{"title":"Development of creativity in elementary school","authors":"Sonja Vuk","doi":"10.1016/j.yjoc.2023.100055","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100055","url":null,"abstract":"<div><p>The immersive method is one of the ways in which creativity can be systematically developed in elementary school art education, so as to create a balance between education and upbringing. Pupils learn to think creatively in a structured way, so that one day they can become active citizens who improve their own environment and use tools for non-verbal expression of feelings, thoughts and values, finally aiming to improve their communication. The ultimate objective of such an approach is a reflective pupil who is engaged in thinking about current issues in society and their own life, and who finds solutions to problems. The quantitative research has determined that art education in Croatian elementary school is insufficiently concerned with the development of creativity, and the action research has confirmed that the application of the immersive method affects the increase of pupils' interest in visual expression, critical thinking of the environment, interest in moral and ethical issues, and their ability to offer creative solutions to problems using visual expression.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 2","pages":"Article 100055"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50191359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Development of Creative Process Assessment Scale (CPAS)","authors":"Yvonne Görlich","doi":"10.1016/j.yjoc.2023.100042","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100042","url":null,"abstract":"<div><p>Creativity can be described as a process, and a model with eight phases is presented here: 1. problem discovery, 2. information search, intake and valuation, 3. concept combination, 4. idea generation, 5. development of a solution approach, 6. idea evaluation, 7. adaption and realization, and 8. communication and implementation. To measure these phases, a 24-item Creative Process Assessment Scale (CPAS) was developed, tested on 2324 participants, and validated with several instruments. This confirmed good reliability for the total score (Omega total: 0.95, Cronbach's alpha: 0.93, retest reliability: 0.87). Bifactor models were computed (with a general factor and either eight or seven specific factors). Combining phases 4 and 5 as core creativity showed the best fit. Validity analyses confirmed the phase model: Correlation patterns to personality traits showed the highest correlations between phase 4 and openness, between phase 7 and conscientiousness, between phase 8 and extraversion and risk-taking, and between phase 2 and the need for cognition. The CPAS correlated highly with creative self-efficacy as well as with domains of creativity and medium with scales measuring creative activity, achievement and behavior. The CPAS is thus a reliable and valid instrument to assess the creative process.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100042"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mindset and the desire for feedback during creative tasks","authors":"Kristy Doss , Lisa Bloom","doi":"10.1016/j.yjoc.2023.100047","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100047","url":null,"abstract":"<div><p>This mixed-methods research study sought to understand participant behaviors through a lens of mindset behaviors and to understand the accuracy of mindset self-assessments to actual performance during creative endeavors. During a makerspace period that took place for one hour over four days, sixty-two children were asked to create a product from a set of materials they were provided. They chose whether to work individually, with a partner, or in a small group. After each session, participants were asked whether they wanted feedback on their product. Researchers observed the participants while working in the makerspace for behaviors that were characteristic of a fixed or growth mindset, such as whether participants chose to receive feedback, whether they used feedback to improve their product, and how participants reacted to frustrations and failed attempts. Participants also received a mindset rating from instructors who worked with them over the course of the week on a Problem or Project-Based Learning experience. Scores were correlated with two mindset assessments participants completed at the beginning of the week, one adapted from Dweck (2006) and the MAP (Mindset Assessment Profile). The researcher scores of participants’ mindset and teacher scores of participants’ mindsets demonstrated a strong correlation. The two self-assessments used in the study did not show a strong correlation with performance as observed in the makerspace or in the classroom completing PBL-based classroom activities. Seven learning profiles emerged from the data based on participant attitudes (optimistic, approval-seeking, rule-breaking, perfectionistic) and behaviors (flexibility, playfulness, commitment to task). The mindset profiles may prove beneficial as educators develop activities to address mindsets in their classrooms, especially in the context of creative activities and projects.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100047"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50194494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emily Cilli-Turner , V. Rani Satyam , Miloš Savić , Gail Tang , Houssein El Turkey , Gulden Karakok
