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dc.contributor.authorDineen, Ruthen_US
dc.contributor.authorLivesey, K.en_US
dc.contributor.authorSamuel, E.en_US
dc.date.accessioned2008-10-17T11:24:19Z
dc.date.available2008-10-17T11:24:19Z
dc.date.issued2006en_US
dc.identifier.citationArt Design & Communication in Higher Education, 4 (3), pp.155-172en_US
dc.identifier.issn1474-273Xen_UK
dc.identifier.urihttp://hdl.handle.net/10369/294
dc.description.abstractThis article describes a study into the promotion of learner creativity in the UK's post-compulsory art and design sector. The majority of research studies in to learner creativity have been laboratory-based, producing results which are valid and reliable but which are seldom tested within the complex richness of an actual learning environment. This study cross-referenced conceptual and operational understandings of the factors that promote or inhibit learner creativity in order to define a best-practice UK pedagogic model for creative teaching and teaching creativity. The co-authors were research assistants who were working on the project under my direction. The findings were used to inform a subsequent study of Chinese art & design students and a teaching intervention in China. The effect of the teaching intervention was evaluated in relation to learner creativity, motivation, confidence and enjoyment, and the quality, originality and quantity of work produced during a 7-week period.en_US
dc.publisherIntellect Ltd.en_US
dc.relation.ispartofseriesArt Design & Communication in Higher Educationen_UK
dc.titleThe promotion of creativity in learners: theory & practiceen_US
dc.identifier.doihttp://dx.doi.org/10.1386/adch.4.3.155/1en_US


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