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CPE108 > GROUP 8- ARTS AND CREATIVITY LITERACY > Flashcards

GROUP 8- ARTS AND CREATIVITY LITERACY Flashcards

1
Q

an engaging technique to assist children in learning. Students are more engaged when art is included throughout the curriculum

A

arts-infused education

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2
Q

helps students develop design, thinking, creativity, and critical thinking.

A

arts literacy

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3
Q

what are the 3 strategies and cognitive frameworks for arts and creativity literacy

A
  1. Framework for creative Thinking and Problem Solving (Torrance, 1979)
  2. Scamper Thinking and Design Technique
  3. De Bono’s 6 Thinking Hats
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4
Q

what are the 3 frameworks for thinking and problem solving

(foe)

A
  • fluency
  • originality
  • elaboration
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5
Q

Refers to the production of concepts that demonstrate a wide range of possibilities or mental domains. This activity entails looking at things from several perspectives and
employing a variety of ways and strategies

A

fluency

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6
Q

Involves the creation of original or unconventional thoughts. Requires synthesis or reassembling facts on a topic in a new way.

A

originality

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7
Q

Is an approach for improving ideas by adding more details. Additional information and clarity enhance interest in and comprehension of the subject.

A

elaboration

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8
Q

what does SCAMPER thinking and design technique stand for

A

substitute
combine
adapt
modify
put to another use
eliminate
reverse

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9
Q

concerned with the parts of a product, service, or solution that can be replaced with another

A

substitute

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10
Q

examines the feasibility of combining two ideas, steps of a process, or products
into a single more efficient output.

A

combine

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11
Q

a brainstorming process with the goal of
adjusting or tweaking a product or service for a better outcome.

A

adapt

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12
Q

modifying a process in order to unleash new innovative possibilities or resolve issues

A

modify

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13
Q

This strategy addresses how to repurpose an existing product or process or how to leverage an existing product to solve difficulties.

A

put to another use

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14
Q

This technique seeks to find process components that can be eliminated to improve the product or service of
the process.

A

eliminate

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15
Q

intends to explore the innovative possibilities of rearranging the order of processes in a manufacturing line

A

reverse

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16
Q

what are de bono’s 6 thinking hats

(pfbcfc)

A
  • process
  • facts
  • benefits
  • caution
  • feelings
  • creativity
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17
Q

thinking about thinking;
planning for action

A

process

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18
Q

information and data; neutral
and objective

A

facts

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19
Q

optimism; positive, logical
reasons are given

A

benefits

20
Q

critical thinking; why
something may not work?

A

caution

21
Q

intuition, hunches; my
feelings right now

A

feelings

22
Q

ideas, alternativeness
possibilities; lateral thinking

A

creativity

23
Q

the skill of being able to understand media that is not audio and not text/written language. It is important because a lot of information and communication is through visual format

A

visual literacy

24
Q

what are the components of visual literacy

A
  • ability to read visuals and think critically about them
  • to know how to create and interact with them
25
Q

what are examples of visual literacy

A
  • being able to read visual advertisements
  • critical thinking skills to decipher whether something is good or not
26
Q

the coordinated control of eye movement with hand movement and the processing of visual input to guide reaching and gripping, along with the use of proprioception of the hands to guide the eyes.

A

eye-hand coordination

27
Q

disorders related ro poor eye-hand coordination

A
  • vision impairment
  • movement disorders
28
Q

It is a loss of vision that makes it hard or impossible to perform daily tasks
without specialized adaptations caused by loss of visual acuity, in which the
eye does not see objects as clearly as usual

A

vision impairment

29
Q

These are characterized by impaired body movement caused by a variety of
causes, such as ataxia, which is characterized by a lack of coordination.
performing voluntary movements; and hypertonia, a condition marked by an
abnormal increase in muscle tension and reduced ability of muscle to
stretch

A

movement disorders

30
Q

the ability to use language in an original and innovative way.

A

verbal creativity

31
Q

what are the skills under verbal creativity

(ffoei)

A
  • fluency
  • flexibility
  • originality
  • elaboration
  • imagination
32
Q

The ability to produce a large number of ideas or words in a short period of time

A

fluency

33
Q

The ability to think outside the box and come up with new and unexpected ideas.

A

flexibility

34
Q

The ability to produce ideas that are unique and distinctive.

A

originality

35
Q

The ability to develop ideas in detail and provide rich and vivid descriptions.

A

elaboration

36
Q

The ability to create new and fantastical worlds and scenarios.

A

imagination

37
Q

what are activities that can foster verbal creativity

A
  • reading widely
  • writing regularly
  • playing word games
  • engaging in creative activities
  • spending time in nature
38
Q

typically defined as breaking of the imagined combinations of familiar patterns and
reconstructing practical and original patterns

an ability of generating useful and novel products in visual forms, which is very useful in the field of drawing, photography, sculpture, and architecture

A

visual creativity

39
Q

what are the elements of visual literacy

(ossd)

A
  • originality
  • sensitivity
  • special talent
  • deeper dynamism of human personality
40
Q

a core design
principle that defines a design’s
pleasing qualities.

A

aesthetics

41
Q

what are the 6 foundational elements of graphic design that can improve the visual design of an object

(fco ita)

A
  • fonts
  • colors
  • organization
  • icons
  • theme
  • appeal
42
Q

Text, fonts, or typefaces play a crucial role in readability and emotional impact. The selection of fonts can contribute to or
reduce visual clutter by controlling the variety of typefaces and
styles used.

A

fonts

43
Q

The choice of color in design influences both the message and emotion. Colors also carry cultural significance, crucial for international audiences. A defined color palette enhances
visual language, aids usability by associating colors with specific tasks, and promotes positive emotions in learning materials, facilitating the learning process .

A

colors

44
Q

In instructional design, every element on a screen or page requires the learner’s attention, necessitating the removal of
unimportant or distracting elements. Consistent placement of related elements aids orientation, often achieved through a
standardized grid system, reducing cognitive load and improving usability. Extraneous embellishments on shapes or graphic elements, if not justified by the visual presentation, may contribute to visual clutter and distract from the message.

A

organization

45
Q

In instructional design, every element on a page needs the learner’s attention, so unnecessary or distracting elements
should be removed. Consistent placement of related elements, often using a grid system, makes it easier for learners to find content, reducing cognitive load. Avoiding unnecessary
embellishments on shapes or graphics helps prevent visual clutter and keeps the focus on the message.

A

icons

46
Q

unifies organization and graphical
elements, influencing the choice of fonts, colors, and images for a
cohesive design

A

theme

47
Q

One of the key questions for instructional designers is whether their work is personally appealing. Despite not being graphic artists, individuals can still apply their aesthetic judgment, as demonstrated in their daily clothing choices. Many creative individuals create things they personally like, and in doing so, they often produce materials that also resonate with others.

A

appeal

CPE108 (16 decks)

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