scholarly journals The power of visual art: Higher felt inspiration following aesthetically pleasing visual prompts in a creative writing task

2019 ◽  
Vol 19 (10) ◽  
pp. 97a
Author(s):  
Dominik Welke ◽  
Isaac Purton ◽  
Edward A. Vessel
Keyword(s):  
Creative Writing ◽  
Visual Art ◽  
Visual Prompts ◽  
Writing Task

scholarly journals Autiethnography

2020 ◽  
Vol 33 ◽  
Author(s):  
Martine Mussies
Keyword(s):  
Creative Writing ◽  
Visual Art ◽  
The Self ◽  
A Performance

Autoethnography may be regarded as writing of and about the self as embedded in culture; however, neurotypical status affects autoethnographic perception, and such so-called autiethnographies can cross the boundaries of humanism by providing examples of metahumanist subjectivity. As an autistic gamer, I engage with games in a different way, showcasing how (dis)abled gaming, neurotypicality, fannishness, and sociopolitical responses are never independent from one another. Autiethnographies blur the limitations of science and creative writing, and may be expressed through other forms of communication, such as a performance, a podcast, or a work of visual art.

scholarly journals Editorial

2013 ◽  
Vol 4 (1) ◽  
pp. 103-104
Author(s):  
Isabel Hoving
Keyword(s):  
Creative Writing ◽  
Visual Art

A discussion of the creative writing and visual art that can be found in the Creative Writing and Arts section

scholarly journals Editor’s Introduction

1970 ◽  
Vol 3 (2) ◽  
pp. 177-178
Author(s):  
Isabel Hoving
Keyword(s):  
Creative Writing ◽  
Visual Art

Editor's Introduction to Visual Art and Creative Writing sections

Alcohol and Creative Writing

1992 ◽  
Vol 71 (2) ◽  
pp. 651-658 ◽  
Author(s):  
Mark Brunke ◽  
Merv Gilbert
Keyword(s):  
Body Weight ◽  
Creative Writing ◽  
Repeated Measures ◽  
Figurative Language ◽  
High Dose ◽  
Social Drinkers ◽  
Repeated Measures Design ◽  
Alcohol Condition ◽  
Writer’S Block ◽  
Writing Task

A repeated-measures design was used to test for the effects of alcohol on creative writing as measured by use of novel figurative language. 11 male social drinkers participated in a creative writing task under two conditions, alcohol (high dose: 1.1 ml. ethanol/kilogram body weight) and placebo. In the alcohol condition, within-subject comparisons indicated significantly greater quantity of creative writing while intoxicated. These results were interpreted as supporting the belief that alcohol can reduce “writer's block,” at least amongst nonalcoholic subjects.

Conducting a Micro-Evaluation in an EFL Classroom for a Performance-Assisted Learning Activity

2021 ◽  
Vol 9 (1) ◽  
pp. 44-64
Author(s):  
Marcus Theobald
Keyword(s):  
Creative Writing ◽  
Qualitative Data ◽  
Peer Assessment ◽  
Learning Activity ◽  
Individual Student ◽  
Data Sets ◽  
University Teachers ◽  
Pal Activity ◽  
Student Journals ◽  
Writing Task

Performance–assisted learning (PAL) was introduced at the 2017 annual Japanese Association for Language Teaching (JALT) conference. It was revealed to be a “new concept in education” and that EFL university teachers were “extremely excited about its efficacy and power to motivate” (Head et al., 2018, p. 233). However, it was claimed that in many institutions, English department administrators did not share the same enthusiasm, seeing PAL activities as not academic enough. This study aims to gather a variety of qualitative data to validate the use of PAL. Over 5 weeks, a micro-evaluation involving a number of data sets was conducted on two university classes, containing 46 students in total, for a PAL activity (in this case, a four-page skit). The evaluations were individual student journals, peer-assessment, creative writing, teacher observation, and a video. The study describes the 5-week project procedure, and aims to provide more comprehensive evidence to support the use of PAL in the EFL classroom. Findings indicate very positive student engagement in the project, and a need to give more explicit instruction to students for the creative writing task.

scholarly journals Reflections on Change in Arts-based Research: The experience of two music therapists

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Deborah Melissa Seabrook ◽  
Carolyn Arnason
Keyword(s):  
Mental Health ◽  
Creative Writing ◽  
Music Therapy ◽  
Visual Art ◽  
Research Process ◽  
Research Projects ◽  
Music Therapists ◽  
Arts Based Research ◽  
The Arts ◽  
Musical Excerpts

The process of engaging in arts-based research is unique; it draws upon the creative essence of the researcher to work with artistic forms which carry intangible information that is perhaps unknowable by other means.  In this process, the researcher is engaged wholly; all faculties of the person are drawn into the artistic world.  This article explores the experiences of two music therapists conducting arts-based research studies, weaving together distinct narratives with common themes.  The reader is taken along the journey of two separate music therapy research projects: one whose participants are a group of music therapists, one whose participant is a child living with mental health challenges.  Thinking retrospectively, the researchers discuss links between their personal artistry and the arts-based research process, exploring issues such as trust, creativity, and the credibility of information carried in artistic media.  Visual art, musical excerpts and creative writing are included.  By exploring the professional and personal journeys as music therapists in the arts-based research process we highlight the strengths and challenges of this approach that shaped our studies and gave light to emergent understandings through the arts.

Sign in / Sign up

Export Citation Format

Share Document