In master we investigated creative process of gestural act at students and the influence of music on it. Creativity was already known as one of the topic in antict cultures, some of the lates researchers are Helmholtz, Poincar, Wallas, Wertheimer (1945), Guilford (1967, in Pečjak and Štrukelj, 2013), Torrance, Cox and others (Oblak, 1987). Read (1943, in Oblak, 1987) in the begining of 20. century accentuated the importance of creativity in pedagogic area, with his reforming pedagogy and initiative for efficient art pedagogy.
In master we put additional attention to accomplishment of creativity in interaction music - art manifestation. B. Oblak (1987) in her investigations researched relation music-movement. She denoted it for primal and straightforward reaction. A. N. Kovačev (1995) phonetic and musical expression defines as first manifestation of individual's self-expression. Selan (2014) for individual's first art manifestation declares gesture as intervention lead by tendency of exploration. Discoveries stated above are important in relation gestural painting and music.
Revesz (Čehovin Verč, 1992) declared music as harmony between emotions and intellect. Cockerton, Moore, Norman (1997, in Dolegui, 2013) acknowledged music positive influence on concentration and solving complex cognitive problems. However despite of all studies and discoveries that speak in favor of positive music effect on individual, we can not ignore and overlook other perspective. Results and analysis Hyagga's, Boman's and Enmarker's experiment (2003, in Tišić, Robnik, 2015) labeled music as distraction. As best productive environment for solving cognitive problems declared silence. Perham (2010, in Cutler, 2013) in his researches proved individual's better memorising capacity without music as present environmental element.
Results of empirical part of our investigation speak in favoure of researches that declare positive music influence on cognitive and creative process. Hypothesis 1 (music as environmental element has influence on velocity of creative process) was partly confirmed. Hypothesis 2 (music has influence on flexibility of creative process) and hypothesis 3 (music has influence on realization of following quality criteria of art task; comply characteristics of gestural act at painting (using »dripping« technique…), accomplished »all over« characteristic, integration of complementary contrasts in composition, experimentation with color layers, different materials, textures) were confirmed. Results have shown positive influence of music on flexibility of creative process and quantity and quality of students art works in experimental group. We can conclude that results speak in favour of investigations and studies in area of positive music influence on cognitive and affective spectrum at solving cognitive tasks and fases of creative process.
Main contribution of master to developement of art pedagogy area present confirmation of influence of music on fases of creative process at gestural act and students art works, stimulation of awareness about influence and power of music and broaden field of possible creative manifestation in art clasess and other school subjects.
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