- Journal Details
- First Published
- 16 Apr 2015
- Publication timeframe
- 2 times per year
- Open Access
Together or Separately: Dilemmas of Group Work in Professional Creativity
Page range: 1 - 26
The main purpose of the paper is to provide a concise account of the advantages and disadvantages of group work in the activity of professional artists cooperating in various creative teams. The analyzed data comes from three different sources: the authors’ own experience gained through their work as part of various focus groups, other authors’ research results found in the publications on creatology, and the authors’ own investigative work. The aspects of teamwork (group mind) as well as limitations and drawbacks of team work in groups (group thinking) are discussed in the first part of the paper. The second part describes select results of research conducted over the last few years among Polish female artists and film and theatre directors working on joint projects in creative teams. The study examined the determinants of the women’s creative careers. The final section includes a number of conclusions that aim to answer the question posed in the title of the paper.
- Group work
- Group think
- Creative synergy
- Professional creativity
- Open Access
The Importance of Place in Creative Activity - a Proposal for an Integral Approach
Page range: 27 - 37
The subject of the discussion in this paper is place in the sense of physical space and its role in creative activity. In the text, we emphasize that a physical place is implicitly defined as creative by the people who conduct or have conducted their creative activity there. We emphasize that it promotes a creative lifestyle and poses a challenge for education. We are looking for distinguishing features of creative places and spaces. In the paper, we also present a proposal to analyse creative places using Wilber’s (2007) integral theory and theory of affordance. Starting from the concepts of Florida (2010), Amabile (2019), Oldenburg (1989), and Palasma (2013), we list the conditions that a place should meet to promote creative activity. In the conclusions, we point to the role of creative affordances in education.
- Creative class
- Integral theory
- Open Access
Possible Applications of Arts-Based Research in Creatology Studies
Page range: 38 - 53
The purpose of this paper is to demonstrate the possibilities of using Arts-Based Research (ABR) in creatology studies. This method, which is sometimes also called a paradigm, attracts an increasing attention of researchers from various disciplines. The author presents examples of studies on issues close to creatology conducted using ABR in Poland and abroad, which lead to the conclusion that the method is highly useful for creatology studies. The work analyzes properties of ABR, which are particularly valuable from the viewpoint of research interests of creatology, such as formulating new research problems, stimulating scientists’ motivation, bringing the roles of the researcher and the subjects closer, empowerment of subjects, relationship with art therapy, attractive communication of research results to the social environment, involvement in social issues, and possibility of generating social change. The paper also discusses changing relationships between science and art, because the fundamental property of ABR, from which all unique advantages of that method result but which, at the same time, raises doubts in scientists with a traditional approach, is the fact that it blurs the distinction between those two areas of human activity. Possible uses of ABR in specific research situations in creatology as well as possible related problems are analyzed. The author concludes that ABR may be an answer to the need of methodological search in creatology on condition that one adopts a courageous and unconventional research attitude and is ready to accept certain methodological risk.
- Pedagogy of creativity
- Arts-Baser Research
- Qualitative research
- Open Access
Theoretical Models of Teaching Creativity - Critical Review
Page range: 54 - 72
This paper is an attempt to present selected classifications of models of teaching creativity, which may have been found in literature over the last years. Models of teaching creativity are understood by the authors as well-developed systems of statements, based on a specific theory of creativity and concerning strategies and methods of teaching creative thinking and action, conditions of education, the role of a teacher in that process, and evaluation of education results. The paper describes several classifications of such models, including the authors’ own proposal, and presents a more detailed description of the heuristic model of teaching creativity. In the conclusion, the authors propose a thesis that the issue of methods of teaching creativity is open and the answer to the question about the best teaching methods in that obligation, which is interesting from the pedagogical point of view, should, as in the whole didactics, be answered by teachers, using their knowledge about creativity and its development.
- Didactics of creativity
- Heuristic model of teaching
- Teaching creativity
- Teaching strategies of creativity
- Teaching method of creativity
- Open Access
What do You Really Teach When You Teach Creativity to Adults?
