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1.
CREATIVITY IN ADVERTISING
Simon Horvat, 2011, bachelor thesis/paper

Abstract: The main focus of this thesis is on the importance of creativity in advertising. In the first part of the thesis we try to define creativity. We look at the different creative thinking methods and provide some techniques for the development of creative ideas. We explain the phases in a creative process, different approaches to creativity, like the Janusian approach, and the usage of creativity templates. Then we try to find an appropriate definition for advertising to separate it from other kind of communications that could be understood as advertising. We provide functional models of advertising in the light of cultural differences and create a connection between creative advertising and successful and effective advertising on the basis of researches. We present the working process in an advertising agency and the people involved in it. In the last part of the thesis we look onto the dialectics of creativity in advertising and explain some of the most creative advertisements and advertising campaigns.
Keywords: advertising, creativity, effectiveness of creative advertising
Published: 25.09.2011; Views: 7071; Downloads: 187
.pdf Full text (1,23 MB)

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The creativity competence : teaching the unteachable at the Faculty of Arts, Maribor
Michelle Gadpaille, 2011, published scientific conference contribution

Abstract: The paper presents one model for a first-year lesson in the Department of English Studies, a lesson that encourages creativity among students in a class combining literature, language and cultural studies. Against a background of theoretical support for such student-centered pedagogy, the author argues for the importance of releasing student voices, both spoken and written, as a prerequisite for producing students competent in and confident of creative problem-solving.
Keywords: creativity, student-centered pedagogy, cultural studies, literature teaching
Published: 07.06.2012; Views: 884; Downloads: 22
URL Link to full text

7.
The creativity competence : teaching the unteachable at the Faculty of Arts, Maribor
Michelle Gadpaille, 2011, published scientific conference contribution

Abstract: The paper presents one model for a first-year lesson in the Department of English Studies, a lesson that encourages creativity among students in a class combining literature, language and cultural studies. Against a background of theoretical support for such student-centered pedagogy, the author argues for the importance of releasing student voices, both spoken and written, as a prerequisite for producing students competent in and confident of creative problem-solving.
Keywords: creativity, student-centered pedagogy, cultural studies, literature teaching
Published: 07.06.2012; Views: 1138; Downloads: 24
URL Link to full text

8.
Musical creativity in Slovenian elementary schools
Janja Črčinovič Rozman, 2009, original scientific article

Abstract: Background: The Slovenian music education curriculum for the first years of elementary school emphasises the following musical activities in the classroom: singing, playing instruments, listening to music, movement to music and musical creativity. In the field of musical creativity, there are two activities where students can be original and creative: making music and moving or drawing/painting activities stimulated by music. Purpose: This research investigated musical creativity in Slovenian elementary schools, its observable characteristics and some of the similarities among the statements made by students and teachers. Sample: The study involved 118 eight-and-a-half to nine-year-old students from five schools in Slovenia, and 51 elementary classroom teachers - 25 of them came from the same five elementary schools as the students and 26 of them came from another four schools located in different parts of the Republic of Slovenia. Students and teachers who took part in our study attended/or worked at the third grade level during the 2004 school year. Design and methods: For the study, two questionnaires were completed using closed and open questions. The teachers had more questions than the students. Some of the questions were the same for both. The data received from the questionnaire was analysed qualitatively and quantitatively. The chi-square test was used to check the relationship betweenthe answers given by students and the answers given by the teachers. Results: We found that creativity in music does exist in the classrooms, but there is only an emphasis being put on activities stimulated by music, and noton creating music. The opinions of the students and classroom teachers overlapped in the following areas: in the types of creative activity preferred, in assessing the successfulness of creative activities, in the feedback following the creative activity, and concerning the amount and difficulty of the tasks performed. The only important difference between the answers found was in assessing the teachers' role in leading the musical activity during the lesson. The reasons for such similar reactions were: (1) that the teacher's expectations were effectively conveyed to the students, and/or (2) the children's self-perception was being formed through an awareness and interpretation of the environment around them. Conclusions: The investigation showed that the students and teachers are satisfied with creative musical activities in the classroom, however, they are not aware of all the aspects of creative musical thinking as well as the criteria for the evaluation of musical creativity. It seems that they are not fully acquainted with the strategies for teaching musical composition and improvisation. The role of university programmes that specialise in music pedagogy should be to produce teachers who will be able to provide creative musical activities in anappropriate manner, and to organise more seminars of similar content for student-teachers during their practical training.
Keywords: musical education, musical creativity, improvisation, music teachers, expectations, beliefs, self-perception, primary education
Published: 07.06.2012; Views: 1436; Downloads: 68
URL Link to full text

9.
Primary preservice teacher change intervention program for mathematics
Alenka Lipovec, 2008, published scientific conference contribution

Abstract: An intervention program used in elementary teacher education in Slovenia is presented. Program is based on preserves teachers' field experience with mathematically promising students. Evaluation from three viewpoints (students' general creative abilities, students' mathematical achievements and preserves teachers' change in beliefs and conceptions concerning teaching and learning) has been conducted. Overall results speak in favour of presented approach. Additionally results support the claim that objectively scored free word associative experiment can be used to assist a classroom teacher in the identification of creative mathematically promising students.
Keywords: education, mathematics, mathematics lessons, promising students, teacher education, creativity quotient, changes
Published: 07.06.2012; Views: 1040; Downloads: 24
URL Link to full text

10.
Autistic spectrum disorders and creativity
Maria Aleksandrovich, Herbert Zoglowek, 2014, original scientific article

Abstract: The purpose of this paper is to outline the findings of a pilot study, which compares drawings of typically developed preschool children and children with autistic spectrum disorders in the same age. In the study the Goodenough-Harris Drawing Test (GHDT) (1926; 1963) was used. In this study, the auto-portraits of children from two groups were analyzed concerning such categories as line, size, colour, details. For this the statistical analysis of variance was used. The results of the study show that there are no statistically significant differences in the drawings of studied groups according to the categories line, size, colour, details.
Keywords: drawing, creativity, TD children, ASD children, auto-portrait
Published: 21.12.2015; Views: 504; Downloads: 46
.pdf Full text (743,96 KB)
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