Browsing by Subject "Creative"
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Item An in-depth study of personal creative maintenance(2009-05-15) Carroll, Suzanne CatriceThis qualitative research study was created to examine four individual creative producers in the field of the visual and performing arts from different walks of life to determine if any similarities between the producers emerged. More specifically, the researcher was interested in (a) investigating how creative thinkers became creative producers and (b) investigating how these creative producers maintained and sustained high levels of creative production. After thoroughly utilizing the constant comparative method of data collection and analyzation, which includes peer debriefs, member checks, and other various qualitative techniques to keep the study internally valid, three themes emerged from the grounded data. Theme one is that a continuous evolution of the artist exists. This is brought about by parental support and critical incidents. Furthermore, these participants hold an enduring feeling of passion and responsibility for their field of creative endeavor. Theme two is that each creative producer spoke of having an intense inner sense of self. This sense of self first emerged within these participants at an early age, and its adult presence is evident in how these producers (a) cannot separate the artist from the person, (b) are aware of their personal and artistic growth, (c) are aware of their personal metacognitive strategies of generating ideas, and they sometimes use their art as a source of personal therapy. Theme three talks about how these creative producers see art as a greater whole. Its evidence is manifested within these participants perception that art has a very humanistic purpose by its effect on their communities.Item Big idea patterns of the advertising creative process(2011-05) Lindsay, Cabe Erin; Cunningham, Isabella C. M.; Sung, YongjunThe analysis of creative processes reveals that there are behaviors, techniques, and resources that have proven to be indispensable when embraced by advertising creatives in order to achieve big ideas. There are specific behaviors that clearly define successful creatives, and there are techniques and resources that creatives commonly use to arrive at big ideas. Some of these behaviors, techniques, and resources are well-known and time-tested, while others are proposed here for the first time, backed by research. This report aims to improve the productivity of creativity.Item Do I have enough time? The effects of perceived test difficulty and perceived time pressure on cognitive performance(2016-12) Stein, Evan Marc; Markman, Arthur B.Previous research on time pressure has shown that time pressure has paradoxical effects on task performance. Findings from previous studies show that time pressure can either help or hurt performance. Thus, it was hypothesized that an inverted U-shape relationship between time pressure and cognitive performance might explain the inconsistent results. In the current study, we used a 2 (Practice set difficulty: easy vs. hard) x 2 (Perceived time pressure: low vs. high) between-subjects design to investigate the effects of perceived test difficulty and perceived time pressure on cognitive performance. Participants either received an easy or hard practice set of Remote Associate Task problems. After, participants were told that 10 mins was either a sufficient (i.e., low perceived time pressure) or insuffient (i.e., high perceived time pressure) amount of time to complete a 30-item test. Upon completion of the test, participants then answered a battery of questionnaires regarding their personality, behavior, and beliefs. Results showed that there was no effect of perceived test difficulty or perceived time pressure on creative task performance or time spent on items. Exploratory analyses using the self-report surveys showed that ADHD behaviors, impulsivity, procrastination, need for cognition, and regulatory focus interacts with perceived test difficulty and perceived time pressure. Findings from this study provides insight into the influence of individual differences on perceived test difficulty and perceived time pressure. Understanding how people with different personalities, behaviors, and beliefs perceive time will help elucidate the different contexts under which time pressure can impair or improve performance.Item Effects of divergent teaching techniques upon creative thinking abilities of collegiate students in agricultural systems management courses(Texas Tech University, 2006-05) Norton, Matthew B.; Baker, Matt; Davis, Chad S.; Lawver, DavidJ.P. Guilford (1950) asked in his inaugural address to the American Psychological Association why schools were not producing more creative students. It has been this researchers experience that courses at institutions of higher education are geared to teaching knowledge, themes, concepts, or measures, and do not allow time for the students to develop original ideas. While current practice transfers a great deal of information to students, it hinders the ability of students to be creative in the disciplines. In agricultural education teacher certification programs, this method of teaching is not only hindering the ability of future teachers to think creatively, but their future students ability to think creatively. Baker, Rudd, and Pomeroy (2001) purported that educators must prepare a specific curriculum to increase students creative thinking ability. In a critique of Baker, Rudd, and Pomeroy (2002), Wingenbach (2002) asks, What is the best approach for including the creative thinking process in agricultural education courses? (p. 1)Ž The purpose of this study was to increase the creative problem solving skills of undergraduate students at Texas Tech University in a mechanized agriculture classroom by utilizing divergent teaching techniques. The researcher utilized the Torrance Test of Creative Thinking for the data collection tool in this repeated measures design. The following constructs were addressed in the raw data: (1) fluency- the ability to develop substantial amounts of ideas and drawings; (2) originality- the quality of newness that exists in something not done before; (3) abstractness- the ability to create good titles and to fully capture the events of what the information is dealing with; (4) elaboration- thought out or organized with thoroughness and careful attention to detail and; (5) resistance to premature closure- the ability to keep an idea open long enough to build upon each idea. A measure of the students overall creativity based on the subjects grade level and gender has also been assessed. The population consisted of undergraduate student at Texas Tech University whose major course of study requires a course in welding and metalworking and/or students who have a special interest in welding and metalworking. A convenience sample (n= 18) was utilized for this qusi-experimental design. The researcher has described in detail the data collection schedule, and has laid out step-by-step instructions for administering three treatments designed to increase a persons ability to think in a divergent manner. These treatments consisted of The Sensory Connection, Brainwriting, and Brainsketching. Following the data analysis the researcher concluded that the results from this study showed a wide spectrum of results when looking at the examined constructs and three teaching techniques. Three of the examined constructs showed significant difference between the baseline measurement and the intervening treatments. It is recommended that alternate divergent teaching techniques be studied to determine their affects upon creative thinking, student satisfaction, and cognitive performance.Item Short fiction creative writing: storytelling with a film perspective(Texas A&M University, 2005-08-29) Francis, JamesThe research and material contained in this thesis will examine short story theory from current perspectives in the field and provide a response to questions posed about the composition of short fiction. A critical introduction will take into account these theories and lead into a collection of five short stories written from a filmmaking perspective. The collection of work provided represents an attempt to break stereotype in the construction and formatting of what is considered standard short story material. Focus for the collection concerns sensory perception, elements of film (flashback sequencing and extended exposition) and gender/race identity. Through the critical introduction and short story collection, the completed thesis will prove that the study and practice of creative writing cannot be regulated by a set of technical guidelines.