Page range: 73 - 91
As there are obviously numerous understandings of what a “creativity training” is and what it entails in terms of applied curricula and methodologies, it seems worth to consider what type of creativity teaching would be best adjusted and most beneficial for different groups of recipients. Specifically, the paper is devoted to my personal experiences with running open “creativity workshops” (or semester-long “courses”) for a few groups of adults throughout the period of twelve months. The question is posed about the needs and motivations of people searching for such additional classes, which do not constitute any part of their job duties or recommended career-related trainings. Conclusions indicate that more than “teaching creativity,” the main task of an educator of adults, wanting to boost their creativity, would be to support the recipients with transforming their existing creative skills and potential into practice. The role of a trainer is figured out to be more of a “facilitator” or “coach” than a “teacher” identified with formal education and perceived in the classical sense of the term. The primary aim of the described project was not scientific, but because it was a mixture of original exercises with activities proposed in acclaimed creativity textbooks, as a researcher I consider it worthy to share my experience to a wider audience with hope and encouragement that some of the presented solutions or techniques might be applied further.
- Creativity classes
- Creative potential
- Open Access
On Creating My Method of Research in Creators’ Biographies – a Researcher’s Reflection
Page range: 92 - 106
The main objective of this paper is to present the process of preparing and conducting my biographical research regarding creators’ middle-adulthood. My intention in this study is to direct attention towards such an approach to creators’ biographies that in the very process of biographical narrative reconstruction reveals not only the different viewpoints regarding life experiences, but also interpretation of events. First of all, my approach to biographical research did not focus on creators’ life stories, but allowed them to create different tales of their own lives and to show different aspects of their autobiographical experiences related to shaping their own lives. In this paper, I intend to discuss a methodological solution and by this, to show how my research methods developed during the preparation stage, but also during the stages of implementation and preparation of the concept of analysis. A particular challenge, which is the subject of this study, was the strategy that required some aspects of creativity in the process of data collecting. Within the frame of this strategy, the researcher prepared biographical tasks designed in consideration of the poosed research problems. The tasks took a form of diverse forms of activity (verbal, visual) and encouraged respondents to refer to their own life experiences (past), reflect on the present moment (present), consider plans and projects (future), as well as to inspire constructing different stories about life (Lasocińska, 2013; 2017). The result of that was a structure that divided a biographical interview into phases and stages that assume different uses of time periods and diverse biographical reflections. In the following text, I do not focus on the results of my research, which are still being formulated, but focus my attention on concepts and research experiences related to the search for adequate solutions for the chosen topic and to the initial assumptions of the research.
- Creators’ biographies
- Methodological approach
- Creating research
- Different tales
- Open Access
“Self-Perpetuating Mechanism” in Experiences Stimulating Academic Teachers to Creative Didactic Work - Research Report
Page range: 107 - 122
Objective: The main aim of paper is to present results from research concerning creative didactic work understood as consciously taken actions whose aim is to invent/implement and popularize new and valuable teaching strategies, methodical and organizational solutions. The paper presents an area of experiences that stimulate academic teachers to innovative didactic work.
Methods: In a qualitative research conducted with the use of a theoretical-methodological approach of Gruber (1989) titled The Evolving Systems Approach to Creative Work (ESA). In it, the author applied a case study and conducted an Interpretative Phenomenological Analysis (IPA) to contents deriving from semistructured interviews carried out with 13 academic teachers-innovators that for at least 5 years invented/implemented new strategies/methods/techniques/programes/didactic aids in the process of teaching-learning with students.
Results: Such experiences of didactic work as: positive emotions accompanying the process of inventing and implementing creative didactic solutions, good feedback from students, reaching educational goals, and encouragement from: students, co-workers, and significant persons make up the “self-propelling mechanism” for creativity in didactic work.
