E-Design has emerged as a platform that facilitates novel opportunities for creative expression and collaborative endeavours. This technology empowers designers and engineers to surpass the limitations imposed by geographical distances, thereby promoting international collaboration and facilitating the emergence of interdisciplinary creativity. In contrast, Virtual Prototyping provides a dynamic platform that enables the iterative enhancement of prototypes, free from the restrictions imposed by physical constraints. By employing intricate simulations and digital twinning techniques, this approach expedites the cycle of product development, diminishes expenses, and mitigates the adverse effects on the environment. The rise of Virtual Prototyping has facilitated equal access to prototyping, hence enabling startups and small enterprises to engage in the process. This study examines case studies in several industries, including automotive, aerospace, architecture, and healthcare, to demonstrate the transformative impact of E-Design and Virtual Prototyping on product development and project lifecycles. This study investigates the obstacles and ethical implications linked to E-Design and Virtual Prototyping, encompassing concerns regarding data security, intellectual property rights, and the digital divide. This highlights the necessity of practising responsible innovation and implementing ethical principles in order to effectively navigate this revolutionary environment.

The facts about pornography use in teens

Recent estimates suggest that 95% of U.S. adolescents have access to a smartphone, and nearly half (46%) report using the Internet “almost constantly” (Pew Research Center, 2022). The near ubiquity of digital devices among adolescents has numerous benefits, including increased availability of social support, opportunities for creative expression, and access to information. However, the changing digital landscape has also created new challenges for teens and families, including the prevalence and accessibility of online pornography.

Creativity, music, and quality of later life: A systematic review

The aim of this systematic review was to interrogate the existing literature that articulates indirect or direct links between quality of life (QoL) and creativity in later life musical learning and participation. Search terms were related to the concept (creativity), the context (music), the population (aging), and the outcome (QoL). Twenty-three articles were retained. The link between creativity and QoL focused primarily on the role of creativity in life enrichment and subjective well-being. Creativity in participatory music-making was found to be underpinned by social engagement, collaboration, and inclusivity. Opportunities for creative expression through participatory music-making offered a range of benefits relating to QoL that included positive emotions, engagement, relationships, a sense of meaning, and accomplishment. Our systematic review highlights limitations with regard to theoretical explanations for the characteristics of a creative musical process or product within later life contexts, the specific contributions of these creative processes and products in relation to quality of later life, and the specific ways in which creative musical expression can be facilitated within diverse and multicultural later life contexts so as to maximize the potential QoL benefits for our aging population.

Barriers and facilitators to implementation of trauma support services at a large HIV treatment center in the Southern United States

ABSTRACT The high prevalence of trauma among people living with HIV underscore the need for tailored, integrated trauma management (“trauma-informed care” or TIC) to improve retention, adherence to care, and overall well-being. Although TIC has been identified as a priority area for HIV care, uptake has been limited. To investigate barriers and facilitators to integrating trauma support services within HIV primary care, surveys (n=94) and interviews (n=44) were administered to providers, staff, and patients at a large HIV treatment center. Results highlighted the availability of several trauma services, including psychotherapy and support groups, but also revealed the absence of provider training on how to respond to patient trauma needs. Identified gaps in TIC services included written safety and crisis prevention plans, patient education on traumatic stressors, and opportunities for creative expression. Providers and staff supported implementation of trauma support services and employee trainings, but expressed a number of concerns including resource and skill deficiencies. Patient-reported barriers to TIC services included lack of awareness of services and difficulties navigating the healthcare system. This assessment revealed support and methods for strengthening integration of trauma support services within HIV primary care, which future TIC implementation efforts should address.

