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Creative Identity Development in the Design Classroom: A Three-Cycle Action Research Study with Whole Creative People.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Creative Identity Development in the Design Classroom: A Three-Cycle Action Research Study with Whole Creative People./
Author:	Lee, Wendee Higa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	219 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28869184
ISBN:	9798762100380

Creative Identity Development in the Design Classroom: A Three-Cycle Action Research Study with Whole Creative People.
Lee, Wendee Higa.

Creative Identity Development in the Design Classroom: A Three-Cycle Action Research Study with Whole Creative People. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 219 p.

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

Thesis (Ed.D./HE)--Azusa Pacific University, 2021.

This item must not be sold to any third party vendors.

Design schools represent a unique context for the study of creativity. Design school students are expected to master creativity by developing individualized processes. Student development in the design classroom has traditionally focused on cultivating professional skills and aptitudes. However, design school students may have long-held beliefs that factor into expressions of their creativity. The influence of students' opinions, identity, and enduring values on creative identity has not been widely studied in the design school setting. This investigation aimed to explore ways of enhancing the holistic understanding and expression of creative identity, and proposed a conceptual model of creative identity development that incorporated components of creative identity into student development theories.A sequence of low-stakes reflective activities that generated drawings, essays, and group discussions was integrated into an elective portfolio design class. The class ran during the spring, summer, and fall of 2020, supporting a three-cycle action research study. Each of the 3 semesters was analyzed as a case study, and cross-case analysis revealed findings for the study. The study findings reveal how design school students navigate heightened internal and external expectations and illustrate the external concerns they and faculty bring into the classroom. In addition, results suggest reflection need not be tedious and can yield nuanced, authentic expressions of self normally withheld by students in classes. Finally, this study provides insight into the development of design students' creative identity and self-authorship. These findings advocate supporting student development and enhancing the creative identity development of students and faculty as shared experiences in the design classroom.

ISBN: 9798762100380Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Action research

Creative Identity Development in the Design Classroom: A Three-Cycle Action Research Study with Whole Creative People.
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