Creativity Training Research Articles

Pelatihan Desain Kreatif Canva dalam Sosial Media di Lingkup Kelurahan Se-Kecamatan Pangkajene

The creativity training program in sub-district units of Pangkajene District is an effort to strengthen the competency of government personnel in accelerating delivery of attractive and technology-based information. Social media is an important component of any instances to raise consumer’s awareness. It is hoped that by offering useful and attractive digital contents, sub-district units of Pangkajene District will be able to minimize the spread of fake news and many other useful information for citizen. With this program, our teams demonstrated various materials and cases using Canva application to generate an attractive and informative digital content, specifically by utilize Canva’s features and template.

Training in Creativity through the Fine Arts: Individual and Social Impact

Social functioning in which technological innovation is constantly advancing and in which multiple socio-cultural mutations traverse societal systems places individual and collective creativity at the center of these changes. In this article, we examine some aspects related to the individual's acquisition of creative behaviors, as well as the effects that these acquisitions could have on his development as a person and/or member of a society. In this context, we will approach education for creativity, and especially the notion of creative conduct, these being based on the example of visual arts in school.

Instrument teachers’ practices, beliefs, and barriers regarding musical creativity: Exploring the creative process of interpretation

Instrumental music teaching traditionally emphasizes the cognitive, motor, and motivational processes of score reproduction, often at the expense of creative musical activities, such as improvisation or composition. Since today’s international art school curricula prominently include creativity competencies, opportunities to integrate creativity in instrumental lessons must be explored. This study investigates instrument teachers’ conception of musical creativity: its scope, opportunities, and risks. About 273 teachers completed an online questionnaire on their use of creative class time, beliefs, and barriers to creative instrument teaching. Although the majority acknowledged the benefits of creative activities for score-playing, they invested little in improvisation and composition due to a lack of time and training in musical creativity. Teachers considered interpretation a valuable form of musical creativity, next to improvisation and composition, but questioned its feasibility in instrument lessons. Implications for instrument-teacher training are discussed.

Creativity training needs assessment for homeland security enterprise: a case for creative thinking

ABSTRACT Creativity, specifically creative problem solving, is often excluded from Homeland Security Enterprise efforts to train and develop their workforces. To determine if this lack of training was a key knowledge gap in the communities, we drew on organisational creativity literature. Using the personnel databases O*NET and Careers in the Military Database, we conducted a training needs assessment by identifying relevant job tasks, knowledge, skills, and abilities (KSA) that align with the creative process. More specifically, we sought to identify the need for creative problem-solving training and designated creative thinking time (e.g. red teaming) to influence innovative intelligence capabilities. Based on our findings, we recommend creativity training to facilitate creative thinking and action. Moreover, we outline situational and individual factors that will affect the transfer of the training, such as organisation environment, leadership, and creative self-efficacy. The impact of these recommendations will aid security, counterterrorism, and intelligence communities to efficiently detect and prevent emerging threats, as well as develop intelligence products to further support the Homeland Security Enterprise mission.

Creative Process and Multivariate Factors through a Creative Course "Keep Calm and Be Creative".

Creativity has been studied for a long time and it has become a more significant topic of research in educational fields in recent decades. The present paper outlines a multivariate approach to creativity and substantiates this approach by investigating the creative process and multivariate factors through a creative course for master's students at the University of Teacher Education in Switzerland. Our goal is to examine more specifically the stages of the creative process and the emerging multivariate factors in different creative activities. The article reports findings from the analysis of students' creative report process diaries as well as semi-structured interviews. Drawing on experiential learning, this pilot study was conducted in collaboration with master's student teachers (n = 10). The results show that the different microlevels of the creative process are the subject of variations from one creative experience to another. Most factors of the multivariate approach emerge from this kind of creative training. The discussion will allow for a review of the research results and also a better understanding of the creative process in the pedagogy of creativity.

Background for researching and understanding the development of CCPs in educational settings.

This article is developed in order to verify and analyze the contexts and paradigms immersed in higher education processes in order to mobilize creative cognitive processes in teachers through the application and development of an orientation guide that favors their training contexts, accounting for the impact of these issues immersed in contemporary studies, which in turn perceive shortcomings focused on the development of creative cognitive processes. Several sources were examined from databases, magazines and complementary texts, which focused this exercise of teacher training in creativity, allowing to see it as a tool that allows the human being to develop skills and that these are applied in order to contribute to society and the citizen of the future.

