The locating of emotion within a creative, learning and product orientated design and technology experience: Person, process, product

International Journal of Technology and Design Education

Volumn 18, Issue 1, 2008, Pages 45-57

  Spendlove, David ^a  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

Creativity; Emotion; Learning; Person; Process; Product

Indexed keywords

CURRICULA; PRODUCT DESIGN;

CREATIVITY; EDUCATION SYSTEM; GROUNDED THEORY;

LEARNING SYSTEMS;

EID: 36549035772     PISSN: 09577572     EISSN: 15731804     Source Type: Journal    
DOI: 10.1007/s10798-006-9012-2     Document Type: Article

References (66)

1. Ahn, H. J. (2005). Child care teachers' strategies in children's socialisation of emotion. Early Child Development and Care, 175, 1-49.
2. Amabile, T. M. (1983). The social psychology of creativity. New York: Springer-Verlag.
3. Amabile, T. M. (1988). A model of creativity and innovation in organisations. Research in Organisational Behaviour, 10, 123-167.
4. Averill, J. R., & Thomas-Knowles, C. (1991). Emotional creativity. In K. T. Strongman (Ed.), International review of studies on emotion vol 1 (pp. 269-299). London: Wiley.
5. Averill, J. R. (1999). Individual differences in emotional creativity: structure and correlates. Journal of Personality, 67(2), 331-371.
6. Averill, J. R., & Nunley, E. P. (1992). Voyages of the heart: Living an emotionally creative life. New York: Free Press.
7. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
8. Barlex, D. (2003). Creativity in crisis, design and technology at KS3 and KS4. DATA Research paper 18. Wellesbourne, UK: DATA.
9. Boekaerts, M. (2001). Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach-EARLI Presidential Address, 2001. Learning and Instruction, 12, 589-604.
10. Boler, M. (1999). Feeling power: Emotions and education. New York: Routledge.
11. Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complimentary research strategies. London: Sage.
12. Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.
13. Demirbilek, O., & Sener, B. (2003). Product design, semantics and emotional response. Ergonomics, 46(13/14), 1346-1360.
14. Dey, I. (1993). Qualitative data analysis: A user friendly guide for social sciences. London: Routledge and Kegan Paul.
15. DfES (2003). Developing children's social, emotional and behavioural skills: A whole curriculum approach. London: DfES.
16. DfES (2004). Every child matters: Change for children. London: DfES.
17. Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
18. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. American Psychologist, 56(3), 218-226.
19. Getz, I., & Lubart, T. (1998). The influence of heuristics on psychological science: a case study of research on creativity. Journal for the Theory of Social Behaviour, 28(4), 435-457.
20. Goleman, D. (2004). Emotional intelligence and working with emotional intelligence. London: Bloomsbury.
21. Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(9), 835-854.
22. Hartley, D. (2003). The instrumentation of the expressive in education. British Journal of Educational Studies, 51(1) (DOI:10.1207/ s15326934crj1602&3_12).
23. Henderson, J. (2004). Product inventors and creativity: the finer dimensions of enjoyment. Creativity Research Journal, 16(2-3), 293-312.
24. Hennessey, B. A. (1996). Teaching for creative development: A social-psychological approach. In N. Colangelo, & G. Davis (Eds.), Handbook of gifted education. Needham Heights, MA: Allyn & Bacon.
25. Hennessey, B. A. (1999). Intrinsic motivation, affect and creativity. In S. Russ (Eds.), Affect, creative experience and psychological adjustment. Philadelphia: Taylor and Francis.
26. Hill, A. M., & Smith, H. A. (2005). Research in purpose and value for the study of technology in secondary schools: A theory of authentic learning. International Journal of Technology and Design Education, 15, 19-32.
27. Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 428-444). Thousand Oaks, CA: Sage.
28. Hunter, J. P., & Csikszentmihalyi, M. (2003). The positive psychology of interested adolescents. Journal of Youth and Adolescence, 32(1), 27-35.
29. Jeffrey, R., & Woods, P. (1997). The relevance of creative teaching: Pupils views. In A. Pollard, D. Thiessen, & A. Filer (Eds.), Children and their curriculum. London: Falmer Press.
30. Kelle, U. (Ed.). (1995). Theories as heuristic tools in qualitative research. In I. Maso, P. Atkinson, S. Delamont, & J. C. Verhoeven (Eds.), Openness I research: The tension between self and other (pp. 33-50). Assen, The Netherlands: Van Gorcum.
31. Kim, J., & Yun Moon, J. (1989). Designing towards emotional usability in customer interfaces-trustworthiness of cyber-banking system interfaces. Interacting with Computers IO, I-29.
