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y Créativité (Éducation)

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Notes on my dunce cap

Ball, Jesse
[Brooklyn] : Pioneer Works, 2016

A text for teachers who want to reconsider hierarchy in their classrooms and for those curious about education as a context for creativity and collaboration. Drawn from Ball’s experiences teaching at the School of the Art Institute of Chicago, Notes on my Dunce Cap includes advisory material regarding the role of the teacher, the creation of syllabi, and the manner in which groups may evaluate the work of an individual without harm. Alongside these notes that reflect on his teaching practice, sample SAIC syllabi create contexts in which students develop habits that become the basis for a writing practice. Reading lists cover topics such as child protagonists, the dérive, and fairytales, and classroom procedures encourage students to lucid dream, take long walks without cellphones, and participate in the Franz Kafka Fancier Society of Chicago. Ball describes dynamic ways to ask questions, facilitate discussion, organize exhibitions, and incorporate theatrical elements to draw the most out of students and teachers alike. Ball shakes up classroom habits and breathes new life into reading, questioning, teaching, and learning. [editor summary]
A text for teachers who want to reconsider hierarchy in their classrooms and for those curious about education as a context for creativity and collaboration. Drawn from Ball’s experiences teaching at the School of the Art Institute of Chicago, Notes on my Dunce Cap includes advisory material regarding the role of the teacher, the creation of syllabi, and the manner in which groups may evaluate the work of an individual without harm. Alongside ...


Cote : 370.118 B1871n 2016

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Creativity : theories and themes : research, development, and practice

Runco, Mark A.
Academic Press, 2014

An integrative introduction to the theories and themes in research on creativity, the second edition of Creativity is both a reference work and text for courses in this burgeoning area of research. The book begins with a discussion of the theories of creativity (Person, Product, Process, Place), the general question of whether creativity is influenced by nature or nurture, what research has indicated of the personality and style of creative individuals from a personality analysis standpoint, and how social context affects creativity. This wide-ranging work then proceeds to coverage of issues such as gender differences, whether creativity can be enhanced, if creativity is related to poor mental or physical health, and much more.

The book contains boxes covering special interest items, including one-page biographies of famous creative individuals, and activities for a group or individual to test or encourage creativity, as well as references to Internet sites relating to creativity. [editor summary]
An integrative introduction to the theories and themes in research on creativity, the second edition of Creativity is both a reference work and text for courses in this burgeoning area of research. The book begins with a discussion of the theories of creativity (Person, Product, Process, Place), the general question of whether creativity is influenced by nature or nurture, what research has indicated of the personality and style of creative ...


Cote : 153.35 R939c 2014

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How we teach performance art : university courses and workshop syllabus

Torrens, Valentin
Denver : Outskirts Press, 2014

42 different approaches to transmit the generative source of creativity in live action by internationally experienced practitioners, teachers and theorists of performance art from 21 countries. 340 pages full of ideas, points of view, methodologies, sensitivities, exercises and proposals to enjoy live practice with deeper involvement immersion, knowledge and study. The book begins with a clarification of the terms used to name this practice and continues with the cultural introductions previously to the appearance of the performance as an artistic differentiated activity. To see the performance's creative nature and its relation with the game; its communicative qualities and his perception. It's followed by a report on previous books and publications related to the pedagogies of the performance. Later, a description of education affiliations, inside the pedagogic common tendencies of performance courses. An approach to courses and workshop's characteristics. It's begun with the syllabus and the comments of the university courses and continues with the workshops. Some teachers have sent a text on their relation to the performance; in those cases, it's placed before the description of the syllabus, in order to complement, from the subjective intimacy, our best comprehension of his work and his course. After the entire syllabus, there is a small biographical summary of the authors and bibliography on performance. [editor summary]
42 different approaches to transmit the generative source of creativity in live action by internationally experienced practitioners, teachers and theorists of performance art from 21 countries. 340 pages full of ideas, points of view, methodologies, sensitivities, exercises and proposals to enjoy live practice with deeper involvement immersion, knowledge and study. The book begins with a clarification of the terms used to name this practice and ...