Проектно базирано обучение за социално-емоционални и техноло- гични умения чрез програмата „Умения за иновации“

Skills for Innovation is а program for secondary education established by the global company Intel. The program includes over 200 hours of STEM learning resources, project-based methodology and training for teachers and principals, and technological resources that prepare students for the jobs of the future. The program has been implemented in Bulgaria since the beginning of 2021 by Center for Creative Training, a partner of Intel. The program aims to inspire the next generation of innovators and develop cognitive, technical and social-emotional skills in students. It creates a bridge between the learning objectives and real life and facilitates the development towards a technological and innovative classroom. The pilot stage study of the Skills for Innovation program in 4 Bulgarian schools demonstrates that a key factor of transformation is targeted teacher training, in addition to good methodology and resources and suitable digital technology. Quality digital transformation is led by confident teachers with resources and technology they can rely on.

Pelatihan Kreativitas Guru Tafsir Amaly Di Pondok Pesantren Al-Urwatul Wutsqo Jombang

The purpose of this service is to describe the Creativity Training of Amaly Tafsir Teachers at the Al-Urwatul Wutsqo Islamic Boarding School, Jombang. The implementation method is carried out as an approach to community service at the Al-Urwatul Wutsqo Islamic Boarding School, Jombang. consists of 5 stages, namely: 1. The first stage, approaching the board of teachers and caregivers 2. The second stage, conducting preliminary data collection. 3. The third stage, identify the problem. 4. The fourth stage, analyze each problem. 5. The final stage is determining a temporary solution. The result of this dedication is that the creativity of the teacher's Interpretation of Amaly can be done by means of the teacher having to do a number of things, including: The teacher teaches in the classroom not only to focus on the lecture method, but to use the discussion method, ask questions. answer and others, teachers sometimes accompany the lesson by motivating their students. Interspersing the Tafsir Amaly lesson with the Qur'an Hadith lesson, the teacher forms students into several groups to make games from verses of the Qur'an. The teacher asks the children to make yells or tell humorous stories and sometimes the teacher asks the children to sing simultaneously.

Creative Training for Singing Keroncong Songs for Vocational School Teachers

Kegiatan menyanyi keroncong bagi guru SMK mata pelajaran harus memenuhi hasil belajar sesuai dengan kurikulum yang berlaku. Salah satu caranya yaitu dengan menerapkan kreativitas dalam bernyanyi keroncong. Kegiatan ini bertujuan untuk mengaji keunggulan pelatihan lagu Keroncong untuk memicu kreativitas bernyanyi. Kegiatan ini dilaksanakan di Kabupaten Pangandaran pada bulan Agustus 2022. Metode yang digunakan adalah metode kualitatf dengan teknik pengumpulan data, observasi dan wawancara. Partisipan dalam penelitian ini sebanyak 21 orang guru partisipan pasif dan partisipan aktif berjumalh 7 orang dengan kegiatan pelatihan sebanyak 5 kali. Kegiatan pelatihan dilakukan dengan kegiatan penguatan sensitivitas rasa ritmik, melalui praktek musik ritmik pada lagu yang berjudul “Lagu Keroncong” dan “Kota Bandung”. Pelatihan dilanjutkan dengan kegiatan mengolah dan memperindah melodi lagu Keroncong dengan menggunakan ornament vocal. Metode penelitian yang diterapkan adalah kualitatif, deskriptif dengan cara menjelaskan dan menafsirkan proses dan hasil pelatihan kreatif bernyanyi Keroncong. Kegiatan pelatihan kreatif bernyanyi Keroncong berhasil memicu kreativitas partisipan, untuk mengelola motif dalam melodi baik secara ritmikal ataupun secara intervalis.

Online Creativity Training: Examining the Effectiveness of a Comprehensive Training Approach

Online Creativity Training: Examining the Effectiveness of a Comprehensive Training Approach

Features of artistic and creative training in the field of industrial design in diverse universities of modern China

The processes of modernization of the Chinese higher education system are changing the content of educational activities of educational institutions and emphasize the need to train specialists with the ability to think innovatively in industrial production. The author of this article focuses on the peculiarities of the organization of the educational process in the specialty industrial design in leading educational institutions of different profiles and the role of disciplines related to the formation of artistic abilities of students in it. The purpose of the research is to study the educational process in modern Chinese art and non-art universities and to identify those components of it that condition the training of a future specialist capable of productive professional activity in production conditions. The object of the research is the process of formation of professional knowledge and skills of future specialists in the field of industrial design in modern Chinese art and non-art universities. The subject of the study is a characteristic of the ratio of artistic and creative disciplines and other subjects during the preparation of students of the specialty "Industrial Design". The author of the work notes that educational institutions in China consider the ability to create sketches in different techniques, materials and stylistics as basic for future specialists, but drawing, composition and color theory are not taught in all universities as independent disciplines. At the same time, they are necessarily present in creative research projects as a mandatory component.

