The dissertation Pathways of Musical Creativity shows that students’ musical creativity can develop in an intervention with Video Feedback Coaching for teachers, mediated by their support of students’ creative autonomy during classroom interactions in music lessons. Autonomy support entails fostering students' self-determined learning by providing space for their own choices and interests. The intervention introduced teachers to music-pedagogical strategies for enhancing classroom interaction in order to transition from a teacher- and method-centered style to a student-centered and autonomy-supportive interaction approach. This PhD research also took the nonverbal components of teachers' autonomy support into account because classroom interaction in music lessons is also nonverbal and musical in nature.Teachers changed their interaction style during the intervention to one that supported more autonomy, and they were less likely to return to mainly instruction and modelling. Although for verbal autonomy support a beneficial effect was observed, teachers found it more difficult to provide higher levels of non-verbal autonomy support in music teaching. In turn, students showed more originality and variation in their creative thinking and acting in music. Although over half of the classes engaged in playing more complex rhythmical patterns over the course of the intervention, at group-level no effect for this aspect was found in comparison to a control group. These findings suggest that in both primary education and teacher education, more focus should be placed on enhancing classroom interaction and supporting students’ creative autonomy support in music lessons.
These are hard days for companies: they have to survive in a market that has been hit by a financial crisis. Many countries in Europe have severe problems trying to overcome this financial crisis. The main remedy applied by governments is to cut back on expenditure, but on the other hand it is said that it is important for a country, and especially for companies, to invest in innovation. These innovations should lead to innovative products that will lead to profitability turnovers for these companies and, as a consequence, improve the economic conditions in a country. Universities provide students with engineering competences, like develop innovation, with which they can show a higher degree of ability to answer complex questions such as how to become players in the market again. Teaching students to become more innovative engineers, Fontys University of Applied Sciences, Department of Engineering, has designed a curriculum in which students are educated in the competence innovation. An important element in the process of teaching innovation to students is the approach of inquiring into possibilities of patents. In the second semester of the first year, students can decide to join an innovative project called: ‘The invention project’. The basis of this project is that students are given the opportunity to create their own invention and with their previously acquired knowledge and skills they design, calculate, prototype and present their invention. In a research project, the experiences of students in this Invention Project have been analysed. The goal of this study was to understand what the success factors are for such a project. The basis of this inquiry is a questionnaire to identify the opinions of students. The research was carried out in the spring semester of 2012. In total 31 students were involved in this research. The results show that there was a high degree of student satisfaction about the Invention Project focused on innovation development. Success factors for this project in the first year of the curriculum were seen: 1 to work on own inventions, 2 development of student’s perception of the total product creation process and 3 to make students see the relevance of contacts with real professionals from industry and from the patent office in their own project. Improvements can be made by: 1 helping students more during the creativity stage in the project and 2 to coach them more on the aspect of engineering a successful invention of which they can be proud. This Invention project is a interesting with which collaborations with other universities can be set up.
Maker education offers opportunities to stimulate the creativity of young people in various types of education. How to guide these learning processes, however, is an unexplored area for the supervisors (teachers and librarians). In the research-project presented, a professional learning community of librarians, teacher-researchers and maker educators investigates the pedagogy of ‘making’. The learning community consisted of twelve makerspace-coaches, three maker educators and three researchers. The interventions for enhancing creativity that were developed varied from redesign of the tasks to new forms of guiding students. It was noticed that the children came up with new ideas and were motivated to push out their frontiers. Furthermore, the coaches experienced that children’s creativity is not always visible in the final products of their making process, but rather in the process of making. The learning community turned out to be a fruitful approach for professionalization of makerspace-coaches.
