{"id":52,"date":"2022-02-13T00:13:43","date_gmt":"2022-02-13T05:13:43","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/accessibilitymentalhealthandcreativity\/?post_type=chapter&#038;p=52"},"modified":"2023-04-16T09:56:13","modified_gmt":"2023-04-16T13:56:13","slug":"creative-activity-case-studies","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/chapter\/creative-activity-case-studies\/","title":{"raw":"Creative Activity Case Studies","rendered":"Creative Activity Case Studies"},"content":{"raw":"by Dave Colangelo\r\n\r\nSee what Chris Ambedkar, Academic and Industry Coordinator and Lecturer, Interdisciplinary Innovation for the Master of Digital Media Program in The Creative School at Ryerson University has to say about the benefits of students making TikToks instead of writing exams.\r\n\r\n&nbsp;\r\n\r\n[embed]https:\/\/www.youtube.com\/watch?v=0QCJb7FwEdE&amp;feature=youtu.be[\/embed]\r\n\r\n&nbsp;\r\n\r\nSome key points from Ambedkar\u2019s video:\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Creative outputs like TikToks and short videos as forms of evaluation engage higher level cognition skills and sidestep the mental health challenges posed to students by memorization and timed assessments<\/li>\r\n \t<li style=\"font-weight: 400\">Creative production tools and platforms are now widely available due to the proliferation of smartphones<\/li>\r\n \t<li style=\"font-weight: 400\">Acts of creativity often involve a social dimension, and sharing and commenting on work amongst peers can be facilitated by the instructor<\/li>\r\n \t<li style=\"font-weight: 400\">Creative assessments work well for virtual and remote learning modalities<\/li>\r\n \t<li style=\"font-weight: 400\">Students have the opportunity to fine tune their presentation and speaking skills outside of a live classroom setting which might discourage or inhibit their participation and development and negatively impact mental health<\/li>\r\n \t<li style=\"font-weight: 400\">They can be a lot of fun to watch for instructors tasked with evaluating submissions!<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<h1 class=\"textbox__title\">Quiz<\/h1>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n[h5p id=\"6\"]\r\n\r\n<\/div>\r\n<\/div>\r\n<h2>References<\/h2>\r\nCrawford, P., Lewis, L., Brown, B., &amp; Manning, N. (2013). Creative practice as mutual recovery in mental health. The Mental Health Review, 18(2), 55-64. DOI: <a href=\"http:\/\/dx.doi.org.ezproxy.lib.ryerson.ca\/10.1108\/MHRJ-11-2012-0031\">http:\/\/dx.doi.org.ezproxy.lib.ryerson.ca\/10.1108\/MHRJ-11-2012-0031<\/a>\r\n\r\n&nbsp;","rendered":"<p>by Dave Colangelo<\/p>\n<p>See what Chris Ambedkar, Academic and Industry Coordinator and Lecturer, Interdisciplinary Innovation for the Master of Digital Media Program in The Creative School at Ryerson University has to say about the benefits of students making TikToks instead of writing exams.<\/p>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"TikTok Instead of Exams   Using Content Creation as Experiential Learning and Assessment\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/0QCJb7FwEdE?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>Some key points from Ambedkar\u2019s video:<\/p>\n<ul>\n<li style=\"font-weight: 400\">Creative outputs like TikToks and short videos as forms of evaluation engage higher level cognition skills and sidestep the mental health challenges posed to students by memorization and timed assessments<\/li>\n<li style=\"font-weight: 400\">Creative production tools and platforms are now widely available due to the proliferation of smartphones<\/li>\n<li style=\"font-weight: 400\">Acts of creativity often involve a social dimension, and sharing and commenting on work amongst peers can be facilitated by the instructor<\/li>\n<li style=\"font-weight: 400\">Creative assessments work well for virtual and remote learning modalities<\/li>\n<li style=\"font-weight: 400\">Students have the opportunity to fine tune their presentation and speaking skills outside of a live classroom setting which might discourage or inhibit their participation and development and negatively impact mental health<\/li>\n<li style=\"font-weight: 400\">They can be a lot of fun to watch for instructors tasked with evaluating submissions!<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h1 class=\"textbox__title\">Quiz<\/h1>\n<\/header>\n<div class=\"textbox__content\">\n<div id=\"h5p-6\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-6\" class=\"h5p-iframe\" data-content-id=\"6\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Creativity Quiz 2\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<\/div>\n<h2>References<\/h2>\n<p>Crawford, P., Lewis, L., Brown, B., &amp; Manning, N. (2013). Creative practice as mutual recovery in mental health. The Mental Health Review, 18(2), 55-64. DOI: <a href=\"http:\/\/dx.doi.org.ezproxy.lib.ryerson.ca\/10.1108\/MHRJ-11-2012-0031\">http:\/\/dx.doi.org.ezproxy.lib.ryerson.ca\/10.1108\/MHRJ-11-2012-0031<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":393,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-52","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":23,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/pressbooks\/v2\/chapters\/52","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/wp\/v2\/users\/393"}],"version-history":[{"count":18,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/pressbooks\/v2\/chapters\/52\/revisions"}],"predecessor-version":[{"id":226,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/pressbooks\/v2\/chapters\/52\/revisions\/226"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/pressbooks\/v2\/parts\/23"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/pressbooks\/v2\/chapters\/52\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/wp\/v2\/media?parent=52"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/pressbooks\/v2\/chapter-type?post=52"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/wp\/v2\/contributor?post=52"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibilitymentalhealthandcreativity\/wp-json\/wp\/v2\/license?post=52"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}