Prominent definitions and theories of 'Creativity' provide core data for themes that frame the Creative Process Assessment Matrix (CPAM). Its framework is based on Wallas' stages of the creative process and the P theory (Person, thinking Process, Press/Persuasion and Product). The CPAM's structure and content was derived from current, reliable and valid research. Issues relating to assessment procedures, as well as psychological factors (blockers and stimulators) gave rise to the Creative Assessment Test Questionnaire (CATQ#4), containing questions that document creative assessment prerequisites. Recognized creativity tests (Word-Association, Instances and TCT-DP) were evaluated to determine whether they successfully address and test for relevant creative process criteria. Results indicated that all three tests only addressed a minority of CPAM's 60-point criteria. CPAM offers understanding of the environmental impact and influence on creativity, and renders it measurable. Finally, the CPAM measures the setting, sensory stimulation and what postulates the initial spark of creativity. / Psychology of Education / M. Ed. (Psychology of Education)

Prominent definitions and theories of 'Creativity' provide core data for themes that frame the Creative Process Assessment Matrix (CPAM). Its framework is based on Wallas' stages of the creative process and the P theory (Person, thinking Process, Press/Persuasion and Product). The CPAM's structure and content was derived from current, reliable and valid research. Issues relating to assessment procedures, as well as psychological factors (blockers and stimulators) gave rise to the Creative Assessment Test Questionnaire (CATQ#4), containing questions that document creative assessment prerequisites. Recognized creativity tests (Word-Association, Instances and TCT-DP) were evaluated to determine whether they successfully address and test for relevant creative process criteria. Results indicated that all three tests only addressed a minority of CPAM's 60-point criteria. CPAM offers understanding of the environmental impact and influence on creativity, and renders it measurable. Finally, the CPAM measures the setting, sensory stimulation and what postulates the initial spark of creativity. / Psychology of Education / M. Ed. (Psychology of Education)

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Mary C. Kingery-Page / Over time the conventional design process has minimally evolved from Hideo Sasaki’s staged-design process, one of the original models of landscape architectural design process (Murphy 2005, 50; Sasaki 1950, 35). Different types of conventional design process, as it is called in this study, incorporate more stages, devoting more time to each; however, the stages are still completed in an exact order due to the focus on problem solving. The lack of encouragement for personal creative thinking through an individual creative process within the conventional design processes used today is apparent in both the profession and the education of landscape architects today. Because a creative process does not simply solve problems but encourages creative thinking throughout design, the profession would see greater generation of new ideas if landscape architects began to embrace a more creative process, as identified by Graham Wallas in the 1920s (Lawson 2006, 149-150; Herrman 1995; Goswami and Goswami 1999, 43-44). Interviews with highly creative, or avant-garde, landscape architects, such as Thomas Balsley, Claude Cormier, Mikyoung Kim and Peter Walker, and assumedly creative artists helped to provide answers to primary research questions: How does the design process of avant-garde landscape architects compare to the assumedly creative process used by artists? And how can the conventional landscape architectural design process be reframed to incorporate more creative thinking in landscape architectural practice and landscape architectural education? Using a grounded theory approach, in-depth, open-ended interviews were completed with eight subjects. Initial coding themes were based upon broad categories from literature review. Substantial coding and analysis of interviews to find the creative and conventional design processes and characteristics of creativity for each subject resulted in emergent themes and sub-themes from the interviews. Analysis matrices were developed to document commonalities and discrepancies between initial themes from literature review and emergent themes from interviews. Conclusions on findings from initial and emergent themes include:highly creative landscape architects employ non-linear, creative processes throughout design, confidence in personal creativity is imperative to creative thinking, and landscape architectural programs should allow students flexibility and creative license for developing personal design processes.

Prediking is 'n dialoog. Dit dompel die preek in 'n direkte krisis. Wat kan die prediker doen om hierdie dialoog te bevorder? Die deelnemers in die erediens word kortliks bespreek. God spreek met die prediker deur die teks. Die prediker moet hierdie teks aan die hoorder in die erediens oordra. Om die oorspronklike teks te verstaan het daar drie hoofstrome in die tradisionele hermeneuse ontstaan: Krities-histories, Tekskrities en Hoorders hermeneutiek. Die probleem is egter nie opgelos nie. Hoe kan die prediker die boodskap effektief aan die hoorder oordra? Daar word voorgestel dat die kreatiewe proses gebruik word in die voorbereiding van die preek. Die breinkaart kan gebruik word om die teks en hoorder van die teks, beter te verstaan. Hulpmiddelle moet gebruik word om die teks aan die hoorder oor te dra. Hier word die gebruik van literatuur en drama bestudeer. / Preaching is a dialogue. This states the current problem of preaching. How can the preacher improve this dialogue in the sermon? The participants in the sermon are shortly discussed: The preacher listens to the text. God speaks through the text. The preacher must communicate this text to the listener in the sermon. Three major streams have evolved in the tradisional hermeneutics: Critical-historical, Textual and Listeners hermeneutics. There is however, still a problem. How does the preacher present this message effectivly to the listener? It is suggested that the creative process must be considered in preparing a sermon. The mind map can be used to understand the text and listener of the text better. More aids can be used to reach the listener effectivly. In this thesis the use of literature and drama in the preparing and delivering of the sermon will be studied. / Practical Theology / M.Th. (Practical theology)

