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When we make art: A phenomenological...

Brown, James Mckinnley.

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When we make art: A phenomenological study of highly creative children and their art making experiences.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	When we make art: A phenomenological study of highly creative children and their art making experiences./
作者:	Brown, James Mckinnley.
面頁冊數:	230 p.
附註:	Director: Rhonda B. Jeffries.
Contained By:	Dissertation Abstracts International64-03A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3084769

When we make art: A phenomenological study of highly creative children and their art making experiences.
Brown, James Mckinnley.

When we make art: A phenomenological study of highly creative children and their art making experiences. - 230 p.

Director: Rhonda B. Jeffries.

Thesis (Ed.D.)--University of South Carolina, 2003.

This study was designed to discover the nature of the aesthetic experience of highly creative children and the contributions teachers made to that experience. Data were collected from 21 North Carolina school children, ages 8 to 13. Children were videotaped during arts classes and were shown segments of the videos during tape recorded interviews. Transcripts were subjected to a three phase qualitative analysis.Subjects--Topical Terms:

1018432
Education, Art.

When we make art: A phenomenological study of highly creative children and their art making experiences.
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245 1 0 $a When we make art: A phenomenological study of highly creative children and their art making experiences.
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500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0774.
502 $a Thesis (Ed.D.)--University of South Carolina, 2003.
520 $a This study was designed to discover the nature of the aesthetic experience of highly creative children and the contributions teachers made to that experience. Data were collected from 21 North Carolina school children, ages 8 to 13. Children were videotaped during arts classes and were shown segments of the videos during tape recorded interviews. Transcripts were subjected to a three phase qualitative analysis.
520 $a The participants provided two kinds of data. First, they provided information about the immediate engaged aesthetic experience and the conditions needed to participate in such activities. Second, they provided information about their creative process—aspects that were revealed to be synergistically linked to the aesthetic experience. The interviews focused mainly on the nature of their rewarding art making experiences. They were asked to describe the subjective nature of recent projects, both in the classroom and at home. The most salient feature of their descriptions was labeled <italic>engaged art making</italic> and was reported as the single most important reason motivating them to make art. Engaged art making was described by the participants as a state which occurred when they became completely engrossed in the unfolding of a creative construct. They reported a sense of traveling from the present or concrete world and entering into an altered, imaginary world.
520 $a Several conditions were required in order to initiate and sustain the experience. These conditions were linked to the creative process and to the contributions of teachers and peers. Children sought out the engaged art making experience as a means of escaping from psychological discomfort—boredom, anxiety, anger, or fear. However, in an uninspiring environment, individuals around the participants caused disengagement with the experience. Engaged art making state is akin to the engaged reading state. It was concluded that these affective factors are crucial to learning motivation. The findings suggest that schools and arts programs can design curricular and educational experiences that foster engagement. By accomplishing this, educators may increase learning motivation and abilities of their students.
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