MULTIFILE
In recent years, ArtEZ has worked on a broadly supported strategic research agenda on the themes New Ecologies of Matter (ecological challenges), Social Equity (social-societal issues), (Un)Learning Practices (educational innovations) and (Non)CybernEtic Fabric (technological developments). Building on these strategic themes, the ArtEZ Research Collective as developed an international research strategy to become a valuable partner in the relevant Horizon Europe (HEU) areas of Environment, Industry and Social science and humanities. With its specific knowledge position and approach from arts and creativity, ArtEZ is convinced that it can play a distinctive role in European consortia to tackle various challenges in these areas, in particular from the perspective and research topics of the professorships Fashion and Tactical Design. To achieve its ambitions and goals in its targeted research topics, ArtEZ is convinced that a combination of international connections and local applications is key for successful impact. Building upon existing relations and extending the international research position requires extra efforts, e.g., by developing a strong international framework of state-of-the-art research results, impacts and ambitions. Therefore ArtEZ needs to (further) build on both its international network and its supportive infrastructure. With this proposal ArtEZ is presenting its goals and efforts to work on its international recognition as a valuable research partner, and to broaden its international network in cutting-edge research and other stakeholders. With regards to its supporting infrastructure, ArtEZ has the ambition to expand the impact of the Subsidy Desk to become a professional partner to the professorships. This approach requires a further professionalization and extension of both the Subsidy Desk organization and its services, and developing and complementing skills, expertise and competences to comply to the European requirements.
This PD project explores alternative approaches to audiovisual technologies in art and creative practices by reimagining and reinventing marginalized and decommodified devices through Media Archaeology, artistic experimentation, and hands-on technical reinvention. This research employs Media Archaeology to uncover “obsolete” yet artistically relevant technologies and hands-on technical reinvention to adapt these tools for contemporary creative practices. It seeks to develop experimental self-built devices that critically engage with media materiality, exploring alternative aesthetic possibilities through practice-based investigations into the cultural and historical dimensions of media technologies. These developments provide artists with new creative possibilities beyond mainstream commercial standardized tools and infrastructures. A key component of this project is collaborative innovation with artist-run analog film communities, such as Filmwerkplaats. By fostering knowledge exchange and artistic experimentation, this research ensures that reinvented tools remain relevant to both analog film communities and contemporary media art practices. The intended outcomes directly benefit two key groups: • Artist-run film labs gain sustainable methods for evolving their practices, reducing dependence on scarce, out-of-production equipment. • Digital-native artists are introduced to alternative methods for engaging with analog processes and media materiality, expanding their creative toolkit. This collaboration also strengthens art and design education by embedding alternative technological perspectives and research methodologies into curricula, providing students and practitioners with resourceful, sustainable approaches to working with technology. It advocates for a more diverse educational paradigm that incorporates media-technological history and critical reflection on the ideologies of linear technological progress. Ultimately, this research fosters critical discourse on media culture, challenges the dominance of corporate proprietary systems, and promotes innovation, redefining the relationship between creativity and technology.
In an increasingly complex and rapidly changing world, traditional disciplinary approaches to the framing and resolution of social and economic problems deliver ever diminishing returns.Discussions abound, therefore, about how best to educate and prepare graduates for the fresh challenges of the 21st century.Knowledge Alliances between Higher Education Institutions (HEIs) and enterprises which aim to foster innovation, entrepreneurship, creativity, employability, knowledge exchange and/or multidisciplinary teaching and learning are therefore becoming increasingly necessary and relevant. The challenge is to determine what we should teach in the future and how it should be taught. The changing nature of contemporary society highlights that social issues are often highly complex and multifaceted.The aim of this Action is to demonstrate, through the adoption of Multi-Disciplinary Innovation (MDI) methods, how we can respond to social problems with a design-led approach which has a problem-oriented ethos, supporting positive social change and the development of international public policy discourse. It will be achieved through the establishment of a Pan-European Public Sector Innovation (ePSI) lab. It will prepare students for roles in employment by integrating education programmes into the lab’s operations and it will support agencies that have a role in responding to and developing public policy.COST action on social innovation in labs