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This essay describes a single case self-study of a music composer in order to track the compositional process in real time. In the study the subject and the researcher are the same person. The study builds on previous empirical studies that have used methodological approaches such as analysis of computer-based digital data collection, verbal protocol and video observations. It deals with issues of the compositional process related to for example time consumption, number of artistic decisions, the different roles and skills of a music composer, and methods of research in the musical composition process. During three shifts the researcher worked as a music composer dealing with the issue of converting an audio sketch of a composition into a representative finished audio product. The aim of the study was to highlight a specific phase the composititional process. The results can be divided into artistic and a scientific perspective. An artistic result is a developed and improved musical composition. Examples of scientific results is making visible and discussing artistic strategies in the context of musical composition. The study discusses different artistic roles that the composer uses during composing, each role with different skills and conditions, and how this role-playing significantly may influence the artistic result.

Hawthorne is one among the few American writers who have dwelt on the subject of the creative process throughout his works. Through introspection and then skillfully enumerating the necessary elements of artistry, Hawthorne educated his audience in the progression of creating a piece of work. Many changes have taken place in literature since Hawthorne's time, but the basic principles set forth in his theories still hold true. Hawthorne's theories of art and his analysis of the creative process are surely among his most important contributions to literature. In the absence of a long national literary history, he mingled the Actual with the Imaginary and adapted his work to a form of the novel called Romance. With materials he could find concerning the short history of his country, he showed how past events influence the present. He examined the creative process that took place in his own work and shared with posterity the conditions under which he created.

Ce travail a été entrepris dans deux pays vivant des catastrophes naturelles et humaines à long terme. Il porte sur les processus créateurs, les traumas complexes et les processus psychiques des adolescents : en Haïti, pour se rétablir à la suite du séisme de janvier 2010 qui a ravagé plusieurs villes du pays et tué environ 2,5% de la population ; en Israël, après la deuxième guerre du Liban en 2006 et les attentats terroristes ayant touché tout le pays. La présente recherche avait pour objectif d'étudier les processus créatifs exprimés après les conséquences traumatiques du séisme, de la guerre et des attentats, parmi les adolescents haïtiens et israéliens, ainsi que les stratégies mises en place pour y faire face et se rétablir. Elle était basée sur des approches multidisciplinaires et des méthodes qualitatives et narratives, tout en tenant compte des particularités culturelles du processus créateur. Nous avons examiné deux groupes, l'un composé de 60 adolescents israéliens âgés de 11-12 ans, l'autre composé de 45 adolescents haïtiens entre 10 et 18 ans, à l'aide d'outils d'analyse non verbaux, de la symbolisation d'événements marquants de la vie, de la manifestation traumatique et de la résilience. Nous avons ensuite recueilli des données grâce à des entretiens cliniques et des dispositifs groupaux de médiation malléable, auprès de 30 adolescents. Nous présentons dans ce travail 6 études de cas que nous avons sélectionnées pour leurs particularités. Les résultats indiquant que le soutien social constitue le meilleur facteur manifeste de la résilience ont pu être constatés au travers des survivants qui s'appuyaient sur un ensemble de tuteurs de résilience et sur leurs réseaux personnels. Ils montrent également que l'influence du risque, les facteurs de protection et la résilience coexistent dans le continuum de la vie de l'adolescent exposé à des situations traumatiques. L'ensemble des résultats souligne la nécessité d'établir des cadres de médiation thérapeutique et créative avec la culture comme levier thérapeutique, pour accompagner à long terme les adolescents en situation de danger et de détresse. / This cross-cultural study has been researched in two countries exposed to natural and human disasters in the long-term. It focuses on the creative processes, complex traumas and mental processes of adolescents: in Haiti, following the January 2010 earthquake, which devastated several towns and killed about 2.5% of the Haitian population ; in Israel after the Second Lebanon War of 2006 and terrorist attacks that devastated the country and affected 4-5% of the Israeli population. This research aimed to study the creative process after the traumatic consequences of an earthquake, war and terrorists attacks among Haitian and Israeli adolescents and the strategies they implement for coping and recovering. It was based on multidisciplinary approaches, as well as, qualitative and narrative methods, taking into account the cultural aspects of the creative process of the adolescents in each country. We examined two groups. In first group there were 60 Israeli adolescents aged 11-12 years. In the second group, 45 Haitian adolescents aged 10-18 years. We collected data from clinical interviews and expressive art groups of 30 adolescents. We used nonverbal methods to analyze the adolescent significant life and traumatic events and resilient experiences. In this study we present six case studies that were selected because of their special features. The results indicate that social support is the highest factor of resilience in adolescents’ survivors of complex trauma situations. We found that the adolescents used resilient tutors and individual resources to survive. The results also show that the influences of risk, protective factors and resilience co-exist in the adolescent`s life continuum in the long-term coping with traumatic events.The overall results emphasize the need for on-going therapeutic and creative process groups to support youth living in dangers and distress situations.

