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010   $a1-282-87507-8
010   $a9786612875076
010   $a1-4411-5656-9
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035   $a(OCoLC)676698037
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100   $a20090918d2009      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aTeaching creativity$b[electronic resource] $emulti-mode transitional practices /$fDerek Pigrum
210   $aLondon ;$aNew York $cContinuum$d2009
215   $a1 online resource (212 p.)
225 1 $aContinuum studies in educational research
300   $aDescription based upon print version of record.
311   $a1-4411-1789-X 
311   $a1-84706-038-2 
320   $aIncludes bibliographical references (p. [172]-182) and index.
327   $aContents; List of Figures; Acknowledgements; Introduction, Method and the Model of 'Multi-mode' Transitional Practices; 1. The Sign Modes; 2. The Operative Modes; 3. The Modes of Place; 4. Teaching 'Multi-mode' Transitional Practices; Conclusion; References; Index
330   $aThis study is concerned with creativity in education - especially in arts education (broadly conceived to include the visual arts, music, and creative writing). It takes as its starting point Nietzsche's view that works of art do not appear "as if by magic". Using insights from philosophy, psychoanalysis, and semiotics, the book examines the creative processes of many artists in different media, showing how art works often result from processes of construction, deconstruction, and reconstruction that may be long and laborious. Pigrum demonstrates how teachers and their students in all sectors 
410  0$aContinuum studies in educational research.
606   $aCreative thinking$xStudy and teaching
606   $aArts$xStudy and teaching
608   $aElectronic books.
615  0$aCreative thinking$xStudy and teaching.
615  0$aArts$xStudy and teaching.
676   $a700.71
700   $aPigrum$b Derek$0945672
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910459539403321
996   $aTeaching creativity$92242094
997   $aUNINA