Cote : 702.810 71 T691h 2014

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Le processus de création dans le travail éducatif

Marpeau, Jacques
Toulouse : Érès, 2013

Le travail éducatif désigne ordinairement l’action des professionnels de l’éducation. Or ceux-ci n’opèrent pas directement, ils « mettent l’éducatif en travail » chez les personnes accompagnées. Ou plutôt ils « mettent les personnes en travail de création de soi ».
À l’heure des procédures et des référentiels de tous ordres, ce processus de création est difficile à cerner et à identifier au quotidien, en particulier dans les situations de crise chez des enfants et des adolescents en grande difficulté. Accompagner, ce n’est pas prescrire un itinéraire, c’est cheminer avec, être auprès, partager les difficultés et les progrès... D’où la nécessité d’une présence à ce travail « d’accouchement » des possibles encore inenvisageables pour la personne elle-même. La créativité, pratiquée et reconnue tant par les professionnels que par les enfants, permet la sortie des répétitions en restaurant les multiples potentiels des situations vécues et en instaurant un avenir ouvert à des choix possibles et désirables.
Jacques Marpeau poursuit ici sa réflexion sur la spécificité du travail éducatif, qu’il différencie du travail d’enseignement ou du travail social. Il aborde la créativité éducative tant en termes de compréhension théorique que de mode de mise en œuvre, ce qui l’amène à analyser ses liens avec l’imaginaire, l’expression, mais aussi comment elle se conjugue avec le surgissement d’inattendus et leurs effets sur la personne à l’origine de la démarche de création... [résumé de l'éditeur]
Le travail éducatif désigne ordinairement l’action des professionnels de l’éducation. Or ceux-ci n’opèrent pas directement, ils « mettent l’éducatif en travail » chez les personnes accompagnées. Ou plutôt ils « mettent les personnes en travail de création de soi ».
À l’heure des procédures et des référentiels de tous ordres, ce processus de création est difficile à cerner et à identifier au quotidien, en particulier dans les situations de crise ...


Cote : 371.901 9 M356p 2013

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Des mimes et des murs : une nouvelle approche de l'enfant par la création : deux études de cas pour une autre pédagogie

Kaddouch, Robert ; Miravète, Sébastien
Mont de Marsan : Gruppen éditions, 2012

Après de nombreuses années de pratique en tant qu'enseignant et formateur d'enseignants, Robert Kaddouch propose dans ce livre un exposé clair, concret et complet de ce qu'est la création, et présente une méthode pour la développer. Pour cela, il a choisi de décrire avec précision deux séances représentatives de sa démarche.
En effet, ces deux études pédagogiques nous apprennent le fonctionnement précis de la création de son point de vue d'enseignant de la musique, et les dispositifs qu’il est nécessaire de mettre en place. Elles nous rappellent en dernière instance que la création ne peut exister sans communication, et réciproquement.
Les pédagogies de la création que nous connaissons actuellement se focalisent sur l’idée que toute création serait un mode d'expression, mais aussi sur une volonté de laisser l'enfant découvrir librement ses potentialités, comme si cela pouvait suffire. Pourtant, Pierre (un jeune autiste) et Théodore (doué d’un haut potentiel) nous montrent bien que l’on ne s'exprime pas toujours lorsqu'on crée, et que s'exprimer ne se réduit pas à faire ce que l'on veut.
La tâche de l'enseignant ne peut se limiter au fait d’exposer l'élève à des activités de création (improvisation, situations-problèmes non standards, etc.), ou de libre expression. Son rôle est d'intervenir activement durant l'acte même de création afin de le soutenir, de bloquer ce qui en freine l'accomplissement, et d'aider l'enfant à le relier à ce qui lui correspond. Soutenir, bloquer, relier, tel est le rôle d'un enseignant qui cherche à éveiller et à rendre autonome ce qui est plus qu'un simple acte de création ou de communication et que Robert Kaddouch nomme conductibilité. [résumé de l'éditeur]
Après de nombreuses années de pratique en tant qu'enseignant et formateur d'enseignants, Robert Kaddouch propose dans ce livre un exposé clair, concret et complet de ce qu'est la création, et présente une méthode pour la développer. Pour cela, il a choisi de décrire avec précision deux séances représentatives de sa démarche.
En effet, ces deux études pédagogiques nous apprennent le fonctionnement précis de la création de son point de vue ...