Os diálogos possíveis entre a prática e o ensino da Cenografia no Brasil aqui identificados são resultantes da investigação e da reflexão sobre a formação do cenógrafo contemporâneo a partir da perspectiva de experiências na prática teatral. O cenógrafo é aqui tratado como artista, responsável pela identidade visual do acontecimento teatral e colaborador no processo de sua criação. A Cenografia é encarada como linguagem situada no contexto teatral sem, no entanto, excluir os seus desdobramentos na prática atual, entendendo que, a partir da sua origem, que é o Teatro, podemos transpor boa parte desta experiência para as demais áreas. O desenvolvimento desta pesquisa baseia-se no acompanhamento in loco de processos vivenciados e metodologias aplicadas nas principais instituições brasileiras de ensino da Cenografia. Os procedimentos são analisados diante do objetivo de reconhecer e apontar caminhos produtivos para a formação do futuro artista cenógrafo. Esta investigação busca indicar rumos que de fato contribuam para o desenvolvimento da qualidade artística e técnica do cenógrafo, de forma que não o restrinja apenas a responder com segurança às suas atribuições, mas que o prepare para atuar e colaborar, efetivamente, como artista criador, nos processos e realizações contemporâneas, participando do desenvolvimento das Artes Cênicas. / The possible dialogues between the practice and teaching of scenography in Brazil, identified herein, are the result of the investigation and reflection about the development of the contemporary scenographer originating from the perception from my experience in theatre practice. Here the scenographer is treated as an artist, responsible for the visual identity of the theatrical event and collaborator in the process of its creation. Scenography is taken as a language within the theatrical context, taking care to not ignore scenography?s expansion into other areas, understanding that starting from its theatre origins we can carry a good part of this experience to these other related areas. The development of this research is based on the processes experienced and methodologies applied in major Brazilian academic institutions that offer bachelor degree level scenography courses. These proceedings are analysed with the objective of recognizing and appointing productive directions for the training of future scenographic artists. This investigation aims to indicate guidelines that contribute to the development of the artistic and technical qualities of the scenographer, not just the capacity to execute their acquired attributes, but to prepare an active collaborator, a creative artist in the process of contemporary productions, participating in the development of the Scenic Arts.

Este estudo pretende investigar como se processam os sentimentos e as emoções, sob a perspectiva do ator, dentro de uma realidade teatral - no caso, o espetáculo \"Escuro\". Pretende-se abordar o jogo dos afetos que o ator se propõe nesse trabalho ao emprestar sua história, sua mente, sua corporeidade entre as bordas do real e do ficcional, em paradoxo. Para tanto, utilizaremos a filosofia dos afetos de Espinosa, os estudos sobre emoção e sentimento - principalmente na visão do neurocientista Antonio Damásio - e também as investigações de Charles Darwin sobre a expressão das emoções. Como experimentação prática, elegemos o processo de criação dos atores do espetáculo \"Escuro\", buscando hipóteses de técnicas pessoais ao lidar com as emoções na cena atual. Ao confrontar a pesquisa teórica com a experiência artística no processo de criação de \"Escuro\", o presente estudo escapa do campo metafórico para tratar de um tema abstrato de forma direta, concreta e prática. Ao refletir sobre um processo criativo e sobre como o ator gera estados emocionais em cena, a pesquisa acadêmica produz conhecimento a partir de uma experiência real. Percebe-se que a relação afetiva é um dos motores principais do aprendizado, da memória e do fazer artístico. / The current study intends to investigate how do feelings and emotions, under the perspective of the actor at the play \"Escuro\", process on the theatrical reality. The study approaches the work on the affections that the actor does in this work, \"lending\" his history, mind and corporality, between the borders of the real and the fictional, in paradox. The work makes use of the Espinosa\'s philosophy of affections, the studies about emotion and feeling by neuroscientist Antonio Damasio and the expression of emotions to Charles Darwin. On the practical field, we take the creative process of the actors of the play \"Escuro\" to search for personal techniques elaborated to deal with emotions on the theatrical contemporary scene. Confronting the theoretical research with the artistic experience on the creative process of the play \"Escuro\" helps the current work to avoid the metaphorical field to elaborate about such abstract theme in a direct, concrete and practical way. While reflecting about creative processes and how an actor springs out emotional states on the scene, this research produces knowledge from practical experience. So to finally conclude that affective relation is one of the main via of learning, memory and the artistic creation