Measuring teacher innovative behavior: a validated multidimensional inventory for use with public school teachers

PurposeThe role of Teacher Innovative Behavior (TIB), in responding to systemic problems in educational systems and promoting “intrapreneurial” behavior has been recognized in recent times. A robust instrument that can help administrators and teacher educators gauge the levels of TIB among their teachers will facilitate the promotion of innovative behavior.Design/methodology/approachThis study tested a multidimensional innovative behavior inventory (IBI), innovation support inventory (ISI) and innovation output (IO) in a developing nation (India) context with public school teachers (n = 34,754), for reliability, validity, measurement invariance and structural invariance across caste, gender and subject groups.FindingsThe IBI, ISI and IO showed good reliability and validity along with full measurement invariance at configural, metric and scalar levels. With respect to the structural parameters, the inventories exhibited invariance of factor variance and covariance, but not of factor means.Practical implicationsTeacher innovative behavior (TIB) is seen by developing country education administrators as a tool to address difficult problems. With better measurement, it will be possible to identify teachers who need training in creativity and entrepreneurial behavior, teachers who might have developed innovative practices that could be used for teacher development, and ways of promoting competition among teachers.Originality/valueThe study validates inventories, which were earlier tested in non-educational domains, for use with public school teachers of a developing country across gender, caste and subject groups.

CAREGIVER EMPOWERMENT AS AN EFFORT TO CREATE SEMADU ELDERLY

Introduction: The world is experiencing a drastic rise in the number of elderly, both in absolute terms and as a percentage, due to the aging population. Nearly half of Indonesia's old people in 2021 suffer physical and mental health issues. The significance of the caregiver's role in helping the elderly fulfill their fundamental requirements and daily activities. This community service's goal is to offer caregivers the tools they need to raise elderly persons who are healthy, independent, and productive. Methods: This community service is conducted through providing elderly caregivers instruction and training. 25 elderly caregivers participated in this community service. Three stages of implementation are included in this community service's activities: dementia, Activity Daily Life (ADL) with fall risk information, and creativity training. Results: It has been found that the Sig.2-tailed value is 0.000 which means it is less than the p value <0.05, so there is a significant difference in the results of knowledge about dementia in the pretest and post-test data. The cadres looked enthusiastic in following the given training. The benefit of the training of creativity for the elderly is to train memory, prevent dementia, and keep the elderly active in old age. Conclusion: There is a significant increase on the evaluation of knowledge about dementia Empowering health cadres can improve the quality of life and health status of the elderly. Elderly caregivers here are health cadres. Through this community service, it can become a solution and effort in dealing with the aging population in Indonesia.

How do the 4E approach and actives methodologies contribute to rethinking creativity in teacher training?

How do the 4E approach and actives methodologies contribute to rethinking creativity in teacher training?

Integrating Creative Thinking Skills Pedagogies into a Higher Education Visual Arts Course

AbstractAlthough there has been increasing international emphasis on creativity in education, many creativity training programmes have focused on enhancing students' creative thinking skills with few studies on how these skills can be integrated into the teaching of subject disciplines. As a member of a Community of Practice project that ran from spring 2021 to summer 2022 at my university, I worked with ten university teachers from multiple disciplines to develop and implement instructional strategies to foster students' creative thinking skills. The paper documented the development, implementation and evaluation of creative thinking skills teaching strategies for a higher education course in visual arts. Both the development of the teaching strategies and the measurement of the impact on student learning have undergone vigorous research procedures and made reference to the existing literature. The effectiveness of the activities was assessed using multiple methods including the Torrance Test of Creative Thinking, a self‐report inventory, and a focus group interview. The results indicated the new learning activities enhanced students' creative thinking skills. They also showed that creativity can be developed through teaching while revealing that playfulness, freedom and structure, group interactions, and problem‐solving activities are beneficial for the development of creative thinking skills. Readers may better understand the different ways in which creative thinking skills instruction materials can be developed and incorporated into teaching of visual arts by making reference to the strategies suggested and the process of development in the paper.

Educational and creative training at the third level of higher education: methodological principles of program design

The article examines the methodological principles of creating educational and creative programs at the third level of higher education in the specialty “Performing Arts”. On the example of the program of the I. K. Karpenko-Kary Kyiv National University of Theater, Cinema and Television, the necessary requirements for the conceptual and methodological foundations of the construction of such programs were identified and considered. The components of such a program aimed at acquiring in-depth knowledge and improving professional training in the field of performing arts are analyzed. It is noted that the quality of the final learning results is ensured through the acquisition of competencies in the field of research, teaching and creative work. The proposed options for filling the program with components that can satisfy the requirements for the preparation of the degree holder at the educational and creative level of higher education and will contribute to the maximum disclosure and realization of his or her creative potential in further professional activity. The obtained conclusions and recommendations can create a methodological base for further improvement of the training system for those who obtain the degree of Doctor of Arts (D.A).