Медіа-технології та science art у контексті сучасних культурно-мистецьких практик

Media in the 21st Century Cultural Area is an integral component of artistic practices. Currently, a new direction is emerging – science art, which combines art, technology and scientific development. The leading feature of contemporary music is its transformation, which is due to the changing channels of artistic communication that set certain parameters. Music plays a very important role in the space in which it is performed, both the material itself and the musicians. A promising area of science-art development is the emergence of software and equipment that allows us to "resurrect" the stars of the past, simplify the process of musical creation and performance. There is currently a use of holograms for various purposes in music. Sometimes holograms play the role of an accompanying factor, because they can create a background for the performer, replacing the usual scenery, compensate for the absence of dancers, creating a visual basis for performances. Performers working in the field of popular and pop art are often organized in this way. Examples include the concert numbers of participants in the Eurovision Song Contest. Also, hologram or media projection can be used not only as a background but also as a leading factor in a composition. Hatsune Miku is media performer which presents by a hologram and "performs" with live instrumentalists. Miku's visual characteristics are driven by the traditions of manga comics and anime cartoon strips. The vocal party is created using software that can combine different samples. In this case we are talking about the use of the Vocaloid program, which synthesizes the human voice to record vocals, as well as the vocaloid as a fictional character corresponding to a particular synthesized voice. Although Hatsune Miku's live performances are accompanied by live-instrumental performers, the audience's focus is on the vocalist. The ability to create the perfect virtual performers gradually diminishes the professional qualities of gifted live musicians, whose ability is limited, unlike a vocaloid. The evolution and advancement of technology are changing the disposition between composer, performer and audience, but create new opportunities for creative expression.

"The emprentyng of hire consolacioun": Engraving, Erosion, and Persistent Speech in The Franklin's Tale

When Dorigen's friends console her in The Franklin's Tale, the Franklin says that their words take effect in the same way that engraving makes an impression in a stone. This comparison recalls a similar analogy found in Boccaccio's Il filocolo, and cited there from Ovid's Ars amatoria, which holds that a lover's petitions will move his lady in time, just as dropping water hollows out hard rock. In the first part of this article, I trace the history of this analogy from the Ovidius minor to its appearances in the work of Chaucer's contemporaries. Ovid and his medieval inheritors recognized that the analogy could motivate many different kinds of persistent speech, from lovers' complaints to petitionary prayer, but they also sought to qualify its overstated claim that a speaker might reshape a listener's desires by sheer persistence, and to suggest instead that persistent speech might be a good in itself, an opportunity for creative expression and for the cultivation of virtue. In the second part, I argue that The Franklin's Tale continues to think in terms of this analogy as its characters test their own powers of persistent speech. Dorigen comes to reappraise it as she complains about the black rocks and discovers that stone can resist erosion and petition for a long time, but Aurelius goes to great lengths to avoid this kind of realization and to sustain the illusion the analogy encodes, that a persistent speaker can "emprent" his desires on other people.

Early childhood educators’ perceptions of nurturing spirituality in secular settings

ABSTRACTIn-service early childhood educators (n = 33) completed a survey describing their perceptions towards: (a) how educators draw on personal spirituality to support their role in the classroom, (b) what curricular activities, interactions or experiences educators believe relate to nourishing children’s spirituality, (c) how the classroom environment or schedule may support children’s spirituality, and (d) how school culture may be related to supporting children’s spirituality. Findings suggest that educators believe opportunities for creative expression and free play, engagement with nature, contemplative practices (e.g. mindfulness), relationship building and moral/character development are related to nourishing children’s spirituality. Expressions of personal spirituality for the surveyed educators include treating colleagues and children well, intentionally providing a good example for children, use of contemplative practices and connecting with nature. There was substantial overlap found between developmentally appropriate practice and the activities educators reported as nurturing a child’s spirit. Findings suggest that discussing the spiritual nature of child development may help educators protect and enhance high-quality early learning environments in secular settings.

Exploring Factors Influencing Girls' Continued Participation in Competitive Dance

The purpose of this study was to explore factors that influenced girls' continued participation in community-based competitive dance during adolescence. Phenomenology was the methodology used and data collection involved two semi-structured interviews with 17 adolescent female competitive dancers and 21 hours of observation at a weekend dance competition in which the participants were competing. Findings indicated the opportunity for flexible participation, enjoyment of the dance experience, and the supportive environment found within their studio were the reasons girls continued in dance. Enjoyment resulted from required time in competition being limited, the variety of genres and routines, opportunities to compete regardless of ability, opportunities for creative expression, and friendship.

