Developing Creative Thinking Through an Integrated Arts Programme for Talented Children

Abstract

The Schmerenbeck Multi-Racial Educational Centre provides extra-mural enrichment to challenge gifted and talented children. In terms of a broader concept of identification, the Centre differentiated a Creative Arts Programme for talented children which has been in operation since 1983. This aims to extend children beyond their technical competence to develop creative excellence; to encourage psychological growth in developing perceptual, cultural, social and self-awareness; to develop aesthetic judgement, critical thinking and self-evaluation; and to develop metacognitive processes.The design of the programme includes workshops in several art disciplines (fine art, dance, music, drama, writing, etc.); Integrative Courses (Communication, Study, Thinking, Research Skills); and Integrated Art (Creativity) workshops. This paper discusses the nature and development of creative thinking in relation to expression and communication in the arts based on the results of an evaluation study of an Integrated Arts Programme. In the Integrated Arts Workshops, professional artists and teachers are brought into contact with groups of talented children to give exposure, encourage participation and develop understanding of the nature of creative thinking as expressed through different art forms. Herein, a concept or idea, initiated by the children, is explored through sensory stimulation (developing perceptual skills); through creative problem-solving (developing cognitive processes); and through reflection (developing affective processes).

Cultural Influence on Creativity: The Relationship between Asian Culture (Confucianism) and Creativity among Korean Educators

“…Gender Inequality and Gender Role Expectations are exemplified by the EWPS items: "A man should be the head of the household," "An obedient woman is better than a willful woman," and "I would worry if my daughter never married." The present study found that Gender Inequality and Gender Role Expectations are negatively related to creativity, which is consistent with previous studies in that rigid gender roles are creativity inhibitors (Eriksson, 1989;Grant, 1973;Jellen & Urban, 1986;e.g., Fielding, 1983).…”

Creativity and Confucianism Among American and Korean Educators

“…Gender role expectations includes item 7 (It is inappropriate for husband to hug his wife in front of his parents), item 8 (A man who talks to his wife about his life outside the home is not considered a real man), and item 41 (A married man should put his parents' wishes above his wife's). The negative relationships between creativity and gender inequality as well as gender role expectations are consistent with previous studies in that valuing masculinity and rigid gender roles inhibit creativity (Eriksson, 1989;Fielding, 1983;Grant, 1973;Jellen & Urban, 1986;William & McGuire, 2005). Creativity requires expression of male and female characteristics within the individual, and this characteristic is contradictory to Confucianism's prejudice against gender role expections and gender inequality.…”

Exploring the Interactions between Asian Culture (Confucianism) and Creativity

“…Jellen and Urban (1986) found that some environmental conditions such as sexual bias, organizational structure, and socio-cultural stratifications can hinder creative potential. Furthermore, Eriksson (1989) claimed that it is necessary to overcome inhibitions to creativity such as limiting ways of viewing the world, stereotypes, and a judgmental atmosphere.…”