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Biomedical subjects

P L Kranz

Publications and source records attributed to P L Kranz.

8 recordsLinked to original sources
PubMed2004

Successful teaching techniques in a race relations class.

The authors present suggestions for enhancing a university course in race relations. These approaches were used in a series of classes offered at a state university in the southeastern United States during a historical period of notable racial tension. This course provided a supportive arena for personal questioning, student interaction, and positive change. Even 20 years later, former students reported that experiential components, such as living with a family of another race, were powerful instruments in self-growth, development, and racial understanding. Many reported this class as the basis of profound, life-long positive changes in racial attitudes.

Achievement↗
PubMed1994

Notes on emotional components of musical creativity and performance.

We explored emotional accompaniments to stages of a musician's cycle of creativity through interviews with musicians. Creativity was defined in terms of performance or composition. These musicians described strong emotional vacillations that occur across the creative cycle and discussed ways of dealing with emotional issues involved in moving from one work to the next. Parallels were drawn between emotional aspects of completing a performance or composition to emotional aspects of termination in psychotherapy. Suggestions were offered to musicians for means of dealing with naturally occurring but powerful emotional components of creativity. In addition, some of the musicians suggested that music educators consider teaching students about potential emotional issues that may accompany creative effort. An integration of these issues into music education programs might better prepare students for careers as professional musicians.

Creativity↗
PubMed1981

Reliability in the use of the Tennessee Self-Concept Scale for educable mentally retarded adolescents.

The Tennessee Self Concept Scale was administered in a 10-week test-retest situation to 39 educable mentally retarded adolescents. Low to moderate reliability coefficients indicated the need for more extensive normative information and for caution in evaluation of test scores in the study of EMR adolescents' self-concept. The obtained coefficients suggest the possibility that the self-concept of individual EMR adolescents is a more variable psychological characteristic than has been previously indicated in the research literature and that this variability needs to be more carefully assessed.

Adolescent↗