Cote : 780.71 K115m 2012

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Education

Allen, Felicity
London : Cambridge, Mass. : Whitechapel Gallery : MIT Press, 2011

This book will be an resource for all who believe in the importance of art in the wider educational realm. Framing the recent "educational turn" in the arts within a broad historical and social context, this anthology raises fundamental questions about how and what should be taught in an era of distributive rather than media-based practices and questioned dominant notions of personal and institutional freedom as enacted through art teaching and practice.
These writings by artists, philosophers, educators, poets, and activists center on three recurring and interrelated themes: the notion of "indiscipline" in theories and practices that challenge boundaries of all kinds; the present and future role of the art school; and the turn to pedagogy as medium in a diverse range of recent projects. [editor summary]
This book will be an resource for all who believe in the importance of art in the wider educational realm. Framing the recent "educational turn" in the arts within a broad historical and social context, this anthology raises fundamental questions about how and what should be taught in an era of distributive rather than media-based practices and questioned dominant notions of personal and institutional freedom as enacted through art teaching and ...


Cote : 707.01 A4251e 2011

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The Cambridge handbook of creativity

Kaufman, James C. ; Sternberg, Robert J.
New York : Cambridge University Press, 2010

The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers, and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, “Basic Concepts,” is designed to introduce readers to both the history of and key concepts in the field of creativity. The next section, “Diverse Perspectives of Creativity,” contains chapters on the many ways of approaching creativity. Several of these approaches, such as the functional, evolutionary, and neuroscientific approaches, have been invented or greatly reconceptualized in the last decade. The third section, “Contemporary Debates,” highlights ongoing topics that still inspire discussion. Finally, the editors summarize and discuss important concepts from the book and look to what lies ahead. [editor summary]
The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers, and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, “Basic Concepts,” is designed to ...


Cote : 153.35 K212c 2010

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Pour une éducation esthétique : Discernement et formation de la sensibilité

Lemonchois, Myriam
Paris ; Budapest ; Torino : L'Harmattan, 2003

La question poétique est largement débattue en littérature et dans les domaines de l'Art, mais peu abordée en Sciences de l'Education. Cet ouvrage propose une reflexion sur le processus créateur et sur son apprentissage, à partir de témoignages de poètes (C.Baudelaire, R. Char, R. Rikle, P. Valery...), de plasticiens ( M. Duchamp, P. Gauguin, H. Matisse, A. Tàpies...) et de musiciens (P. Boulez, J. Cage et A. Schoenberg), choisis sur une période qui part du début du XIXeme et qui va jusqu'à notre époque. [résumé de l'éditeur]
La question poétique est largement débattue en littérature et dans les domaines de l'Art, mais peu abordée en Sciences de l'Education. Cet ouvrage propose une reflexion sur le processus créateur et sur son apprentissage, à partir de témoignages de poètes (C.Baudelaire, R. Char, R. Rikle, P. Valery...), de plasticiens ( M. Duchamp, P. Gauguin, H. Matisse, A. Tàpies...) et de musiciens (P. Boulez, J. Cage et A. Schoenberg), choisis sur une période ...


