Creativity at the Crossroads: Pragmatic Versus Humanist Claims in Education Reform Speeches

Katz‐Buonincontro, Jen

doi:10.1080/10400419.2012.726574

Cited by 15 publications

(6 citation statements)

References 24 publications

(18 reference statements)

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“…Concurrently, policy shifts resulting in an emphasis on standardized testing within the United States have led to concern about the development of creative thinking among youth (e.g., Katz-Buonincontro, 2012). Standardized testing initiatives may prove problematic for creativity for several reasons.…”

mentioning

confidence: 98%

A Decline in Creativity? It Depends on the Domain

Weinstein¹,

Clark²,

DiBartolomeo³

et al. 2014

Creativity Research Journal

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Earlier studies using psychometric tests have documented declines in creativity over the past several decades. Our study investigated whether and how this apparent trend would replicate through a qualitative investigation using an authentic nontest measure of creativity. Three-hundred and fifty-four visual artworks and 50 creative writing works produced by adolescents between 1990-1995 and 2006-2011 were assessed. Products were analyzed using a structured assessment method based on technical criteria and content elements. Criteria included in the current investigation (e.g., genre, medium, stylistic approach) are relevant both to the specific media domains and to previously established dimensions of creativity, such as originality and complexity. Results showed strong domain differences: performance in visual arts increased on a variety of indices of complexity and technical proficiency, and performance in writing decreased on indices related to originality and technical proficiency. Findings highlight the value of analysing creativity across domains. The importance of considering cultural and technological changes in characterizing and understanding apparent trends in amount and types of creativity is discussed.

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mentioning

confidence: 98%

A Decline in Creativity? It Depends on the Domain

Weinstein¹,

Clark²,

DiBartolomeo³

et al. 2014

Creativity Research Journal

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“…Student learning about and making art in mobile learning environments can contribute to student creativity, which is an advantageous skill in academics and in life (Sternberg, 2003;Sternberg, Jarvin & Grigorenko, 2009) and is frequently heralded as a defining feature of U.S. education in political speeches (Katz-Buonincontro, 2012). However, mobile application developers should work closely with students and teachers to better design applications around specific learning goals.…”

Section: Discussionmentioning

confidence: 98%

“…Teachers can work with art museums to supplement student learning in the arts, but not every school community has convenient access to museum art collections. Even though reform efforts continue to ignore the relevance of art education to student learning and academic engagement, educational reform speeches made by U.S. politicians such as President Obama posit that student creativity is an essential feature of U.S. public education (Katz-Buonincontro, 2012). Thus, although art education programs have declined, creativity is increasingly heralded as an important feature of U.S. education.…”

Section: The Benefits Of Integrating Arts-based Learning (Back) Into mentioning

confidence: 97%

Integrating the Visual Arts Back into the Classroom with Mobile Applications

Katz‐Buonincontro

Foster

2013

Journal of Digital Learning in Teacher Education

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“…Third, the model assumes that a dedicated curriculum (e.g., in an accounting school or in an art school) could increase both divergent and convergent thinking (Katz-Buonincontro, 2012;West, Tateishi, Wright, & Fonoimoana, 2012). Complementary research would be required to confirm this hypothesis.…”

Section: Discussionmentioning

confidence: 99%

Scholarships versus training for happiness gained from an education in creativity: A dynamic analytical model

Zagonari

2019

Higher Education Quarterly

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This paper presents a mathematical model of the dynamic interrelationships between education, creativity and happiness based on both theoretical insights and evidence from recent empirical neurological studies. In this context, the results are conditional on an individual’s learning effort and risk‐aversion. Specifically, I focus on two main determinants of creativity (divergent and convergent thinking) and compare two main educational policies (scholarships versus unstructured training) with regard to their impacts on the happiness gained from creativity in the general and healthy population. A test is provided by matching the model’s predictions with the results of recent neuroscience research. Numerical simulations suggested that improving convergent thinking is more important than improving divergent thinking for creativity to generate happiness throughout an individual’s life, provided that both divergent and convergent thinking have been achieved to a sufficiently large degree, and that unstructured training (i.e., extra‐curricular activities) in divergent thinking (e.g., in accounting schools) is necessary to reach wealthier students who have more difficulty learning. In contrast, scholarships or unstructured training in convergent thinking (e.g., in art schools) are necessary to reach students who learn easily but who are less wealthy.

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Creativity at the Crossroads: Pragmatic Versus Humanist Claims in Education Reform Speeches

Cited by 15 publications

References 24 publications

A Decline in Creativity? It Depends on the Domain

A Decline in Creativity? It Depends on the Domain

Integrating the Visual Arts Back into the Classroom with Mobile Applications

Scholarships versus training for happiness gained from an education in creativity: A dynamic analytical model

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