{"title":"Broadening views of mathematical creativity: Inclusion of the undergraduate student perspective","authors":"Emily Cilli-Turner , V. Rani Satyam , Miloš Savić , Gail Tang , Houssein El Turkey , Gulden Karakok","doi":"10.1016/j.yjoc.2022.100036","DOIUrl":"https://doi.org/10.1016/j.yjoc.2022.100036","url":null,"abstract":"<div><p>Numerous conceptions of creativity exist in the literature; yet these are commonly based on the perspectives of professional mathematicians. Including students’ perspectives in creativity is crucial not only for a more robust picture of what it means to be creative but also to combat damaging dominant narratives about who can be creative. We examined calculus students’ views of mathematical creativity, a group not often considered in the creativity literature, to broaden future considerations of creativity. Interviews with N=55 calculus students across various institutions were conducted. Results show six emergent wide-ranging themes of these students' creativity views: actions and attitudes, application, different ways, originality, outside authority, and understanding. Of these six themes, understanding was striking due to a clear distinction between students who felt understanding was required first to be creative and students who felt creativity could lead to better understanding. Our themes provide insight into what may resonate for some students, which may serve as coding parameters in qualitative and quantitative studies for researchers conducting future work about mathematical creativity.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100036"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Investigating the relation between curiosity and creativity","authors":"Natalie S. Evans, Jamie J. Jirout","doi":"10.1016/j.yjoc.2022.100038","DOIUrl":"https://doi.org/10.1016/j.yjoc.2022.100038","url":null,"abstract":"<div><p>Curiosity and creativity are theoretically linked, but very little empirical research has examined this relation. The current paper examines the association between curiosity and creativity in elementary school aged children (ages 4- to 10-years) using both self-report (<em>N</em> = 51) and behavioral (<em>N</em> =82) measures. Consistent with findings from an adult meta-analysis, results show some evidence of an association between curiosity and creativity with self-report measures but not behavioral measures. To establish that the connection between curiosity and creativity is more than theoretical it will be necessary to provide evidence using behavioral measures. These behavioral measures may also need to examine curiosity and creativity in a domain specific context in which curiosity leads to exploration and information seeking that can be directly useful for creative problem-solving.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100038"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Perceived lack of control promotes creativity","authors":"Claudio Mulatti, Barbara Treccani","doi":"10.1016/j.yjoc.2022.100040","DOIUrl":"https://doi.org/10.1016/j.yjoc.2022.100040","url":null,"abstract":"<div><p>The sense of lack of control has been shown to foster illusory pattern perception, superstition, conspiracy and religious beliefs. In two identical experiments we investigated whether the feeling of lacking control (vs. control) can also foster creative thinking, which we operationalized as the ability to produce associative and dissociative combinations of either related and unrelated concepts. Participants were asked to think about an incident in their life wherein they felt either to be in control or to lose control of the situation. Immediately afterwards, they had to perform a set of tasks tapping (divergent) creative thinking. In both experiments, we observed higher scores in all creativity tasks for participants who recalled loss-of-control events than for those recalling in-control events. Our findings suggest that compensatory processes, triggered by experiencing lack of control, can promote divergent thinking. We propose an account situated within current models of semantic control.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100040"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jonathan Heard , Sladana Krstic , Sarah Richardson
{"title":"Evidencing creativity in educational settings","authors":"Jonathan Heard , Sladana Krstic , Sarah Richardson","doi":"10.1016/j.yjoc.2023.100046","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100046","url":null,"abstract":"<div><p>There is increasing interest amongst educators in transversal domains such a creativity, including not only how students can be supported to develop these skills and attributes, but how their demonstration by students can be more formally recognised. In this context, a project undertaken by the Australian Council for Educational Research (ACER) and funded by the International Baccalaureate Organisation (IB) and Jacobs Foundation focused on how student creativity can be evidenced for the purpose of developing creativity-focused student transcripts for use in IB schools. In this paper, we outline the process undertaken to develop these transcripts as well as the resources necessary to theoretically underpin them and to facilitate their use. This included the development of a definition and conceptual framework for creativity, a ‘creativity thermometer’ self-assessment tool to enable students to ‘take the temperature’ of their creativity, and various other resources designed to assist IB teachers to understand how an intentional focus on creativity might lead to an environment that supports and enables creativity in classrooms. While empirical validation of this suite of resources is yet to be undertaken, the conceptual advances in this project contribute to an enhanced understanding of how support for creativity – and indeed, other transversal domains – can be actualised in schools around the world.