The Dialogue of Creativity: Teaching the Creative Process by Animating Student Work as a Collaborating Creative Agent

Autor/in	Sawyer, R. Keith
Titel	The Dialogue of Creativity: Teaching the Creative Process by Animating Student Work as a Collaborating Creative Agent
Quelle	In: Cognition and Instruction, 40 (2022) 4, S.459-487 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sawyer, R. Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2021.1958219
Schlagwörter	Creativity; Creative Activities; Design; Studio Art; Teacher Student Relationship; Interaction; Student Centered Learning; Classroom Communication; Nonverbal Communication; Syntax; College Faculty; College Students; Scaffolding (Teaching Technique); Art Products; Verbs; Discourse Analysis; Georgia; Missouri (Saint Louis) + Suchen Sie Ihr Suchwort? Kreativität; Kunstwerkstatt; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassengespräch; Non-verbal communication; Nonverbale Kommunikation; Fakultät; Collegestudent; Künstlerische Produktion; Diskursanalyse
Abstract	Material artifacts play an important role in many learning environments. Such artifacts can include sketches, manipulatives, 3D models, toys and games, or the scrap materials found in makerspaces. Some theorists have argued that material artifacts, even though they do not move or talk, should be considered to have autonomous agency and to interact as equals with human participants. But there have been few empirical studies that explore whether or how material artifacts are attributed agency by human participants. This paper contributes to this issue by analyzing interactions between professor and student in design studio classrooms, where the student's created work is the central focus. I analyze the close coordination of talk--including syntactic constructions and verb aspect--with nonverbal action, including eye gaze, gesture, body orientation, and body position. In the first set of findings, I identify six interactional mechanisms that attribute agency to the work, in both verbal and nonverbal modalities. I demonstrate that through the use of these six laminated multimodal resources, the student's creative work is socially constructed as an agentive participant. These findings contribute to our understanding of the role of artifact agency in social practices. In the second set of findings, I show how professors enlist these six practices in discursive patterns that scaffold students in mastering the dialogue of creativity: a process that distributes creative agency between the student and their unfolding work. These dialogues model for students a creative process characterized by iteration, ambiguity, exploration, and emergence. I conclude by discussing the implications for our understanding of teaching and learning for creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01