Visualization and creativity in the professional training of communication-oriented experts

The article is devoted to studying the application of visualization in teaching students the disciplines "Mass Communication Psychology", "Creative Design in Advertising and Public Relations" and training "Methods for Activating Creative Abilities" in preparing specialists in public relations, advertising, and media communications at Kazan (Volga Region) Federal University. The main purpose of this study is to introduce visualization as a methodological support tool in the educational process for forming a creative environment among students. The method of included observation in the educational process was used in the research, and examples of tasks for group and creative classroom work were developed. The results showed that most students use familiar, structural-logical schemes when visualizing the answer and rarely apply non-standard forms of information reflection. This served as a trigger for us to develop tasks and techniques stimulating figurative thinking in students. The data obtained can help in further study of the introduction of visualization in the educational process and lead to the revision or reformatting of curricula and an increase in creative assignments.

The Relationship between Creativity and Attitudes toward Intergroup Conflicts

ABSTRACTThe maintenance and escalation of intergroup conflicts have been explained by negative emotions and attitudes toward outgroup members. Considering that creative cognition entails the ability to generate diverse and new ideas, we sought to investigate whether creativity may contribute to overcoming negative emotions and attitudes associated with intergroup conflicts. Therefore, we examined whether individual differences in creativity predict conflict‐related emotions and attitudes in the context of the Israeli–Palestinian conflict. To that end, we recruited Israeli Jews and Israeli Arabs who identify themselves as Palestinian and administered the Torrance task of divergent thinking to assess the levels of originality and flexibility of participants. We also measured outgroup‐targeted emotions and attitudes toward the conflict. Results indicate that participants who demonstrate higher levels of original thinking, on average, reported higher levels of positive emotions toward outgroup members and were more supportive of conciliatory attitudes toward the conflict. Moreover, these associations were more evident among Israelis than among Palestinians. Finally, a mediation analysis demonstrated that originality predicts conciliatory attitudes through an increase in positive emotions and a decrease in negative emotions toward outgroup members. This relationship was not moderated by nationality. These findings suggest that interventions based on creativity training may be beneficial to encourage reconciliation.

A pedagogical-curricular proposal from the perspective of the “Liquid cube in the fractal curriculum”

This innovation-research project set out to design an innovative curricular pedagogical proposal aimed at the operationalization of the creativity training from the paradigm of complexity and transdiciplinarity, for the formation of the initial teacher training and teaching projects at the National Education University of Ecuador (UNAE); like answering the challenges that the superior education assumes related with the ethics transformation and the training of engaged citizens with a critical society construction, creative and supportive; and with the ability to learn to face the complex contemporary society. The project was developed in four (4) phases, guided by a qualitative methodology for the collection of information and for the design of the proposal by the fusion of two approaches proposed by the authors. Firstly, the voluntary group of collaborators is formed, then beliefs, expectations are identified and the training needs in creativity are diagnosed by applying an instrument with guidelines for self-reflection to representatives of different levels of the education community of UNAE, that make up the group of collaborators of the Project. Next, pedagogical-curricular guidelines oriented to the development of creativity in UNAE are identified through documentary analysis. Later pedagogical strategies are designed from the liquid cube methodology, applied and reflected in conversations, reflection and creativity workshops with the group of collaborators. Finally, as a result of the project, the proposal of a pedagogical-curricular model for training in creativity at the higher education level is designed, from the fractal curriculum model that includes methodological strategies at the macro, meso and micro curricular levels, such as contribution to Higher Education Institutions, oriented to the pedagogical-curricular transformation from innovation processes.

Los métodos modernos y las regularidades de los principios del arte pictórico

Introduction: The teaching of this discipline in the system of education of designers requires the introduction of new modern developments into the educational process. The subjects of general artistic training play an essential role in the training of designers. Materials and Methods: The article discusses the patterns of painting, the development of which forms the student's pictorial knowledge, skills and abilities, and the possession of various methods of pictorial representation develops creative individuality and artistic taste, which is necessary in the further professional activity of the designer. Results and Discussion: An important task in the artistic training of designers is to teach them how to work with artistic means and materials used in professional design activities. These skills can be mastered in the process of studying the course of painting. Conclusions: A professional approach to studying the issues of technique and technology of mastering painting materials and means improves the quality of a designer's creative training.