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100046"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Smile! It's only Covid: Analyzing covid-19 internet memes","authors":"Gadi Alexander","doi":"10.1016/j.yjoc.2023.100049","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100049","url":null,"abstract":"<div><p>This article describes the special attributes of social media memes and their viral distribution during the Covid-19 pandemic and explores how they can challenge some of our conventional conceptions of creativity and humor. The internet memes turned to be very popular during the lockdown and this has raised questions about the possible relationship between a private creation its mass distribution and its possible assessment. A reasonable hypothesis is that the wide accessibility to the internet has strengthened the resilience and ability to cope with the pandemic and allowed nearly everyone to become a meme creator or receiver. The article lists some of the common themes and artistic devices that were used by meme creators and examines the power and limitations of traditional creativity and humor theories to explain this viral phenomenon.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100049"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50194496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Discovering Scientific Creativity with Digital Storytelling","authors":"Ying-Tze Chen , Min-Ju Liu , Ying-Yao Cheng","doi":"10.1016/j.yjoc.2022.100041","DOIUrl":"https://doi.org/10.1016/j.yjoc.2022.100041","url":null,"abstract":"<div><p>With technology becoming an integral part of life, learning with technology has also become a salient method of education. This study aimed to explore the potential of using digital storytelling on students’ scientific creativity and team-work in a two-day science invention workshop in Taiwan. The results found that even in the short duration of the workshop, students reported positive levels of satisfaction towards their teamwork and development of social skills. The participants tried to express their own arguments during group discussions, understand other team members’ perspectives, work as a team, and have fun working in teams to solve the problems creatively and innovatively with the Edvisto digital storytelling platform. Additionally, the digital stories documented students’ process of discussion and interaction to create novel, useful, and surprising products when engaging in scientific creativity, which might be otherwise overlooked. This study also discusses some implications on how group digital storytelling may contribute to cultivating students’ higher-level thinking skills and complex problem-solving.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100041"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ethnicity, creative identity, creative process, and adversity in college and community samples","authors":"Paula Thomson , S. Victoria Jaque","doi":"10.1016/j.yjoc.2023.100044","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100044","url":null,"abstract":"<div><p>This study (<em>N</em> = 524) examined ethnicity, creative identity, adversity, and creative processing. In this cross-sectional Institutional Review Board approved college and community study, five self-report measures were completed: a biographical screener, Adverse Childhood Experience Questionnaire, Experience of Creativity Questionnaire, Short Scale of Creative Self, and Traumatic Event Questionnaire. Four major ethnicity groups were compared: Black (14%), Asian (22%), White (38%), Latinx (25%). Cumulative traumatic events, creative personal identity, creative self-efficacy, and most creative processing variables were similar across the four ethnicity groups. The experiential creative process, distinct experience, was significantly higher in the Black and Asian groups compared to the White group. Findings related to specific childhood adversity and adult traumatic experiences indicated the likelihood of different group membership, with the Black group experiencing higher rates of childhood physical abuse, physical neglect, parental separation, family member incarcerated, witnessing a traumatic event, and in danger of losing their lives. The White group had a higher prevalence rate of a family member struggling with substance abuse and suffering a mental illness. The Asian group had more likelihood of experiencing childhood emotional abuse. A unique finding in this study was that the experiential creative process, power and pleasure predicted creative self-efficacy, and the centrality of the creative process predicted creative personal identity. Ethnicity and cumulative trauma were not significant predictors for creative self-efficacy and creative personal identity. Engaging in creative activities may promote well-being and provide a platform to reduce inequalities. The creative self was not limited by adversity or ethnicity.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100044"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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