Disability and artistic performance: Reconsidering rehabilitation and assistive technology

We argue for the importance of disabled persons’ access to creative expression. For disabled individuals, the development and enhancement of personhood may not be tied so much to everyday functioning, as to the opportunity for creative expression that affords dignity because it is recognized and validated by a community. Drawing on work by Erving Goffman and Judith Butler, we argue that creative performances can subvert the performativity (in Butler's sense) of disability. We posit that the inclusion of disabled persons in artistic performance settings may contribute to enhanced understanding and more positive attitudes toward disability by others in society. Our views have relevance for health care professionals, for policy-makers and for assistive technology research and development. This article draws on our experience with the concert debut of a novel device – the Virtual Musical Instrument™ (VMI) developed at Holland Bloorview Kids Rehabilitation Hospital in Toronto, Canada.

THE MYTH OF AMATEUR CROWDS

This paper analyzes the discourse of amateurism as it relates to crowdsourcing, a now relatively common model where organizations engage online communities to design goods and solve problems. This paper's findings are twofold: (1) crowdsourcing is discussed in the popular press as a process driven by amateurs and hobbyists, yet empirical research on crowdsourcing indicates that crowds are largely self-selected professionals and experts who opt-in to crowdsourcing arrangements; and (2) the myth of the amateur in crowdsourcing ventures works to label crowds as mere hobbyists who see crowdsourcing ventures as opportunities for creative expression, as entertainment, or as opportunities to pass the time when bored. This amateur/hobbyist label then undermines the fact that large amounts of real work and expert knowledge are exerted by crowds for relatively little reward and to serve the profit motives of companies. The myth of amateur crowds thus has critical implications for labor rights in the digital age. To support this claim, a critical discourse analysis was performed on a corpus of more than 100 popular press articles containing ‘crowdsourcing’ and ‘amateur’ in the LexisNexis database. This paper argues that a discourse about crowdsourcing more focused on the truth that these crowds largely comprise professionals and experts would refocus the attention on individuals in the crowd as laborers, and thus people deserving of worker's rights, ethical treatment, and fair pay.

Sewing in the lives of immigrant women

In 2003, 38 immigrant women were interviewed about sewing and contributed sewn items to an exhibition at the Migration Museum, South Australia. Secondary analysis of the interviews was undertaken to better understand the meaning of sewing to some immigrant women. The four overarching themes that emerged reveal that the women perceive sewing as an enduring part of their lives, a means of expression, keeping their culture and very useful. Sewing had been valued across their lifespan, linking the women to cultural traditions and providing opportunities for creative expression, employment and contribution to family life. Sewing also played a role in shaping the women's identity and may have assisted some women in the transitions associated with immigration.

Lights, Camera, Action: Using Moviemaking to Motivate Adolescent Struggling Readers to Read and Engage Them in the Reading Process

Many teachers and researchers have found that motivation and engagement seem to decline as students enter adolescence, and one of the causing factors is limited opportunities for creative expression. Moviemaking a text undoubtedly encourages students' creative expression to a great extent. This paper explores the integration of moviemaking in an eighth-grade classroom where more than half of the students were considered struggling readers. The author describes in detail the steps of how moviemaking was integrated to motivate adolescent students to read and further engage them in the reading process, from book introduction, reading and script preparation, to movie shooting and editing. Moreover, the author discusses the issues encountered at different stages, and solutions they came up with together. This paper suggests that adolescents' literacy need to be re-evaluated especially these nontraditional or “non-academic” digital literacies. Adolescents especially struggling adolescents must be given opportunities to demonstrate their capabilities in these literacy activities, which helps build their self-efficacy in school reading and learning. But this process must be scaffolded. Ideas of how to scaffold adolescents' participation are shared.

Tracing the benefits of multimodal learning in a self-portrait project in Mitchell's Plain, South Africa

This article describes a project in which it was demonstrated how multimodal practice benefits learners in their social and educational development. The self-portrait project was conducted in order to assess the impact of a theatre training project called Brown Paper Studio, on the participating learners at Glendale High School in Mitchell's Plain, South Africa. The ethnographic data consisted of diaries, interviews, questionnaires and photographs which were collected from learners in a series of workshops. The data provided insights regarding youth in the area which are not easily accessible through the fairly negative ‘factual’, statistical reports which exist of the area and its people. The results demonstrated the importance of positive self-concept which is nurtured through theatre and life skills training, as evidenced in participation in the Self-Portrait Project. The self-portrait project also revealed how opportunities for creative expression have helped the youth to shape identities which engage positively with the perceived and conceived boundaries of existing socio-economic constraints.

