After Six Decades of Systematic Study of Creativity: What Do Teachers Need to Know About What It Is and How It Is Measured?

Abdulla, Ahmed M.; Cramond, Bonnie

doi:10.1080/02783193.2016.1247398

Cited by 33 publications

(23 citation statements)

References 150 publications

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“…Since creativity is under researched in the events sector, literature pertaining to creativity in other areas was used to formulate the methodology of the Creativity in Events research project. It was discovered that the creativity literature falls into two main areas: firstly, focus on the individual and their creativity, especially in an educational context and the development of psychometric tests (Guilford, 1950;Abdulla and Cramond, 2017). Secondly, and more recently, the focus has been on the organisation or team in a business context, which identifies expertise, creative thinking skills and motivation (Amabile, 1982).…”

Section: Methodsmentioning

confidence: 99%

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Creativity in events: the untold story

Jackson

Morgan

Laws

2018

IJEFM

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Purpose The purpose of this paper is to report on untold stories that not only illustrate the creativity but also complexity of working in outdoor events. There has been global interest in the creative industries and the creative economy more generally. Events have not been identified or categorised as part of this. Experiences have been identified as part of the creative sectors (NESTA, 2006) and events are seen as experiences (Jackson, 2006; Berridge 2007). There has been little research undertaken about the creative nature of event experiences, especially in how they are created. Design/methodology/approach A theoretical framework was created from literature on creativity more generally to inform the Creativity in Events research project. Interviews with those working in the outdoor events sector were the basis of the qualitative stage of the research project investigating the phenomenon of creativity in events. Findings This paper identifies the core facets of creativity in the management of outdoor events. These were fluency, originality, imagination, elaboration, environment and complexity. A vignette is used to illustrate the intricacy of the nature of creativity in the production of outdoor event experiences. The overall findings were that event management was both creative and pragmatic and that both are necessary. There was a need for a creative environment with processes and familiarity that aided inspiration and originality. Originality/value The background and findings are relevant to recognising events as part of the wider creative economy. A greater understanding of the nature of creativity in events informs both education and practice.

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Section: Methodsmentioning

confidence: 99%

“…In the academic literature the focus has been upon an individual's creativity in an educational context (Sternberg, 2012;Abdulla and Cramond, 2017). This literature has been used as a basis for building the framework for the Creativity in Events research (Table I).…”

Section: Methodsmentioning

confidence: 99%

Creativity in events: the untold story

Jackson

Morgan

Laws

2018

IJEFM

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“…Due to its complexity, there is no instrument that can measure the construct of creativity directly or holistically (Lucas, 2016). This makes many scholars agree that those who are able to work creatively is the people who have the high level of intelligence (Abdulla & Cramond, 2017). In a simple way, it can be explained that creativity appears in a set of the idea, the mix of feelings, words, and the behaviours that link each other to solve a problem or accomplish a task (Konstantinidou, Zisi, Katsarou, & Michalopoulou, 2015).…”

Section: Disscussionmentioning

confidence: 99%

Systematical Review and Exploration of the aspect of Creativity in the Context of Education

Tae

Ramdani

Prakoso

et al. 2018

ICEAP Proceeding Book Vol 1

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The success of learning in school is determined by the ability to find and use effective learning strategies or in this case the term creativity is used. Creativity is not only an important element in solving a problem but also an indicator that individuals have Higher Levels of Excellence Functions in a good category. The existence of creativity character is one of the issues that has not been widely discussed and realized in the context of education, especially in creating an effective learning process. This is partly due to the lack of comprehensive understanding, knowledge and awareness of the images and activities of learning based on creativity. A systematical review approach is used in this study by reviewing and exploring as many as 450 scientific articles based on the results and analysis of three experts who participated in the study. The results of the study show that creativity has a specific model based on aspects of definition, characteristics of creative subjects, supporting factors, inhibiting factors, the domain of creativity and creativity strategies in the school. Furthermore, creativity is also a significant character and has a particular model for students, teachers, and for the school principal.

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“…Creativity is something that is complicated, has many domains and appears in many aspects of human life (Lucas, 2016). This aspect is considered as the highest level of human intelligence because of its originality and uniqueness (Abdulla & Cramond, 2017). The ability of creativity is also used as the basic foundation that has a tendency towards divergent thinking and problem solving (Abdulla & Cramond, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…This aspect is considered as the highest level of human intelligence because of its originality and uniqueness (Abdulla & Cramond, 2017). The ability of creativity is also used as the basic foundation that has a tendency towards divergent thinking and problem solving (Abdulla & Cramond, 2017). The creativity aspect also could be directly linked with one's performance in learning (Zhou, Shen, Wang, Neber, & Johji, 2013).…”

Section: Introductionmentioning

confidence: 99%

Testing the Level of Creativity in Teens Based on the Characteristics of Creativity and Verbal Creativity Tests

Ramdani

Prakoso

Amrullah

et al. 2018

ICEAP Proceeding Book Vol 1

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Creativity is an important aspect of building a good culture of education. With this character, each individual is given the opportunity to develop his potential of intelligence in an actual manner. Good creativity is shown by the learning outcomes that not only focus on improving cognitive abilities but also on the process of solving a problem either by using divergent or convergent thinking skills. This study was carried out using the quantitative description to obtain an overview and the extension of the condition or level of creativity that exists in Indonesian teenagers. The study was conducted using two instruments, namely the Creativity Character Scale consisting of 10 items and a set of Verbal Creativity Tests (TKV) consisting of 6 subtests. The total subjects involved in this study were 470 students who were divided into two groups in which one group got the character scale of creativity while the rest were given the Verbal Ability Test. The results of the study through the acquisition of creativity scores, either from the Creativity Character Scale or Verbal Creativity Tests, describe that there were still many students who have not optimized their creativity. This becomes a serious concern that can be anticipated early by providing information about the importance of creativity. Furthermore, by knowing this, there is a possibility to create a potential instrument that could be effectively and directly used to capturing the condition of one's creativity.

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After Six Decades of Systematic Study of Creativity: What Do Teachers Need to Know About What It Is and How It Is Measured?

Cited by 33 publications

References 150 publications

Creativity in events: the untold story

Creativity in events: the untold story

Systematical Review and Exploration of the aspect of Creativity in the Context of Education

Testing the Level of Creativity in Teens Based on the Characteristics of Creativity and Verbal Creativity Tests

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