NAEP and Policy: Chasing the Tail of the Assessment Tiger

Diket, Read M.; Brewer, Thomas M.

doi:10.1080/10632913.2011.518126

Cited by 7 publications

(3 citation statements)

References 8 publications

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“…Regarding stylistic approach, conservative works follow the traditional conventions of the medium and subject matter (e.g., still life, landscapes, or portraits), whereas unconventional works either develop a unique visual language or merge=remix existing styles (Sands, 2012). Although successful and acclaimed works can contradict these rules of thumb, the aforementioned criteria serve as indicators of increased complexity and deviation from traditional practice within the context of art education (Diket & Brewer, 2011;Ormond, 2001). Following the coding process, pooled-sample t-tests were used to determine the statistical significance of each of the observed changes.…”

Section: Data Codingmentioning

confidence: 97%

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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Section: Data Codingmentioning

confidence: 97%

A Decline in Creativity? It Depends on the Domain

Weinstein¹,

Clark²,

DiBartolomeo³

et al. 2014

Creativity Research Journal

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show abstract

“…Whereas, the creativity in the art can be different regarding disciplines of visual, music, dans etc. For instance, the creativity in visual arts discipline should be needed different assessments (Diket & Brewer, 2011). Because, creative traits in painting can exhibit different characteristics from the other disciplines (Weinstein et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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

Ülger

2020

Creativity Studies

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This study aimed to predict the creativity in the painting area of students in visual arts education. This study reviews conducted on the publications. In this review, eight categories were classified related to the creativity by a hierarchical method as follows: definition, components, assessment, measurement, criteria, tests, scoring, and the art. According to the content analysis, the categories were originality, fluency, flexibility, boundary-breaking independent, unconventionality, and perspective which were determined as universal criteria for general content regarding creativity measurement. However, the aesthetic, technical skill, imagination, elaboration, closure, and idea generation were identified as specific criteria for the creativity measurement regarding the painting in the visual arts education. This review study indicated that the creative skills of students in the visual arts education can be predicted by the criteria in which a combination of the universal and specific criteria inclusively.

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“…The U.S. Department of Education and the National Assessment of Educational Progress arts education framework agree that arts education is essential for complete child development (Diket & Brewer, 2011). NCLB lists the arts under core subjects, but in reality arts education does not appear to be perceived as a valued component of a good education (Chapman, 2005;Dorn, 2005).…”

mentioning

confidence: 99%

Why We Need Arts Education

Roege

Kim

2013

Empirical Studies of the Arts

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This review synthesizes previous research findings regarding the benefits of arts education, particularly in the visual arts, to suggest future educational directions in the United States. It recognizes the current trend in public education emphasizing accountability, which has resulted in diminishing attention to arts education. Participation in arts education may not directly result in improved achievement on standardized tests; however, arts education benefits students in several critical ways, improving students' mental health, self-confidence, and life skills. Arts education also helps foster creativity, and sustains the natural creativity of young children. Suggestions for future research directions in education are discussed.

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NAEP and Policy: Chasing the Tail of the Assessment Tiger

Cited by 7 publications

References 8 publications

A Decline in Creativity? It Depends on the Domain

A Decline in Creativity? It Depends on the Domain

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

Why We Need Arts Education

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