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Perceptions of creativity in a fashi...

Murray, Bernadine M.

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Perceptions of creativity in a fashion design course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Perceptions of creativity in a fashion design course./
作者:	Murray, Bernadine M.
面頁冊數:	180 p.
附註:	Adviser: Alice Schutz.
Contained By:	Masters Abstracts International43-06.
標題:	Design and Decorative Arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR00704
ISBN:	9780494007044

Perceptions of creativity in a fashion design course.
Murray, Bernadine M.

Perceptions of creativity in a fashion design course. - 180 p.

Adviser: Alice Schutz.

Thesis (M.Ed.)--Brock University (Canada), 2004.

Creativity is important to the growth and development of society, to educational institutions, and to the personal growth of individuals. Students who are aware of their creativity are assumed to have innovative ideas and fresh insights. Limited research has been conducted to see if students can identify their own creative abilities. In this study, I explored the students' perceptions and experiences in a fashion design course. This study documented the creative journey from the concept stage of an apparel collection to the final product.

ISBN: 9780494007044Subjects--Topical Terms:

1024640
Design and Decorative Arts.

Perceptions of creativity in a fashion design course.
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245 1 0 $a Perceptions of creativity in a fashion design course.
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500 $a Adviser: Alice Schutz.
500 $a Source: Masters Abstracts International, Volume: 43-06, page: 1866.
502 $a Thesis (M.Ed.)--Brock University (Canada), 2004.
520 $a Creativity is important to the growth and development of society, to educational institutions, and to the personal growth of individuals. Students who are aware of their creativity are assumed to have innovative ideas and fresh insights. Limited research has been conducted to see if students can identify their own creative abilities. In this study, I explored the students' perceptions and experiences in a fashion design course. This study documented the creative journey from the concept stage of an apparel collection to the final product.
520 $a Participants were asked to reflect and document their creative moments, describe a creative process, and identify a creative environment. The participants were students who were enrolled in a fashion design course and were asked to participate in this study because they experienced all stages of the design process. Data were collected through personal reflection surveys, focus groups, and personal interviews. Themes of creative moments that emerged from this study were experiences that the participants had as they proceeded through the stages of the fashion design process.
520 $a All of the participants identified a creative process, but the stages varied for each participant. The participants identified themes related to promoting creativity in an environment, including the atmosphere, creative people, teachers, reflection, student needs, and assignments. The participants identified potential barriers in an environment, including rules and guidelines, teachers, the classroom, deadlines and time, feedback, and other important issues.
520 $a The results of this study suggest that there needs to be a better understanding of creativity and greater support and encouragement for creativity in the classroom. Instructors need to support environments that are conducive to creative development and lead to effective learning for students. Students need to learn how to enhance their creativity as well as understand the barriers that block their creative development.
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