Measuring and enhancing creativity

Mahboub, Kamyar C.; Portillo, Margaret; Yin-hui, Liu; Chandraratna, Susantha

doi:10.1080/03043790310001658541

Cited by 16 publications

(14 citation statements)

References 12 publications

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“…Sharp (2004) as well as a number of other researchers (e.g. Amabile, 1996;Cropley, 1997;Horng, Hong, ChanLin, Chang, & Chu, 2005;Lindström, 2006;Mahboub, Portillo, Liu, & Chandraratna, 2004) think that children's creativity can be enhanced in education in three aspects: The creative learning environment, the creative educators and creative teaching.…”

Section: Introductionmentioning

confidence: 99%

Creativity in Greek Music Curricula and Pedagogy: An Investigation of Greek Music Teachers’ Perceptions

Zbainos¹,

Anastasopoulou²

2012

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Creativity's enhancement through education has been widely discussed and promoted in Greece, especially in the past few decades. In the music domain, teaching philosophy and practice seem to focus on ways that can encourage children to learn and apply their knowledge through creative music activities. This paper reports on the outcomes of a study undertaken with 112 general music teachers of different ages and scientific backgrounds, who teach in 235 primary and secondary schools in Greece. Being the first time that such research is being conducted in Greece, the main aim of the study was to reveal how Greek music teachers think, feel about, and influence pupils' creativity and the teaching conditions that may enhance or inhibit it. It is believed that such a study may contribute to the development of creativity enhancement projects through music teaching. The findings suggest that creativity is associated by Greek music teachers with a natural gift that cannot be addressed in all students, and can only be partly taught in music classroom. They also indicate that teachers do not have an explicit understanding of music creativity as well as creativity assessment, since most of them tend to assess students' creative performance on the basis on non musical criteria (i.e. participation, eagerness, etc.). Results also show that creative musical activities are more often applied in primary education, while in secondary education they are successively replaced by music theory and history. Finally, teachers' negative views about the music curriculum, textbooks and number of teaching hours are identified. Such findings lead to suggestions for numerous changes in music teachers' education, establishing training in teaching for creativity as a fundamental priority.

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Section: Introductionmentioning

confidence: 99%

Creativity in Greek Music Curricula and Pedagogy: An Investigation of Greek Music Teachers’ Perceptions

Zbainos¹,

Anastasopoulou²

2012

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“…In order to cultivate creative processes, open-ended projects and assignments that give students choices will allow them to express themselves in independent directions (Ritchhart, 2004). Integrating creativity with problem-based learning can help students connect many disciplines including art and ethics (Mahboub, Portillo, Liu, & Chandraratna, 2004). Implementation in the classroom may include creativity styles exercises where students identify and demonstrate their individual creativity.…”

Section: Solutions For Achieving a Balancementioning

confidence: 99%

The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction

Burke-Adams¹

2007

Gifted Child Today

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H ow can standards-based education and creativity coexist? This question addresses the dilemma regarding the current state of education. In a world where standards and high-stakes testing define the success of the school, teacher, and individual child, how are instructional practices affected? In particular, is there a conflict regarding the needs of gifted students with the sequential, skill-based system presently in place? How might one prevent standards from overshadowing creativity and yet balance a knowledge base with creative thinking skills? Can a reconstruction of linear teaching occur in order to nurture creativity in our brightest minds?As one considers the possibility of an instructional balance, it is evident that the topic of standards and creativity offers two opposite spectrums of thinking. When determining how to equalize standards and creativity, it is essential to examine each component in relation to the needs of gifted learners. Whereas standards are a black and white concept, consisting of clearly stated objectives with aligned assessments, creativity is a difficult term to define. Narrow definitions of creativity result in a restricted vision of the concept. Creativity is often scrutinized as an intangible component. Conflict regarding whether or not creativity can be taught or is innate is greatly debated (Murdock, 2003). Likewise, creativity is often undervalued as a nonproductive characteristic and is looked upon as too subjective to validate (Plucker, Beghetto, & Dow, 2004).When evaluating standards and creativity, it is evident that both concepts guide students in different ways and offer a variety of tools for learning. Creative thinking is distinctively separate from sequential, analytical thinking associated with standards and traditional education (Sternberg, 2003). If only one of these learning components is utilized, a balance in thinking styles may be affected.

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“…Research by Finke, Ward, and Smith (1996) found that the relative number of creative inventions increased significantly as the task became more highly constrained. Constraints on design may need further assessment as technology evolves (Mahboub et al 2004;Redelinghuys 2001;Waks and Merdler 2003).…”

Section: Why Creativity Is Still Needed In Engineering Designmentioning

confidence: 99%

Creativity and Innovation Among Science and Art

Charyton¹

2015

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Measuring and enhancing creativity

Cited by 16 publications

References 12 publications

Creativity in Greek Music Curricula and Pedagogy: An Investigation of Greek Music Teachers’ Perceptions

Creativity in Greek Music Curricula and Pedagogy: An Investigation of Greek Music Teachers’ Perceptions

The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction

Creativity and Innovation Among Science and Art

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