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Background:  Artificial Intelligence (AI) has reshaped marketing, particularly with the advent of Generative AI (GAI), streamlining content creation processes. Highlighted by the European Commission, AI in the Cultural and Creative Sectors (CCS) promises economic and social benefits, potentially enhancing global visibility and marketing strategies. Amid digital transformation, there is a need to develop ways to engage digital audiences with content. Meanwhile, the digital content consumption has made platforms like podcasts popular, blending information and entertainment to attract diverse audiences.   Purpose: This research aims to explore what motivates content creators to engage with GAI in the creative process and how they perceive its influence on their creativity during the interaction.   Method:  The research philosophy of this study is rooted in interpretivism ontology. Given the lack of theories about human creativity and AI, this research employs inductive methods to expand the Componential Model of Creativity (Amabile, 1983). Recognising that creativity is entrenched in social psychology, where interpretations are subjective, this research utilised Interpretative Phenomenological Analysis (IPA) with semi-structured interviews.   Conclusion:              There are several motivations for using GAI in the creative process, including curiosity, its role as a co-creator for in brainstorming, and its ability to enhance efficiency and provide information. However, content creators have concerns that an over-reliance on GAI could replace elements of the creative process and therefore reduce human creativity. Content creators regard human input as a crucial element of the creative process to ensure authentic and genuine innovation.

In this thesis, the phenomenon of intercategorial polysemy is approached from two related but previously unconnected perspectives, namely that of linguistic creativity and mental representation. It is argued that the creativity that is part and parcel of the linguistic abilities of each and every human being, has been neglected in the study of linguistics, and should, in fact, form the basis of studies such as these in cognitive lexical creativity. It is argued that structural productivity (the generative view of linguistic creativity) and conceptual creativity lie on a continuum, the middle ground of which is covered by phenomena which are both productive and creative and which have both a formal and a semantic aspect to them. One such a phenomenon is intercategorial polysemy. Explaining the way in which speakers of a language such as English can systematically and productively produce and interpret words that belong to more than one syntactic category (for example, hammerN - hammerV, tableN - tableV, skyN - skyV), which may range from the conventionalised to the completely innovative, has long been a problem for linguists. Traditional morphological accounts involving theoretical notions such as zero derivation have always been found to be inadequate, mostly because zero derivation does not account for the variation in meaning and the background knowledge that is needed to produce and interpret novel instances. The main problem addressed in this thesis then is the question as to the nature of the lexical knowledge of speakers and its mental representation, so that it can form the basis for the cognitive processes that will enable language users to be linguistically creative. Various theoretical models that have been proposed to account for intercategorial polysemy, namely the representationalderivational model, the network-activation model, as well as the theory of conceptual integration (also called blending), are presented and evaluated in the light of a representative sample of completely novel instances of intercategorial polysemy. / Linguistics / D. Litt. et Phi. (Linguistics)

This study explored Visual Art creation by Grade 11 learners in the art classroom and the relationship with attaining creativity acumen. Creativity acumen in this instance is looked upon as the ability to visually conceptualize imaginative ideas and then translate that into an individual rendition of a concept presented. The learners first perceive an idea and then conceive a concept. Visual perception is a function of how the eyes and brain see whole images, but these images are broken down into their visual elements, such as lines and shading during Visual Art creation. The visual elements are then created in forming an art-work, which in turn lends itself to understanding complex concepts and themes. Creativity acumen involves two processes: having ideas (creativity-relevant processes) and then producing a visual exposé of such ideas. A literature review was conducted which provided useful insight into the components of the creative process and the contextual factors influencing creativity acumen within the school environment. An empirical study was conducted with six art learners in Grade 11, selected through purposive sampling. Creativity questionnaires were completed pre- and post-art creation as a self-assessment tool of how effectively individual implementation of the creative process occurred during idea development and artistic expression in attaining creativity acumen during Visual Art production, if at all. The art creations were observed from task presentation through to completion deadline. Photographic records of the art creations were captured as they were produced and completed. Interviews were conducted at the end of the art creative process. The data was descriptively tabulated into photo-sheets and tabulated for qualitative interpretation and description of findings and results. From the empirical study it can be concluded that there is a dialectic relationship between the creativity-relevant processes and art-relevant skills, as set out theoretically by Amabile (1996) when creating Visual Art. The relationship is intertwined and compounded by overlapping factors in acumen to be creative and creating an art-work. Both require openness to new ideas and perspectives and both need perseverance and effort to learn new skills and craftsmanship. The conclusion of this study is that creativity acumen and art creation have variation of outcome and expansion of ideas in common. Creativity acumen is a means of extending one’s outlook and ability to question, look for new information, develop ideas independently while art creation is a means of visual expression in learning to elaborate on a concept through externalised representation which guides further possibilities and understanding of new concepts and perspectives. There is a dialectic relationship between art creation and creativity acumen or ability as one possibly informs and develops the other. / Psychology of Education / M. Ed. (Guidance and Counselling)

