A Review of the Criteria of the Prediction of Students’ Creative Skills in the Visual Arts Education

Ülger, Kani

doi:10.3846/cs.2020.11860

Cited by 6 publications

(7 citation statements)

References 43 publications

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“…This situation indicates that the TTCT has been accepted widely as an essential instrument to measure individuals' creative thinking potential in different ages and cultures. This point is also consistent with previous study findings that TTCT includes the most common criteria regarding the creative thinking measurement among the used creativity tests (Ulger, 2020;Kasirer & Mashal, 2018;Said-Metwaly et al, 2018). However, Hyeon Paek and Runco (2018) reminded us that the divergent thinking tests might not be fit to detect the creative skill of the individuals, more specifically in terms of some variables.…”

Section: A Rapid Review Of the Literaturesupporting

confidence: 90%

“…Also, the TTCT has been used in many fields worldwide to measure individuals' creative thinking potential. Therefore, the TTCT is one of the most used creative thinking tests in various individuals of domains and different ages, from children to adults (Ulger, 2020). Humble et al (2018) found that the TTCT figural form was also useable culturally in an African setting, such as using a Western set.…”

Section: A Rapid Review Of the Literaturementioning

confidence: 99%

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A Comparison Study From a Creative Thinking Perspective in Different Domains as Art Education and Non-Art Education Students

Ülger

2023

Creativity Studies

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Creative thinking measurement for everyone in different domains is the most crucial critical subject. Therefore, the current discussion continues whether creativity in various fields different.This study aimed to measurement the students’ creative thinking scores in various domains disciplines to reveal differences. The main research question was as followed: Do whether students’creative thinking scores of students in art and non-art education differ significantly? The method was a causal-comparative research design. Participant students (N = 456, meanage = 16–21) were equivalent regarding some variations; as education disciplines and ages. While however, the art and non-art education students were the domain-specific was art education students, the and domaingeneral,was non-art education students respectively. The present study determined a significant difference between domain-specific and domain-general on creative thinking scores in favor of the non-art education students in the range of ages 16 to 21. The study concluded that alternative instruments with domain-specific content needed to measure individuals’ creative thinking in the domain-specific. This study suggested future research to conduct creativity measurement comparatively individuals in different age ranges and domains fields.

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Section: A Rapid Review Of the Literaturesupporting

confidence: 90%

Section: A Rapid Review Of the Literaturementioning

confidence: 99%

A Comparison Study From a Creative Thinking Perspective in Different Domains as Art Education and Non-Art Education Students

Ülger

2023

Creativity Studies

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“…Creativity is usually considered as the production of new and useful ideas or solutions to prob-lems (Woerkum et al, 2007). It can be said that originality, flexibility, breaking boundaries, independence and unconventionality are universal criteria that represent creativity (Ulger, 2020). Many authors in this field have stated that challenging, innovation, and broadening are important features to predict creativity (Runco, 2017):…”

Section: Silence and Creativity: A Synthesismentioning

confidence: 99%

The Meaning of Silence in Personal Communication: Spiral of Silence or a Stimulant of Creativity?

et al. 2022

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Silence is an important part of communication. Depending on the cultural context, silence can be perceived as positive/desirable or as negative/unwelcome. This ambiguity often leads to misunderstandings with other participants in the communication process. The current study discusses the phenomenon of silence and presents the spiral of communication, as a part of nonverbal communication, and refer to the synthesis of silence and creativity. We approach important questions in our study: is silence in communication linked with creativity. If so, through what mechanism? Does the tension in communication affect silence being used as a mode of escaping from a communication process to avoid conflict, tension and uncomfortable situations? Based on the analysis of the theoretical approaches to these phenomena, we empirically test ordinary least squares mediation models based on responses collected from 416 individuals of Serbian nationality. Our study reveals that silence is used to avoid conflict in communication by reducing the feeling of tension. We note that silence does not affect creativity directly. Rather, it has a marginal effect through reducing tension and avoiding conflict and while having opposite opinions.

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“…This process of moving forward without a template, akin to Sarasvathy’s (2001) concept of “effectuation,” can occur in the direct making of art or in creative work across a wide array of academic disciplines, life experiences, and professional settings. This working definition of art as the process of moving forward without a template dovetails with Beghetto’s (2021) work on creativity as engagement with uncertainty, Glăveanu and Beghetto’s (2020) framing of creativity as engagement with the unfamiliar, and Ulger’s (2020, p. 516) work on assessment that isolates independent or unconventional thinking and flexibility as core attributes of creativity.…”

mentioning

confidence: 91%

Social Exclusion in the Arts: The Dynamics of Social and Economic Mobility Across Three Decades of Undergraduate Arts Alumni in the United States

Whitaker

Wolniak²

2022

Review of Research in Education

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This chapter presents a broad interdisciplinary literature review linking artists’ economic precarity and need for but resistance to entrepreneurial skills, alongside colonial histories, structural racism, and hierarchies of taste in arts organizations. These themes are complemented empirically by engaging data from the Strategic National Arts Alumni Project (SNAAP) to demonstrate indicators of attrition and privilege of arts alumni relative to their participation in the arts workforce. Meaningfully different associations across racial/ethnic groups are uncovered, showing structural exclusion of Black arts alumni in particular, in addition to other intersectional dynamics. This chapter underscores the importance of addressing student debt, the potential of creative pedagogies across the curriculum, and the need for imaginative approaches to renewed public funding of art and artists.

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A Review of the Criteria of the Prediction of Students’ Creative Skills in the Visual Arts Education

Cited by 6 publications

References 43 publications

A Comparison Study From a Creative Thinking Perspective in Different Domains as Art Education and Non-Art Education Students

A Comparison Study From a Creative Thinking Perspective in Different Domains as Art Education and Non-Art Education Students

The Meaning of Silence in Personal Communication: Spiral of Silence or a Stimulant of Creativity?

Social Exclusion in the Arts: The Dynamics of Social and Economic Mobility Across Three Decades of Undergraduate Arts Alumni in the United States

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