The Effect of a Strategy Based on the Theory of Serious Creativity on the Achievement and Development of Performance Skills Among Students of the Institute of Fine Arts
Abstract
The Skill Based Education: In the face of rapid technological advancement in artistic disciplines like typographic design, skill, based education, is having the problem of adopting the right teaching strategies. Context: The results of the specific background indicate that the traditional teaching methods on typography falls short in creating structured creativity or boosting students’ practical performance. We found problems with obtaining typography skills by exploring role of experiences in exploratory surveys and identified limitations in existing pedagogy. Research gaps: There is a shortage of research on the application of the Theory of Serious Creativity in the enhancement of the performance skill in typography education. An attempt is made in this study to develop a teaching strategy according to Theory of Serious Creativity and the results are assessed on cognitive achievement and develop skill performance of the students of Institute of Fine Arts. Results: The experimental study, both with control and experimental groups, confirmed that the strategy had an great impact on typographic design skills and cognitive achievements of students. The combination of structured creative exercises, interactive teaching style and continuous feedback increased engagement and skill acquisition. Uniqueness: Unlike conventional pedagogical studies, this study provides the systematic step of theoretical learning supported by hands on application based on the principles of Serious Creativity. Conclusions: This suggests that the adoption of this strategy to typographic education would facilitate creativity and more effective learning of skills. The application of the study is recommended to be applied to test skill based learning further by training instructors in using the system and by expanding research to other artistic disciplines.
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