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dc.contributor.advisorRott, Hans C.en_US
dc.contributor.advisorBliznakov, Milkaen_US
dc.contributor.advisorBraaten, Ellenen_US
dc.contributor.authorRice, Rebekah R.en_US
dc.date.accessioned2011-08-06T14:44:17Z
dc.date.available2011-08-06T14:44:17Z
dc.date.issued1990-03-14en_US
dc.identifier.otheretd-12082003-134600en_US
dc.identifier.urihttp://hdl.handle.net/10919/9654
dc.description.abstractInspired by writings on creativity and by Howard Gardner's theory of multiple intelligences, I conducted a series of ten "exercises" -- each of them a guided visualization followed by an opportunity to produce -- with nine- and ten-year-old students. The visualizations, which were designed to encourage the students to explore some of the many ways our minds have of knowing and learning, began with a simple relaxation exercise and proceeded to more challenging exercises involving, for instance, kinesthetic learning, sensory awareness, the logical and linguistic mind versus the spatial mind, and intra- and interpersonal intelligence. Following each visualization the students discussed what they had experienced (transcripts of the visualizations and the discussions are included in the thesis). The students responded in visual terms as well: after each visualization, each student created a two- or three-dimensional piece of art from materials such as matboard, construction and origami paper, glue, felt-tip pens, pipe cleaners, and plastic-coated wire. These visual responses have been photographed, described, and scored according to the number of materials used, the number of colors used, and the dimensionality of the piece (photos, descriptions, and scores are included in the "Gallery". I found, surprisingly, that the visualizations in which the students were the most imaginatively engaged did not always produce the most interesting art, and that girls were much less likely than boys to create three-dimensional pieces, although girls tended to use more colors and occasionally used relief on otherwise two-dimensional pieces.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.relation.haspartRRRice.pdfen_US
dc.rightsThe authors of the theses and dissertations are the copyright owners. Virginia Tech's Digital Library and Archives has their permission to store and provide access to these works.en_US
dc.source.urihttp://scholar.lib.vt.edu/theses/available/etd-12082003-134600en_US
dc.subjectCreativityen_US
dc.subjectChildren's Arten_US
dc.subjectEducationen_US
dc.subjectThree-dimensionalen_US
dc.subjectMultiple Intelligencesen_US
dc.titleEnvisioning the Mind: Children's Representations of Mental Processesen_US
dc.typeThesisen_US
dc.contributor.departmentArchitectureen_US
dc.description.degreeMArchen_US


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