32. Kimbell, R. (2005). A box of delights. Design and Technology Education: An International Journal, 10(1),.
33. Kress, G. (2000). A curriculum for the future. Cambridge Journal of Education, 30(1), 133-145.
34. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, MA: Cambridge University Press.
35. Leder, H., Benno, B., Oeberst, A., & Augustin, D. (2004). A model of aesthetic appreciation and aesthetic judgments. British Journal of Psychology, 95, 489-508.
36. Mayer, J. D., & Cobb, C. D. (2000). Educational policy on emotional intelligence: Does it make sense? Educational Psychology Review, 12(2), 163-183.
37. Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Competing models of emotional intelligence. In R. J. Sternberg (Eds.), Handbook of human intelligence (2nd ed., pp. 396-420). New York: Cambridge University Press.
38. McCormick, R. (2004). Issues of learning and knowledge in technology education. International Journal of Technology and Design Education, 14, 21-44.
39. Mestrovic, S. G. (1997). Post-emotional society. London: Sage.
40. Morgan, C., & Averill, J. R. (1992). True feelings, the self, and authenticity: A psychosocial perspective. In D. D. Franks, & V. Gecas (Eds.), Social perspectives on emotion vol. 1. (pp. 95-124). Greenwich, CT: JAI Press.
41. Norman, D. (2004). Emotional design: Why we love (or hate) everyday things. New York: Basic books.
42. Orbach, S. (1998). Emotional literacy. Young Minds Magazine, March/April(33), 12-13.
43. Pekrun, R., & Perry, R. P. (2002). Positive emotions in education. In E. Frydenberg (Eds.), Beyond coping: Meeting goals visions and challenges. Oxford: Oxford University Press.
44. Pierce, C. S. (1979). Collected papers, Cambridge, MA. In A. Coffey, & P. Atkinson (Eds.), (1996) Making sense of qualitative data: Complimentary research strategies (p. 156). London: Sage.
45. Qualifications and Curriculum Authority (QCA). (1999). The national curriculum for England: Design and technology. London: DfEE/QCA.
46. Reay, D. (1998). Bourdieu and cultural reproduction: mothers involvement in their children's primary schooling. In M. Grenfell, & D. James (Eds.), Bourdieu and education: Acts of practical theory. London: Taylor and Francis.
47. Reay, D. (2004). Gendering Bourdieu's concepts of capitals? Emotional capital, women and social class. The Sociological Review, 52, 57-74.
48. Reio, T. G. (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching and Teacher Education, 21, 985-993.
49. Runco, M. A. (1994). Creativity and its discontents. In M. P. Shaw, & M. A. Runco (Eds.), Creativity and affect (pp. 102-123). Norwood, NJ: Ablex.
50. Runco, M. A. (1999). Tension, adaptability, and creativity. In S. Russ (Eds.), Affect, creative experience, and psychological adjustment (pp. 165-194). Philadelphia: Brunner/Mazel.
51. Russ, S. W. (1993). Affect and creativity: The role of affect and play in the creative process. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
52. Russ, S. W. (1999). Affect, creative experience, and psychological adjustment. Philadelphia: Brunner/Mazel.
53. Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(3), 185-211.
54. Seymour, R., & Powell, R. (2003). Emotional ergonomics. Design Week, 11 December 2003.
55. Sharp, P., & Herrick, E. (2000). Promoting emotional literacy. In N. Barwick (Eds.), Clinical Counselling In Schools.
56. Sharp, P. (2001). Nurturing emotional literacy. London: David Fulton.
57. Shaw, M. P. (1994). Affective components of scientific creativity. In M. P. Shaw, & M. A. Runco (Eds.), Creativity and affect (pp. 3-43). Norwood, NJ: Ablex.
58. Spendlove, D. (2005). Creativity in education: A review. Design and Technology Education: An International Journal, 10(2), 9-18.
59. Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge, UK: Cambridge University press.
60. Tesch, R. (1990). Qualitative research: Analysis types and software tools. London: Falmer.
61. Thackara, J. (2005). In the bubble: Designing in a complex world. Cambridge, MA: The MIT Press.
62. Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137-1148.
63. Vygotsky, L. S. (1925). The psychology of art. Cambridge: MIT press, 1971
64. Weare, K., & Gray, G. (2003). What works in developing children's emotional and social competence and wellbeing? (Department for Education and Skills research report no. 456). London: DfES.
65. Williams, S. (2001). Emotion and social theory. London: Sage.
66. Zembylas, M., & Boler, M. (2002). On the Spirit of Patriotism: challenges of a pedagogy of discomfort. Teachers College Record Online, special issue on Education and September 11. Available at: www.tcrecord.org.