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Even more impressively, though, the students could recognize as-yet-unseen samples of each other’s work, including work in entirely different mediums. Creative writers could identify their fellow writers’ paintings and sketches; painters had a pretty good idea who’d brought which poem or clay pot.

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理解问题Even more impressively, though, the students could recognize as-yet-unseen samples of each other’s work, including work in entirely different mediums. Creative writers could identify their fellow writers’ paintings and sketches; painters had a pretty good idea who’d brought which poem or clay pot.

已完成理解Even more impressively, though, the students could recognize as-yet-unseen samples of each other’s work, including work in entirely different mediums. Creative writers could identify their fellow writers’ paintings and sketches; painters had a pretty good idea who’d brought which poem or clay pot.

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学生识别作品能力

  • 识别未见过作品:学生们能够识别彼此尚未见过的作品样本,包括不同媒介的作品。234
  • 跨媒介识别:创意写作的学生能够识别其他学生的绘画和素描;画家则能猜出谁带来了哪首诗或陶器。234
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Even more impressively, though, the students could recognize as-yet-unseen samples of each other’s work, including work in entirely different mediums. Creative writers could identify their fellow writers’ paintings and sketches; painters had a pretty good idea who’d brought which poem or clay pot.
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Even more impressively, though, the students could recognize as-yet-unseen samples of each other’s work, including work in entirely different mediums. Creative writers could identify their fellow writers’ paintings and sketches; painters had a pretty good idea who’d brought which poem or clay pot.
How do students develop the ability to recognize each other's creative work?
What are the benefits of cross-disciplinary recognition in art?
How does familiarity with different art forms enhance creativity?
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