Kreativitet har blivit en allt viktigare del i vårt samhälle och vissa forskare går så långt som att säga att vi är på väg in i den kreativa tidsåldern. Företag har uppmärksammat fenomenet mer och mer och det finns många fördelar att vinna genom att arbeta med ett kreativt fokus. Event management har kommit att växa rejält som yrke de senaste tio åren. Trots sin framväxt ses det fortfarande som en ny och ganska outvecklad disciplin men har blivit beskrivet som ett växande yrke. Evenemangsföretag verkar i en bransch med hög konkurrens där kreativitet kan ses som en nödvändighet för att uppnå en konkurrensfördel. Kreativitet har trots detta inte fått någon given plats när eventprojektets faser beskrivs i akademiska studier. Projekt i allmänhet brukar beskrivas med fyra faser: konceptualisering, planering, implementering och avslutning, där kreativiteten är framträdande inom konceptualiseringsfasen. Vi anser att konceptualiseringsfasen borde ha en given roll inom eventprojekt, vilket kommer ligga som utgångspunkt för denna uppsats.Syftet med uppsatsen är att utforska ämnet kreativitet. Huvudfokus ligger på den kreativa processen, hur den går till och vad som påverkar den inom evenemangsföretag. Genom att belysa ämnet hoppas vi kunna bidra till att kreativitet uppmärksammas som en viktig faktor inom evenemangsföretag. Med grund i denna undersökning tar vi fram en modell som ska leda till reflektion för företag om de arbetar aktivt med kreativitet och bidra som en inspirationskälla. För att få en djupare förståelse för hur den kreativa processen verkar i sitt sociala sammanhang inom evenemangsföretag har vi utfört sju semi-strukturerade intervjuer och en deltagande observation. Det övergripande målet med forskningsmetoderna var att få en större kännedom om hur en idé uppstår och vägen till ett färdigt koncept för ett evenemang, med den kreativa processen som en central faktor. Det empiriska materialet har analyserats efter fördjupade teoretiska studier inom området kreativitet.Kreativitet har många olika betydelser, och för att få en helhetsbild har vi undersökt dess innebörd från fyra olika perspektiv: produkt, process, person och påverkan. Den kreativa personen är någon som har en kreativ självinsikt, är modig, mottaglig för inspiration samt har en strukturerad sida med ett öga för detaljer. Den kreativa processen inom evenemangsföretag sker både i grupp och individuellt. De faser vi har identifierat är förberedelse-, idégenererings-, inkubations-, illuminations- och verifikationsfasen. Det har framkommit att det först sker en kreativ förprocess för att få fram ett projektförslag som ska leda till ett avtal innan den kreativa huvudprocessen tar sin start. Denna process utgår från grundidén som är en del av projektförslaget. Den innehåller samma faser som förprocessen men är av mer omfattande karaktär. Den kreativa processen är linjär, men vid behov kan personerna gå tillbaka till en tidigare fas. Dessutom kan faserna ske parallellt med varandra när flera idéer behandlas samtidigt. Processen resulterar i den kreativa produkten, eller den kreativa utkomsten som vi har valt att namnge det, vilket är konceptet för evenemanget. Den kreativa påverkan består av olika faktorer som kan påverka kreativiteten. Dessa faktorer är: organisationskulturen, organisationsstrukturen, organisationsklimatet, arbetsdesignen, uppdragsgivaren, praktiska faktorer samt ledaren och teamet.