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The early-twentieth-century culture in western art music of idolizing the composer as the autonomous creative genius has been challenged by recent developments across musicology and creativity research literature. The composer’s music is now regarded as the product of a collaborative network, influenced by all who come into contact with it—first and foremost the performer. Yet, the nature of the performer’s creative impact on the compositional process remains under-explored. This thesis is centred on a qualitative artistic research project, designed to identify and critically evaluate the prospective extent and scope of creative performer agency; it aims to ascertain how a typical lack of familiarity with the instrument may affect the composer’s creative practice, and to reveal key factors that shape the nature and the consequences of composer-performer interaction and collaboration. It proceeds by commissioning new works for guitar from a range of composers for different performers, and by documenting and analysing the processes of collaboration that result. This research agenda challenges the perception of distinct creative roles that remains resilient in present-day cultural understandings and discourse. The findings are intended to broaden understanding of contemporary collaborative practices in the compositional process for the guitar and generalize to the guitar repertoire of the long twentieth century, during which the majority of substantial works were composed in collaboration. The thesis also contributes to a developing and generalizable framework of practice-led research literature that analyses music-making by recognizing the multiple loci and their interactions that underpin all aspects of the creative processes. Chapter 1 discusses the establishment of the creative hegemony of the composer and its opposing currents across disciplines from the late romantic period to the late twentieth century. Chapter 2 comprises an indicative chronology of select collaborations in the long twentieth-century guitar repertoire and an overview of relevant practice-led research projects in performance studies. Ethnographic methodologies are reviewed in Chapter 3 and the fieldwork commissions are analysed in Chapters 4 and 5. Finally, Chapter 6 comprises an evaluation of the performer’s creative agency and its significance when placed in broader frameworks of contemporary guitar practices, contemporary composition across instrumentations, generalizing to historical guitar collaboration and its implications for creativity research.

