Creative Process Theory and Practice Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Creative Process Theory and Practice Assignment
Creative, Process, Theory, Practice, Assignment
The Group Project for the semester will depart somewhat from normal in keeping with the call for social distancing. Normally I ask you to design a small museum exhibition that illustrate key concepts on Creativity. Instead of putting together a normal museum exhibition, I want you to create a “virtual museum tour” of an exhibition on Creativity and the Creative Process.
A number of museums around the world are offering such virtual tours online, so there are a number of examples to use as models for your virtual tour. You will be asked to present it for the visitor who is encountering it online.
You may use any program that would suit this – I would put it together on PowerPoint, but that’s because I’m fairly ignorant when it comes to setting up a website. Use whatever program you feel most comfortable with that allows you to integrate text and visual images, utilizing video and narration if it serves your purpose.
The exhibition should illustrate and explain several of the ideas, concepts, models, etc. that you – individually and collectively – found most useful, intriguing, engaging, meaningful or eye-opening. It’s to be presented to a general audience of any age group or education level in a way that is engaging.
While I will be looking for you to bring in specific ideas covered in class, I want you to use them creatively. Instead of simply telling the visitor about the Wallas Model, I want you frame it in a new and unexpected way. The best approach to this is to think “bisociatively” or analogically. That is, I want you to combine it with another subject matter.
There are several approaches I can immediately think of for this. One approach could be to look at the creative process in a particular domain – in the sciences, technology, business, art, literature, music or any of the majors we have here at Cal Poly – and illustrate the ideas through that particular domain.
Alternatively, you could illustrate it through a story or situation or set of characters from well-known stories, movies, etc. You might use characters or events from the Wizard of Oz to depict the role of though, feelings and courage in the creative process. Or you could look at the creative process from an historical or cross-cultural perspective. I am open to other approaches – remember to think metaphorically.
The exhibition should reflect what the online visitor will encounter – image, script, signage that they will read, and some sense of the floor plan or layout of the exhibition and any design elements. A number of museums around the world are offering these kinds of virtual tours of their exhibits. Here’s one possible source.
https://www.goodhousekeeping.com/life/travel/a31784720/best-virtual-tours/
I recommend you find examples of virtual tours other than art museums. Children’s museums, cultural museums, science and technology museums, natural history museums are better models. You may imagine that your exhibition is set up in one of these unusual types of museums.
You’ve got a great deal of flexibility as to what you will present. It may involve specific creative thinking techniques, explore the nature of the creative process or look at the impact of creativity on the culture. Make sure you have enough substance to engage visitors for ten to fifteen minutes or more.
In addition, I want a 3–5-page paper (with illustrations and cover page) explaining your concept and how you have incorporated specific ideas in your proposal. The group projects will be presented the last week of classes.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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