Cote : 370.118 L556p 2003

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MEMOIRES ET THESES

How circus training can enhance the well-being of austitic children and their families

Seymour, Kristy Danialle
Nathan (Australie) : Griffith Unviersity, 2012

This project is concerned with how circus training can benefit children diagnosed on the autistic spectrum and, in turn, their families. Many “special needs” children spend a great deal of time in physiotherapy, speech therapy, osteopathic therapy, occupational therapy and behavioural therapy. The thesis explores how circus can open up a new world to such children, enabling them to take risks, physically and emotionally; to stretch the capacities of their bodies in an environment that enriches their social development. Not only do they gain in strength, coordination and physical awareness, they can also gain confidence, opportunities for creative expression and a sense of “fitting in”.

For the parents and siblings of children with autism, circus training sessions provide respite and a chance to enjoy seeing their family member becoming involved with other children and achieving things that might not have seemed within their capabilities. There are frequently flow-on effects through improvements in autistic children’s skills and behaviours in daily life. Families can also become part of the “circus family” – sharing a sense of community with other families who understand the challenges that accompany life with an autistic child: a sense of isolation in the wider community, the frustrations, embarrassments and feelings of being judged. In the circus community, parents never need to apologise for their child in the same breath as introducing themselves.

The project draws on observations from my work as a circus performer and trainer; focused interviews with several physiotherapists, occupational therapists and circus trainers; literature relating to youth and social circus, and autism; and theoretical work on creativity, embodiment, difference, identity, belonging and changing notions of community, particularly from Foucault, Deleuze and Guattari, Agamben and Probyn.

I set out to demonstrate the practical value of circus to children with special needs and their families; that the environment of creative chaos developed in circus is particularly beneficial for children with autism; that the practice philosophy of circus values both difference and inclusivity, helping to build community; that philosophy and cultural theory can provide insights into how circus “works” for autistic children and their families; and that participation in circus can change how people understand the world and each other. My aim as a circus professional is to encourage us all to re-think how we approach physical therapy for children with special needs and to provide some theoretical frameworks that support the exceptional work of youth circus schools around Australia. [author summary]
This project is concerned with how circus training can benefit children diagnosed on the autistic spectrum and, in turn, their families. Many “special needs” children spend a great deal of time in physiotherapy, speech therapy, osteopathic therapy, occupational therapy and behavioural therapy. The thesis explores how circus can open up a new world to such children, enabling them to take risks, physically and emotionally; to stretch the ...


Cote : 615.851 560 87 S5211h 2012

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MEMOIRES ET THESES

Aprendendo a ser circense e ampliando as possibilidades de "ser" aprendiz

Pereira, Eliane Regina
Florianópolis : Universidade Federal de Santa Catarina, 2011

O objetivo deste estudo foi investigar de que forma a arte circense, compreendida como atividade criadora e experiência estética, mediadas pela afetividade, aumenta a potência de ação do sujeito e amplia as possibilidades de “ser aprendiz”. Para realização da pesquisa, contatamos os quatro educadores do Circo Escola Beto Carrero e doze aprendizes. Por meio de entrevistas, observações e videogravação das aulas produzimos informações a respeito de como o sujeito define a atividade circense; como significa essa atividade em seu cotidiano; como se dá o processo de ensinar e aprender; e que relações são estabelecidas com a arte circense, com o público, com os colegas de circo e com a escola regular. A partir de uma orientação históricodialética, apresentamos os sujeitos da pesquisa e assinalamos as relações educadores-aprendizes como mediando à constituição dos sujeitos, os quais são compreendidos como inacabados e em constante devir. Discutimos como o acabamento provisório ofertado pelo contemplador transcende a personagem circense e alcança o sujeito-aprendiz, ampliando suas possibilidades de ser. Os resultados da pesquisa apontam que a atividade circense proporciona um aprender que se faz mediado pelo corpo, pois é com o corpo que o sujeito experimenta o encontro com o outro e tem aumentada sua potência de agir, sua possibilidade de se fazer um sujeito que aprende. É possível ainda hipotetizar que a arte pode ampliar as possibilidades de aprender em contextos formais de educação, já que a linguagem artística pode produzir uma nova forma de reflexão, gerando uma racionalidade outra que possibilita outros processos psicológicos complexos mediados pelo afeto. Por meio da apropriação da arte circense se processou uma nova forma de sentir e assim, necessariamente, uma nova forma de pensar e agir. Concluímos que o processo de ensinar e aprender que ocorreu nas relações destes sujeitos na arte circense se iniciou no corpo, mas se constituiu na ampliação de novos processos cognitivos e afetivos, podendo ampliar outros processos psicológicos complexos, mediados pela experiência estética.
O objetivo deste estudo foi investigar de que forma a arte circense, compreendida como atividade criadora e experiência estética, mediadas pela afetividade, aumenta a potência de ação do sujeito e amplia as possibilidades de “ser aprendiz”. Para realização da pesquisa, contatamos os quatro educadores do Circo Escola Beto Carrero e doze aprendizes. Por meio de entrevistas, observações e videogravação das aulas produzimos informações a respeito de ...