Submitted by Leda Lopes (ledacplopes@hotmail.com) on 2017-08-09T16:31:24Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Paulo_Roberto_C. C._Junior_Dissertação.pdf: 25343408 bytes, checksum: bd9e991bd63311027678aa102b2dedb6 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-08-10T20:55:08Z (GMT) No. of bitstreams: 2 Paulo_Roberto_C. C._Junior_Dissertação.pdf: 25343408 bytes, checksum: bd9e991bd63311027678aa102b2dedb6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-08-10T20:56:58Z (GMT) No. of bitstreams: 2 Paulo_Roberto_C. C._Junior_Dissertação.pdf: 25343408 bytes, checksum: bd9e991bd63311027678aa102b2dedb6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-08-10T20:57:10Z (GMT). No. of bitstreams: 2 Paulo_Roberto_C. C._Junior_Dissertação.pdf: 25343408 bytes, checksum: bd9e991bd63311027678aa102b2dedb6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-04-01 / A pesquisa “CaligrafiAsnoum: graffiti, caligraffiti e criação de signos visuais” desenvolvida junto ao Mestrado em Artes Visuais, na UFPel, considera os processos de criação produzida em três momentos relativos a trajetória como artista/graffiteiro: no graffiti enquanto estatuto da linguagem e da expressão visual, a representação dos signos alfábeticos sem a intenção de sua legibilidade, aborda questões históricas sobre o seu surgimento, autoria e inclusão social; no calligraffiti como um novo estilo de trabalho que envolve a escrita caligráfica e o graffiti, momento em que o significado da palavra passa a interessar como escrita verbal; e na elaboração de novos signos visuais, uma recodificação do código alfabético criando uma visualidade/linguagem própria, onde o sentido do que está escrito fica em segundo plano, interessando nesse momento a visualidade da escrita. Interessa à esta pesquisa reconhecer ligações, características e elementos presentes na elaboração dos trabalhos desenvolvidos entre 2002 e 2016. / The research “CaligrafiAsnoum: graffiti, calligraffiti and creation of visual signs” developed in the Master’s degree in Visual Arts, at UFPEL, reflects the process of creation produced in three moments of my history as artist/graffiti artist: in grafitti as language and visual expression, the representation of alphabetic signs without the intention of legibility also approaches an historical questions about concepcion, authorship and social inclusion; in calligraffiti as a new work style, that involves the writing calligraphic and the graffiti, when the meaning of the word starts to work as a verbal writing; and in the development of new visual signs, a recoding of alphabetic code creating a visuality/language, where the meaning of what is written remains in the second plan, and the focus is the visuality written. Interest to this research recognize links, features and elements present in the preparation of the work done between 2002 and 2016.

Partindo do caráter híbrido do Teatro de Animação, o presente estudo analisa aspectos de procedimentos criativos que se apresentam como especificidades na trajetória do ator rumo à criação da cena nesta linguagem. Para tanto, vale-se de pesquisa de campo realizada nos seguintes grupos teatrais dedicados ao Teatro de Animação e atuantes na cidade de São Paulo: Cia. Truks, Sobrevento, Morpheus Teatro e Seres de Luz Teatro. Neles foram observados processos de criação de espetáculos, bem como procedimentos em treinamentos e oficinas. O estudo ampara-se ainda em pesquisa de escopo teórico referente às relações estabelecidas entre artes plásticas e cênicas no Teatro de Animação contemporâneo e aos métodos de trabalho e preparação do ator, bem como aspectos concernentes a sua atuação com objetos, bonecos, máscaras e outros materiais. O resultado revela uma reflexão verticalizada em direção às particularidades que se apresentam nos procedimentos de criação da cena pelo ator-manipulador. / Considering the hybrid nature of the Theater of Animation , this present work analyzes the scene conception through specific creative procedures usually performed by the actor of this kind of language. In order to achieve this aim, it presents a field survey accomplished at the following Theater of Animation companies of São Paulo: Cia. Truks, Sobrevento, Morpheus Teatro e Seres de Luz Teatro. In these companies processes of scene conception were registered, as well as procedures applied in trainings and workshops. This study is based in theoretical research about the relationship between visual arts and theater art in the contemporary Theater of Animation and the working method of the actor. It also investigates his relationship with objects, puppets, masks and other materials. The result reveals a deep reflection about the peculiarities of scene creation procedures performed by the puppeteer actor.

Trata-se de estudo e análise sobre o processo criativo no ensino e aprendizagem da moda, com vistas à compreensão de sua importância e de seu desenvolvimento nessa complexa especialidade do design. Visamos assim nossos esforços ao desenvolvimento da didática criadora na moda brasileira em nível superior. Como referência consideramos a história, a experiência e a qualidade reconhecida do processo de ensino e aprendizagem desenvolvido do curso de design de moda da universidade Iuav de Venezia na Itália, destacando-se a qualidade e modernidade do caso de Veneza. Com os resultados obtidos de análise, reiteramos o caráter fundamental do processo criativo na concepção e no de desenvolvimento de produtos e serviços da moda, mas sobretudo na importância da consideração do educando como sujeito em processo de ensino e aprendizagem e em sua relação coletiva em ambiente favorável para a troca e para a construções culturais. Em particular, destacamos também os aspectos sensíveis relacionados à expressão e à identidade em obra, que qualificam decisivamente o desenvolvimento especializado da linguagem da moda em seu contexto histórico e cultural / This work addresses the study and analysis of the creative process in fashion teaching and learning. It aims to understanding its importance and its development in this complex specialty design. So we direct our efforts to the development of creative teaching in Brazilian fashion at the higher education. As reference we consider the history, experience and recognized quality of teaching and learning process developed in the course of fashion design of IUAV - University of Venice in Italy, highlighting the quality and modernity of the case of Venice. With the results from the analysis, we reiterate the fundamental character of the creative process in the design and development of products and fashion services, but especially in the importance of considering the student as a subject in teaching and learning process and his collective relationship in environment favorable for the exchange and for the cultural constructions. In particular, we also highlight the sensitive issues related to the expression and identity in work, which decisively qualify the specialized development of the language of fashion in their historical and cultural context