Middle Schools Preparing Young People for 21st Century Life and Work

A close examination of the battery of evidence and informed analysis about education over the past generation strongly indicates that middle schools are searching for a mission. labels say it all: Mayhem in the Middle. The Forgotten Middle. Stuck in the Middle. Muddled in the Middle. This lack of clarity is ironic, given the urgency of preparing an emerging generation of young people for the competitive challenges and opportunities of the 21st century. global economy and democratic society that today's 10- to 14-year-olds will inherit demand a different kind of preparation than that experienced by any previous generation. schools are uniquely positioned to take ownership of this territory. middle years are crucial-and often the last best chance-for engaging and motivating students to achieve results that matter. Developing proficiency in 21st century skills, along with deep content knowledge, should be the mission of middle schools and the outcome of middle grades education. Redefining rigor for the 21st century All students need a rigorous education to thrive in a complex, connected, and constantly changing world. Rigor, however, must be redefined for the 21st century. Mastery of core academic subjects is a necessary, but no I longer sufficient, credential for postsecondary workplace, or citizenship readiness. Equally important are competencies in the 21st century skills that differentiate the leaders and laggards on the international playing field-the arena in which every industry and individual in advanced nations competes today. These skills (listed in Figure 1) include critical thinking, problem solving, communication, collaboration, creativity, financial and health literacy, and global awareness. We can no longer afford fair to middling middle school performance. There is a much higher calling to which middle schools must aspire-nothing less than the teaching and assessing of the central skills of success in the 21st century. Students must leave school with a deep knowledge of academic content and with the 21st century skills they need to apply their knowledge, work with others, and manage their lives. Emphasis on 21st century skills promotes learning by doing, talking, and processing in teams, problem solving, expanding the audience for learning, and giving students more choice, said Mary Jo Conery, assistant superintendent for 21st century learning in the Catalina Foothills School District in Tucson, Arizona. Middle school students are ripe for these kinds of experiences, as they are also developing a sense of identity. They want and need engaging work that stimulates their curiosity, involves them in decision making, provides some autonomy and choice in learning, improves self-regulation, and allows opportunities for creative expression. This kind of learning environment will not only motivate and challenge our adolescent students but aid them in discovering who they are, who they want to be, and prepare them to be productive 21st century citizens who will succeed in a rapidly changing world (personal communication, November 6, 2008). void in the middle National and state efforts to improve education over the past decade have done little to carve out a singular mission for middle schools. Under No Child Left Behind, elementary schools have a clear mission of getting students ready to learn-a reasonable goal. Specifically, this means developing and improving student proficiency in reading, mathematics, and science. Clearly, foundational knowledge and skills are essential for more advanced learning. High school reform initiatives, meanwhile, are converging on the clear mission of getting students ready for college or careers, with growing consensus that the requirements for either path are the same: rigorous coursework in core academic subjects and proficiency in 21st century skills (see, for example, Achieve, 2008; ACT, 2005; Partnership for 21st Century Skills, 2006). …

The arts, well‐being and society

There is a long association between the arts and mental well‐being, but this can also be an area of contest and debate. In this commentary on the issues raised by the papers in this special arts and mental well‐being issue of the journal, James Oliver and Paul Murray question the attempt to impose scientific measures of outcome on arts participation, and ask if we should not, instead, regard access to opportunities for creative expression as a legal right and moral duty owing to those whom we, as a society, have excluded from the mainstream through incarceration or labelling.

