Understanding creativity varies according to different theoretical views and practices. In comparison to the creative nature of artificial intelligence, which mimics the logic of originality and efficiency or usefulness, human creativity is characterized by authenticity, intentionality, and intrinsic motivation. We can encourage it in adolescents as part of art education by developing concepts and ideas and connecting art with everyday life or their immediate reality.
In the theoretical part of the master's thesis, we first presented the field of research on creativity from the perspective of various factors and the possibilities of measuring or evaluating creativity based on them. We then focused on creativity in education, the possibilities of encouraging and developing creativity from the perspective of the creative process as a form of artistic expression or solving of a problem, and the creative product as a work of art or a solution to an art problem.
In the empirical part, we researched the perception of creativity in general and in relation to art education of ninth-graders, the possibilities of encouraging creativity from the perspective of implementing didactic principles and the method of art-pedagogical concept, the usefulness of evaluating creativity for further encouragement and development of creativity, and the development of perception and recognition of the specifics of art concepts through the process of establishing connections with direct reality or everyday life.
Ninth-grade students generally associate creativity with originality, idea generation, imagination, and intrinsic motivation. During art classes, they feel creative when they create new ideas, gain new experiences, and go beyond their previous work. We can foster creativity with the help of evaluation, whether by the art teacher, self-evaluation or peer evaluation. This way we gain insight into students' perception and recognition of their own creativity and the creativity of others, and identify their strengths and weaknesses, which we can take into account when further encouraging and developing creative work. Ninth graders found it easiest to evaluate based on the criteria of appropriateness, as it is derived from the criteria of the art assignment, which were clearly defined. From this, we conclude that it is reasonable to include certain criteria for creativity in the goals and criteria of the art assignment, and to gradually familiarize students with said criterial, i. e. teach students about creativity.
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