Researching through design, this thesis explores the implementation of an online kit as a means through which the postmodern individual can participate in the creative processes of home sewing. Through the development of a knowledge network that is built on co-creation, a new approach to the traditional producer/consumer relationship is investigated. This network is used to encourage the fulfilment of self through the process of re-creation, while targeting the contemporary consumer by combining electronic resources and social networking with the hands-on nature of creative process.

This thesis presents an Advanced Placement curriculum for the concentration section of the Drawing Portfolio. It is intended as a teaching tool to encourage and develop creative strategies related to idea generation and refinement based on creative problem solving, which is essential to the development of an effective concentration. One of the most difficult problems faced by Advanced Placement Studio Art students is idea generation for the artwork related to a central topic for the concentration section of their portfolios. This curriculum introduces lessons based on artist research, brainstorming, synectics, and SCAMPER techniques designed to foster creative idea generation for artwork development. It also gives students a tool with which to analyze the ideas generated based on specific criteria necessary to the concentration. This curriculum specifically encourages the creative process in students and provides teachers with a foundation with which to begin a unique and highly personal journey by the individual student.

Repertoire comprises the curriculum of school music ensembles, yet its selection by music educators is unsystematic, commonly influenced by publishers, and lacking in thoughtful critique (Budiansky, 2005; Forbes, 2001). Research reports that musical worth and pedagogical value are foremost criteria in repertoire selection (Devore, 1989; Ostling, 1978). This ethnographic research explored relationships between musical worth and pedagogical value in works and perspectives of Emma Lou Diemer and Alice Parker, two prominent female composers whose extensive catalogs include music written for educational settings. Data were collected via methods consistent with qualitative inquiry. Smith’s (2003) Interpretative Phenomenological Analysis was employed to facilitate co-construction of the composers’ lived experience through personal interviews. Data analysis also incorporated previous texts written about and by the composers, and three choral works of each composer. In this study, Panofsky’s (1972) method of visual art analysis was applied to musical analysis. Findings were presented within single-case and cross-case narratives. Although the composers’ work and perspectives are distinctive, their perceptions of musical worth and pedagogical value transcend their individual qualities. Criteria for creating art for educational settings include: using text as a basis for creating musical meaning, recognizing and emulating the work of composers that they find exceptional; and engaging in an artful, synergistic treatment of musical elements. Diemer and Parker share the belief that longevity, originality, expressivity, and sustained interest are characteristics of music of worth. They offered authentic engagement, holistic learning, and matching skill with challenge as integral aspects of pedagogical value. The motivation that compels Diemer and Parker to compose is both external and internal, and is more oriented toward process than product. In creating works for educational settings, they internalize parameters applicable to specific learners and settings. A “spark” they experience in the creative process indicates the origin of musical worth. Pedagogy derived from and integral to the musical worth of a work allows musically engaged students to recreate the “spark” and thus realize pedagogical value. Within the works and perspectives of Diemer and Parker, musical worth and pedagogical value become unified as a composite whole, though the “spark” is realized in a cyclic process.

