Becoming original: effects of strategy instruction

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• 作者：Marie-Thérèse van de Kamp ; Wilfried Admiraal ; Gert Rijlaarsdam
• 关键词：Creativity ; Divergent thinking ; Strategy instruction ; Visual arts education
• 刊名：Instructional Science
• 出版年：2016
• 出版时间：December 2016
• 年：2016
• 卷：44
• 期：6
• 页码：543-566
• 全文大小：861 KB
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Learning and Instruction
  Education
  
• 出版者：Springer Netherlands
• ISSN：1573-1952
• 卷排序：44

文摘

Visual arts education focuses on creating original visual art products. A means to improve originality is enhancement of divergent thinking, indicated by fluency, flexibility and originality of ideas. In regular arts lessons, divergent thinking is mostly promoted through brainstorming. In a previous study, we found positive effects of an explicit instruction of metacognition on fluency and flexibility in terms of the generation of ideas, but not on the originality of ideas. Therefore, we redesigned the instruction with a focus on building up knowledge about creative generation strategies by adding more complex types of association, and adding generation through combination and abstraction. In the present study, we examined the effects of this intervention by comparing it with regular brainstorming instruction. In a pretest–posttest control group design, secondary school students in the comparison condition received the brainstorm lesson and students in the experimental condition received the newly developed instruction lesson. To validate the effects, we replicated this study with a second cohort. The results showed that in both cohorts the strategy instruction of 50 min had positive effects on students’ fluency, flexibility and originality. This study implies that instructional support in building up knowledge about creative generation strategies may improve students’ creative processes in visual arts education.