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Diffracting Artistic Intervention: A Transdisciplinary Approach to Understanding Creative Process in Art Education


Diffracting Artistic Intervention: A Transdisciplinary Approach to Understanding Creative Process in Art Education

Osler, Patricia (Trish) ORCID: https://orcid.org/0000-0001-5583-385X (2023) Diffracting Artistic Intervention: A Transdisciplinary Approach to Understanding Creative Process in Art Education. PhD thesis, Concordia University.

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Pedagogical possibilities for teaching and learning are uncovered through a propositional approach to inquiry that entangles recent findings in the neuroscience of creativity research with arts-based theory and practice. The transdisciplinary potential for creative dispositions to inform education and mobilize knowledge in new ways makes emergent findings regarding creativity- priming important for art educators. This research diffractively investigates the artistic experience of two arts-related groups engaging in creative activities, particularly those involving the planning, design, and artistic communication of ideas, to examine metacognition of the interoceptive (mindfulness) and exteroceptive (priming) influences asserted in the neuroscience of creativity. Assemblages of data are diffracted and read-through one another to illuminate congruences in the lived experience and creative processes of student artists, art educators, and artist-scientists, leading to transdisciplinary pedagogies and ecologies of practice.

Divisions:Concordia University > Faculty of Fine Arts > Art Education
Item Type:Thesis (PhD)
Authors:Osler, Patricia (Trish)
Institution:Concordia University
Degree Name:Ph. D.
Program:Art Education
Date:4 July 2023
Thesis Supervisor(s):Sinner, Anita
Keywords:art education; neuroscience of creativity; creative process; diffraction; entanglement; proposition; posthuman; pedagogy; difference.
ID Code:992678
Deposited By: Patricia Osler
Deposited On:14 Nov 2023 19:11
Last Modified:14 Nov 2023 19:11


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