Detta examensarbete är en studie om hur karaktärsämneslärare inom gymnasieskolans medieprogram arbetar för att utveckla elevers kreativa förmåga. I uppsatsen synliggörs definition av kreativitet, arbetssätt för att främja kreativitet samt vad som är utmärkande för kreativa arbetsklimat. Undersökningen baseras på en kvalitativ studie i form av intervjuer som utmynnar i förståelse och handlingsmönster för de arbetssätt dessa pedagoger använder sig av för att främja kreativitet hos eleverna. Fem lärare från två olika gymnasieskolors medieprogram i skilda kommuner ingick i granskningen. Karaktärsämneslärarna definierar kreativitet med att det handlar om elevers personliga förnyelse av både tanke- och handlingsmönster. Kreativitet är en essentiell förmåga som är oumbärlig för varje elevs personliga vidareutveckling för att nå nya insikter. För att elever ska utvecklas kreativt behöver lärare uppmuntra och stimulera eleverna till nytänkande och nyskapande med hjälp av olika arbetssätt och verktyg. Lärandet får inte domineras av normen i att tänka logiskt och verbalt utan bör även uppmärksamma det visuella och intuitiva medvetandet hos eleverna för att de ska utvecklas kreativt. Samtidigt bör lärare värna om ett arbetsklimat som inbjuder till kreativitet. Det visar sig att skolan tycks sakna ett helhetsgrepp och en samsyn för hur lärare ska tolka begreppet kreativitet samt arbeta för att utveckla elevers kreativa förmåga. Eftersom olika styrdokument för diverse utbildningsprogram genomsyras av diffusa kreativitetsmål finns det ett behov av att väcka en diskussion kring kreativitet inom skolvärlden. / This thesis is a study of how subject teachers in upper secondary school media program works to develop students' creative ability. The paper reveals the definition of creativity, working to promote creativity and the characteristics of creative work climate. The survey is based on a qualitative study in the form of interviews, leading to understanding and action pattern for the way these educators use to promote creativity of students. Five teachers from two secondary schools media program in separate municipalities were included in the audit. Character subject teachers define creativity of pupils' personal renewal of both thought and action pattern. Creativity is an essential ability indispensable for each pupil's personal further development in order to achieve new insights. For students to develop creative ability, teachers need to encourage and stimulate students to innovation and creativity by using different methods and tools. Learning should not be dominated by the norm of how to think logically and verbally, but should also pay attention to the visual and intuitive minds of students so that they can develop their creative ability. At the same time, teachers should maintain a work environment that invites creativity. It turns out that the school seems to lack a comprehensive approach and a consensus on how teachers interpret the concept of creativity, and working to develop students' creative ability. Since different policies in relation to various training programs permeated by diffuse objectives of achieving creativity, there is a need to bring a discussion of creativity in the educational community.

本研究透過研究影像創作者創作歷程，分析其創意和創造力的面貌，最後歸納出影像創作者進行創作時之共同/相似脈絡。 本研究的對象是兩位資深影像創作者，他們擁有豐富的創作經驗以及數量不少的影像作品，本研究進行的方式是透過鑑賞兩位影像創作者的影像作品、並確認其中有創意/創造力的地方，其次則是請他們敘說當時創作那些影像作品的歷程，隨後再將影像創作者的「創作歷程」與「作品呈現創意/創造力」之處進行比對與分析，藉以找出上述兩者之間的關聯性。 本研究參照Amabile的「創造力成份模式」論述，重新提出一個分析影像創作者創作歷程的「影像創作者創造力成份模式」，模式中顯示影響影像創作者的創造力表現之各種「元素」。研究針對創造力被啟發的過程中模式裡之「元素」對影像創作者的影響進行分析，藉以解釋那些「影像創作者的創造力成份」 在一個創作者身上所扮演的角色與作用，並歸納出本研究目的：尋求「影像創作者處於創作狀態時的創作脈絡」。 經過分析與比對，本研究從兩位資深影像創作者的創作歷程中所找出的共同/相似脈絡如下： 創作的歷程都由「動機」開始，舉凡創作者所具有的「內在慾望」；或受到「外來的期待」的刺激；或受「信仰文化力」之影響；或被心中一股「仁愛心」所推動等，都可解釋為影像創作者受創作動機的推動而開始創作的事實。 「個人特質」在影像創作者創作時成了影響創作成果的重要因素，包括「個人經驗」、「聯想力」等個人特質，時刻左右影像創作者的創作歷程。 影像創作者的「領域知識與技術」在其創作歷程中扮演舉足輕重的角色，本研究發現如「領域知識」、「精進的技術」等影像創作者本身具有的學能條件足以決定其作品的成果。 影像創作者「與環境遭遇」所碰撞出的創意/創造力火花是其創作歷程中不可或缺的助力，本研究整理發現兩位影像創作者與「週遭環境」或「心境」的遭遇均牽引出豐盛的創意/創造力。 本研究在研究過程裡發現「專注力」對創作歷程的影響，這項因素雖沒有在考據文獻時注意到，但是它的確對影像創作者在創作時產生特定的作用力，因此將它列入本研究發現的最後一項脈絡。 本研究受限於研究規模，從兩位資深影像創作者的創作歷程裡所歸納出的共同/相似脈絡，雖無法道盡所有影像創作者的創作全貌，然而本研究成果應對相關創作歷程的學術研究有參考價值。 / This study conducts an analysis of creation and creativity, through deeply investigating the process of image generating from creators, and concludes with some common/approximate contexts from different creators. Two senior image creators are interviewed in order to examine their individual image artworks by comparing and analyzing their different process of creation and the ways of idea presentations. This study also tries to identify correlations and features from their image creating process, building up contexts from creators’ ways of thinking and their original creativity. This study proposes a new analytical model, referring to “the componential model of creativity” by Amabile (Amabile, 1996). The new “componential model of creativity from image creators” outlines critical factors (e.g., motivation, domain-relevant skills, concentration, and encounter), referring to the interviewees’ creating process and performance. The components of creativity and their impact to the creators are also analyzed to find the contexts from image creators’ origination. Through the analysis and comparison, this study identifies several common / approximate originating contexts from these two image creators: 1. Creativity comes from motivation. Creators’ desire inside, stimulus from outside expectation and cultural difference, are the key factors affecting creators’ origination 2. Personality is the most important factor during creating process, such as personal experience, imagination, and education etc. 3. Professional knowledge and domain-relevant skills play critical roles to affect image creators’ performance and their creativity. 4. Creativity inspiration also comes from real world. This study shows strong correlation between environment and creators’ rich creations. 5. This study also finds the importance of concentration component during creation. The more concentration the creator pays, the more creativity he gets. This study generalizes some findings and research results; however, it’s still not enough to cover whole picture of image creators’ creativity process due to the limitation of research scale. Continuous study may help people with creating images.