African American Children Reflecting on Science, Mathematics, and Computers Through Creative Writing: Perspectives from a Saturday Science Academy

A group of seventh graders (N =23) enrolled in a weekend science enrichment program for African American youth explored concepts covered in their program activities using creative writing. Student writing samples were analyzed for thematic choice, self-expression, career interest, racial/gender identity, and evidence of parental influence and expectations. Participants overwhelmingly selected to write about science-related topics. Their writings further reveal a keen interest in science-related careers, both anxiety and confidence about ability in these areas, and considerable parental influence and involvement. Few students chose to dwell on racial or gender issues. The authors conclude that creative writing provides an alternative means of reflecting upon and interpreting these students' interest in and grasp of scientific knowledge. INTRODUCTION One of key issues articulated by Mullis and Jenkins (1988) in their critique of science education in United States is of science learning for at-risk populations (p. 7). Their report also notes presence of between abilities of females of all racial and ethnic groups, racial/ethnic minorities, and White to use and understand science, employ scientific thinking, and consider careers in science (p. 7). While socioeconomic status is cited frequently as a key variable in explaining this disparity Johnson, 1992; Mullis & Jenkins, 1988), additional evidence indicates that females and minorities are provided with fewer opportunities to participate in science and to perceive themselves as potential members of scientific community (Johnson, 1992). Interpretations of National Assessment for Educational Progress (NAEP) data indicate that improved school experiences alone (i.e., better curricula, more modem laboratory equipment, more teachers with higher levels of science preparation) will not alleviate substantial disparities noted above (Mullis & Jenkins, 1988). The social context for science learning and use, which sends the message that most of notable accomplishments in science are attributable to White males (Mullis & Jenkins, 1988, p. 9), perpetuates image that science is not an option for females and minorities. Hence, social context must change along with improvements in school experiences in order to achieve educational equity for all. One approach to social context dilemma is to model more appropriate, equitable social contexts for female and minority children. Equitable social contexts are those that allow an array of persons to participate in science-oriented careers, gain success and esteem from such careers, and enjoy knowledge and power scientific proficiency entails. These contexts also model scientific behavior and provide opportunities for underrepresented groups to gain access to a sciences-oriented culture. One program that creates such a context for African American children is Saturday Science Academy (SSA) at Clark Atlanta University. Established in late 1970s, SSA's mission is to bring African American children into a culturally compatible setting to facilitate their science learning. Since its inception in 1979, enrollment in SSA has steadily increased from 110 children and 3 teachers to 200 participants and 7 teachers. Students enrolled in Atlanta (Georgia) public schools interested in science, mathematics, and computers are encouraged to apply to SSA. During 1993, selection criteria for 200 mostly African American attendees consisted of a teacher's recommendation and an essay describing reasons for desiring to attend Academy. The Clark Atlanta program distinguishes itself from other academic enrichment programs in several ways: first, by targeting students in grades three through seven; second, by specializing in a science-, mathematics-, and computer-based curriculum; and third, by taking a uniquely holistic approach to education, in which opportunities for creative expression are integrated with physical science, computer science, and mathematics instruction. …

SELF‐PERCEIVED CREATIVITY IN THE LATER YEARS: CASE STUDIES OF OLDER NEBRASKANS

Creativity has been thought to decline in the later years of life. Recent research and thought in the fields of aging and creativity challenge that assumption. The later years are rich with opportunities for creative expression. This study examined the creative lives of 20 older Nebraskans using a single‐factor, embedded case‐study design. Four research areas were considered: (a) patterns of creativity; (b) factors affecting creativity; (c) loci of control; and (d) new insights on creativity and aging. The results corroborated findings from recent research challenging the assumption of an inevitable decline in creativity with age. Three patterns of creativity were found: up‐down‐up, rising, and consistent. Having time available was found to be the factor most important to creative expression in the later years. Locus of control was not found to affect patterns of creativity. Subjects expressed their own insights and ideas about creativity and aging in response to an open‐ended question. Further analysis o...

A Descriptive Study of Community Art Teachers with Implications for Teacher Preparation and Cultural Policy

This study examines the professional preparation, perceptions, career aspirations, instructional aims and practices of 31 art teachers in 7 community agencies. Non-parametric data were analyzed from questionnaires designed to provide age, gender, and education variables for insight into the nature of art teachers and teaching in non-school programs. Twenty-three subjects were female and 8 were male. The majority held four-year or graduate degrees in art or art education. Seventy-four percent were practicing artists who taught art in non-school settings and who aspired to be professional artists or full-time teachers but were not. Most felt the courses they taught were “on a par with” those in colleges or universities and that they provided opportunity for creative expression at a beginning level. Age was a factor in level of education, self-confidence, and experience. Factors of age, gender, artist-as-teacher model, education, and perceptions of teaching and students were shown to hold significance for ar...