Conclusions: Each stage of didactic work: from idea through implementation of the solution to its popularization is connected with pleasure and satisfaction taken by teachers. It makes them eager to continue their work in the form of various activities that create an internally related “weave of actions.” Thus, teaching in a creative way becomes a “self-propelling mechanism” thanks to which it is also subject to a process of continuous evolution of it.
- Academic Teachers’ creative didactic work
- Gruber’s ESA approach
- Open Access
A Photograph as Material for Analysis and as a Creative Act. Visual Methods in Social Studies - Reflections and Dilemmas
Page range: 123 - 146
The paper focuses on the issues of implementing visual methods in social sciences. The following discussion consists of three fundamental parts. The introduction contains a description of theoretical and methodological dilemmas characteristic of the implementation of visual data, namely primarily photographic material, in social studies. The subsequent part is a characterization of the author’s research strategy, oriented towards organizing the fieldwork of probation officers using the photographic walk method. The strategy was inspired by the tenets of visual grounded theory. In the final part, the authors present selected conclusions associated with the possibilities and limitations of the developed research strategy. Key issues included in the final section of the paper refer to questions connected with plasticity of narration and image, the role of the researcher as creator and interpreter of photographs, and the process of objectification of empirical material. Using the potential of the photographic walk to fulfil the objective, the authors implemented visual and mobile methods. Collected empirical data includes nine transcripts of long conversations, based on an informal disposition card, a set of 1,500 photographs taken during the walks, as well as field notes. The paper presents reflections, dilemmas, difficulties and observations connected with the implementation of the selected strategy, which showed multidimensionality of conducted studies at the stage of development, organization, analysis and construction of theoretical statements.
- Visual methods
- Visual data
- Photographic walk
- Photography in social studies
- Open Access
The Issue of Assessment Criteria for Performance of Creative Tasks with the Example of the
Odyssey of the Mind
Page range: 147 - 167
Assessment of performance of creative tasks is one of important issues discussed in psychology and pedagogy of creativity. There is no single approach to the best manner of assessment or the determination of explicit assessment criteria. So, how do jurors (judges) cope during competitions? What do they consider when assessing creative efforts? Those issues are discussed in this work. The author studies the
- Assessment criteria
- Assessment of performance of creative tasks
- Competent judge
- Open Access
Searching for Wisdom in Children’s Dialogues: A Mixed Approach in Educational Practice
Page range: 168 - 182
The paper presents an analysis of diagnostic and exploratory the author’s studies carried out in various Polish cities, whose main purpose was to identify and analyze specific manifestations of wisdom (with creativity as its strong predictor) in older preschool children. Such research and analysis of collected research material would only be possible using mixed methods. Integration of quantitative and qualitative analyses enabled the analysis of collected research materials to be more in-depth and broader. Likewise, when drawing wider conclusions, the use of this approach allowed to generalize results. Combination of quantitative and qualitative analysis of the research material also allowed to compare research results against a number of studies and concepts supporting child development, especially in cognitive sphere.
- Pre-school age child
- Educational research
- Open Access
Teachers’ Creative Self-Efficacy, Self-Esteem, and Creative Teaching in Estonia: a Framework for Understanding Teachers’ Creativity-Supportive Behaviour
Page range: 183 - 207
- Teachers’ creative self-efficacy
- Creative teaching
- Open Access
Mapping Adolescents’ Everyday Creativity
Page range: 208 - 229
Spontaneous creative activity among adolescents has been overlooked in creativity literature. This article overviews everyday creativity in adolescence, with a focus on medium-and -long term creative projects conducted in- and out-of-school. Almost one thousand Polish adolescents provided quite detailed descriptions of their creative projects conducted within the last year. These activities were classified, with a particular focus on multiple micro-domains. Students most often described creative behaviors performed outside of school as compared to school-related activities. Likelihood of engaging in creativity within different domains as well as the level of creativity were linked to participants’ creative self-concept, creative mindsets, and personality. Limitations and future directions are discussed.
- Everyday creativity