Cote : 791.307 1 P4361a 2011

  • Ex. 1 — Consultation sur place

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Type
Sujets

Créativité (Éducation) [16]

Cirque social [3]

Créativité - Philosophie et théorie [3]

Aptitudes cognitives [2]

Arts - Étude et enseignement [2]

Arts du cirque - Emploi en thérapeutique [2]

Bénéfices des arts du cirque chez les jeunes [2]

Création (Arts) - Aspect psychologique [2]

Pédagogie - Philosophie et théorie [2]

Personnalité - Développement [2]

Action sociale - Philosophie et théorie [1]

Art - Psychologie [1]

Art de performance - Étude et enseignement [1]

Art et société [1]

Arts - Analyse et appréciation [1]

Arts - Aspect éducatif [1]

Arts - Étude et enseignement - Aspect psychologique [1]

Arts - Étude et enseignement - Histoire [1]

Arts du cirque - Étude et enseignement [1]

Arts du cirque - Instructeurs et formateurs [1]

Cirque du Soleil [compagnie de cirque] [1]

Cirque social - Éthique et déontologie [1]

Communication interculturelle [1]

Complicités [titre de spectacle] [1]

Conscience de soi [1]

Corps humain - Aspect psychologique [1]

Création (esthétique) [1]

Développement humain [1]

Développement social [1]

Diffusion culturelle [1]

École nationale de cirque (Montréal, Québec) [1]

Écoles d'arts - Aspect social [1]

Écoles de cirque - Canada [1]

Écoles de cirque supérieures [1]

Écoles publiques [1]

Éducation - Aspect psychologique [1]

Éducation psychomotrice [1]

Enfant - Psychanalyse - Creativite - Jeu [1]

Enfants - Psychologie [1]

Enfants autistes [1]

Enfants handicapés - Australie [1]

Enfants handicapés - Éducation [1]

Enfants handicapés mentaux - Relations familiales [1]

Enseignement des arts du cirque [1]

Espace Catastrophe [organisme de cirque] [1]

Esprit et corps [1]

Exclusion sociale - Lutte contre [1]

Féminisme [1]

Habilité créatrice [1]

Interaction en éducation [1]

Jeu - Aspect psychologique [1]

Jeunes en difficulté [1]

Méthode Kaddouch [1]

Méthodes d'enseignement et d'apprentissage [1]

Musique - Étude de cas [1]

Musique - Étude et enseignement [1]

Par Haz’Art [1]

Pédagogie [1]

Règlementation et sécurité au cirque [1]

Relation professeur-étudiant [1]

Résilience - Concept d'intervention pédagogique [1]

Socialisation [1]

Succès scolaire - Aspect social [1]

Vygotskij, Lev Semenovich [1]

Winnicott, Donald Woods [1]

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