In this thesis, the phenomenon of intercategorial polysemy is approached from two related but previously unconnected perspectives, namely that of linguistic creativity and mental representation. It is argued that the creativity that is part and parcel of the linguistic abilities of each and every human being, has been neglected in the study of linguistics, and should, in fact, form the basis of studies such as these in cognitive lexical creativity. It is argued that structural productivity (the generative view of linguistic creativity) and conceptual creativity lie on a continuum, the middle ground of which is covered by phenomena which are both productive and creative and which have both a formal and a semantic aspect to them. One such a phenomenon is intercategorial polysemy. Explaining the way in which speakers of a language such as English can systematically and productively produce and interpret words that belong to more than one syntactic category (for example, hammerN - hammerV, tableN - tableV, skyN - skyV), which may range from the conventionalised to the completely innovative, has long been a problem for linguists. Traditional morphological accounts involving theoretical notions such as zero derivation have always been found to be inadequate, mostly because zero derivation does not account for the variation in meaning and the background knowledge that is needed to produce and interpret novel instances. The main problem addressed in this thesis then is the question as to the nature of the lexical knowledge of speakers and its mental representation, so that it can form the basis for the cognitive processes that will enable language users to be linguistically creative. Various theoretical models that have been proposed to account for intercategorial polysemy, namely the representationalderivational model, the network-activation model, as well as the theory of conceptual integration (also called blending), are presented and evaluated in the light of a representative sample of completely novel instances of intercategorial polysemy. / Linguistics and Modern Languages / D. Litt. et Phi. (Linguistics)

This thesis consists of two parts theoretical and practical. In the theoretical one, definition of creativity, terms connected with creativity such as intelligence, imagination, age, barriers and methods of developing creativity are mentioned. Every creative process has its stages and it is also possible to enumerate qualities of a creative personality that a good creative teacher should have. Art lessons represent one of many options how to develop creativity and an art project is a very good tool for that. Students accommodated in a student's hall of residence that comes under schools OA,SOŠ and SOU in Třeboň are participants of this project. These students are about 16-18 years old. The art project called "Člověk napříč časem" represents the second part of this thesis. At the beginning of this part, I mention inspiration for this project and I explain its structure. The aim of this project is to make the participants think about values, relationships, communication among us and also to make them think about themselves while emphasising environmental education. One of the sub-goals of this project is naturally also the development of creativity and to find out whether it is possible with this group.