This study developed a Methodology for the systematic and strategic fostering of creativity in graphic design education at university level. The thesis identified four social-psychological factors that have an effect on graphic design students' creative ability, namely their level of intrinsic motivation for creative activities; their ability to maintain autonomous, self-regulative behaviour that is conducive to creativity; a healthy self-belief in their creative ability and the minimization of negative stress in the educational milieu where creative tasks are undertaken. Each of these factors imply a range of strategies that may be used to maintain and stimulate creativity in graphic design education, such as the use of certain types of feedback, evaluation procedures that supports creativity, the creation of a safe, democratic, non-controlling classroom climate or the deliberate use of music and humoristic activities in the educational milieu. Additionally, a range of cognitive strategies that may be used for idea generation in graphic design are proposed. They include divergent thinking techniques, such as 'Random Association'; 'Morphological Synthesis'; 'Metaphors and Analogies'; 'Mind-mapping'; 'Idea Checklist'; 'Visual Thinking' and 'Sense Connections'. Each technique is described in terms of its unique methodology, advantages, creative potential and its applicability to graphic design. The study also proposes a tactical approach to the creative process, suggesting various cognitive strategies that may be used for each phase of the creative process. These strategies ensure that the whole spectrum of cognitive activities required for the successful production of a creative product is executed. The sum of these cognitive and social-psychological strategies provided the basis for the development -of two theoretical constructs that may be implemented as part of an undergraduate graphic design curriculum to cultivate creativity in students. They are: (1) a Learning Program in Creativity studies that consists of a number of study units and aims to provide tuition in the theoretical foundation that students need to enhance their creative ability (2) a range of General Guidelines that aim to provide educators with a range of didactic strategies and practices to support and stimulate creative ability in graphic design students. / Thesis (Ph.D. (History of Arts))--North-West University, Potchefstroom Campus, 2006.

This study developed a Methodology for the systematic and strategic fostering of creativity in graphic design education at university level. The thesis identified four social-psychological factors that have an effect on graphic design students' creative ability, namely their level of intrinsic motivation for creative activities; their ability to maintain autonomous, self-regulative behaviour that is conducive to creativity; a healthy self-belief in their creative ability and the minimization of negative stress in the educational milieu where creative tasks are undertaken. Each of these factors imply a range of strategies that may be used to maintain and stimulate creativity in graphic design education, such as the use of certain types of feedback, evaluation procedures that supports creativity, the creation of a safe, democratic, non-controlling classroom climate or the deliberate use of music and humoristic activities in the educational milieu. Additionally, a range of cognitive strategies that may be used for idea generation in graphic design are proposed. They include divergent thinking techniques, such as 'Random Association'; 'Morphological Synthesis'; 'Metaphors and Analogies'; 'Mind-mapping'; 'Idea Checklist'; 'Visual Thinking' and 'Sense Connections'. Each technique is described in terms of its unique methodology, advantages, creative potential and its applicability to graphic design. The study also proposes a tactical approach to the creative process, suggesting various cognitive strategies that may be used for each phase of the creative process. These strategies ensure that the whole spectrum of cognitive activities required for the successful production of a creative product is executed. The sum of these cognitive and social-psychological strategies provided the basis for the development -of two theoretical constructs that may be implemented as part of an undergraduate graphic design curriculum to cultivate creativity in students. They are: (1) a Learning Program in Creativity studies that consists of a number of study units and aims to provide tuition in the theoretical foundation that students need to enhance their creative ability (2) a range of General Guidelines that aim to provide educators with a range of didactic strategies and practices to support and stimulate creative ability in graphic design students. / Thesis (Ph.D. (History of Arts))--North-West University, Potchefstroom Campus, 2006.

Professional dance companies which reflect a Christian worldview are slowly emerging within the dance community, but this is territory which is generally uncharted academically, especially in Australia. Consequently, this paper is an ethnographic study of an Australian professional dance company of this kind. ask dance theatre is a professional dance company located in Sydney. Established in February 1999, it has three key personnel - Phillippa-Oakden Patch (artistic director/ choreographer/dancer), Hannah Horsley Cooper (choreographer/dancer) and Steve Cooper (composer/musician). Developing a philosophy based on a biblical worldview, one of the company's aims is to provide a &quotnurturing environment for artists of different disciplines to grow artistically and spiritually while creating dance theatre works". This has involved working collaboratively, incorporating dancers, singers, musicians, visual artists and actors, to create original works which have been performed at major contemporary dance and Christian arts events in New South Wales, Australia. Through the ethnographic methods of participant observation, interviewing and document analysis, details of this company's worldview as a group of &quotcommitted Christians" and their creative process was researched. This paper focuses on the description, analysis and interpretation of their creative process in the production of a new work during the first six months of 2001, identifying how their Christian worldview is reflected in their creative process.