Å støtte kreativitet: Hva som kan påvirke læreren i å fokusere på kreativitet i kunst og håndverk

Brynjar Olafsson

doi:10.7577/formakademisk.3947

Authors

Brynjar Olafsson Universitetet i Sør-øst Norge

DOI:

https://doi.org/10.7577/formakademisk.3947

Keywords:

Kreativitet, utdanningsforskning, kunst og håndverk, grunnskolen

Abstract

The development of children’s creativity has gained more attention in compulsory education in recent years. Both the previous (KL06) and the current (KL20) Norwegian curriculum in art and crafts places great emphasis on creativity. However, there is little research-based knowledge about how to meet the curriculum goals. This article focuses on what can support or hinder art and crafts teachers to focus on creativity. The results from eight interviews conducted in 2018 show that factors such as professional knowledge, economics, school leadership and time could hinder teachers in emphasizing creativity in art and crafts. However, the respondents felt that the curriculum was supportive as it was open and flexible. They were also aware that their own creativity affected the students' work. Furthermore, most respondents found challenges in defining and assessing creativity. The article concludes that it is necessary to support internal factors such as teachers' competence and understanding of creativity, and external factors such as time, access to materials and equipment in order to realize better the goal of developing students' creativity in arts and crafts.

References

Adams, J. W. (2013). A case study: Using lesson study to understand factors that affect teaching creative and critical thinking in the elementary classroom. Drexel University.

Alkhars, D. A. M. A. (2013). Creativity in English language teaching in Kuwait: A TESOL study. University of Exeter.

Alsahou, H. (2015). Teachers’ beliefs about creativity and practices for fostering creativity in science classrooms in the State of Kuwait. University of Exeter.

Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43(5), 997-1013. https://doi.org/10.1037/0022-3514.43.5.997

Amabile, T. M. (1996). Creativity in Context. Westview Press.

Baer, J. (2011). How Divergent Thinking Tests Mislead Us: Are the Torrance Tests Still Relevant in the 21st Century? The Division 10 Debate. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 309-313. https://doi.org/10.1037/a0025210

Baer, J. (2012). Domain specificity and the limits of creativity theory. The Journal of Creative Behavior, 46(1), 16-29. https://doi.org/10.1002/jocb.002

Baer, J., Kaufman, J. C., & Gentile, C. A. (2004). Extension of the consensual assessment technique to nonparallel creative products. Creativity Research Journal (16), 113-117. https://doi.org/10.1207/s15326934crj1601_11

Baer, J., & McKool, S. S. (2009). Assessing Creativity Using the Consensual Assessment Technique. In C. Schreiner (Ed.), Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education. Information Science Reference. https://doi.org/10.4018/978-1-60566-667-9.ch004

Beghetto, R. A. (2017). Creativity in Teaching. In J. C. Kaufman & V. P. Glavenau (Eds.), Cambridge Handbook of Creativity Across Different Domains. Cambridge University Press. https://doi.org/10.1017/9781316274385.030

Beghetto, R. A., & Kaufman, J. C. (2007). Toward a Broader Conception of Creativity: A Case for “mini-c” Creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73-79. https://doi.org/10.1037/1931-3896.1.2.73

Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High ability studies, 25(1), 53-69. https://doi.org/10.1080/13598139.2014.905247

Beghetto, R. A., Kaufman, J. C., & Baer, J. (2015). Teaching for creativity in the common core classroom. Teachers College Press.

Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25-56. https://doi.org/10.1016/j.edurev.2017.10.003

Bolden, D. S., Harries, T. V., & Newton, D. P. (2010). Pre-Service Primary Teachers' Conceptions of Creativity in Mathematics. Educational Studies in Mathematics, 73(2), 143-157. https://doi.org/10.1007/s10649-009-9207-z

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053

Collins, M. A., & Amabile, T. M. (1999). Motivation and creativity. In R. J. Sternberg (Ed.), Handbook of creativity. Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.017

Colman, A. M. (2008). Oxford Dictionary of Psychology. Oxford University Press.

Craft, A. (2000). Creativity across the primary curriculum, framing and developing practice. Routledge.

Craft, A. (2006). Fostering creativity with wisdom. Cambridge Journal of Education, 36(3), 337-350. https://doi.org/10.1080/03057640600865835

Craft, A. (2011). Creativity and education futures: Learning in a digital age. Trentham Books.

Creswell, J. (1998). Qualitative Inquiry and Research Design. Choosing Among Five Traditions. Sage Publications.

Crow, B. (2008). Changing conceptions of educational creativity: a study of student teachers’ experience of musical creativity. Music Education Research, 10(3), 373-388. https://doi.org/10.1080/14613800802280126

Csikszentmihalyi, M. (1999). A Systems Perspective on Creativity. In R. J. Sternberg (Ed.), Handbook of Creativity (pp. 313-335). Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.018

Dahl, T., & Østern, T. P. (2019). Dybde//læring med overflate og dybde. In Dybde//læring – en flerfaglig, relasjonell og skapende tilnærming [Depth//learning – a multidisciplinary, relational and creative approach]. Universitetsforlaget.

Dale, E. L., Engelsen, B. U., & Karseth, B. (2011). Kunnskapsløftets intensjoner, forutsetninger og operasjonaliseringer: En analyse av en læreplanreform: Sluttrapport [Knowledge promotion's intentions, assumptions and operationalisations: An analysis of a curriculum reform: Final report]. Universitetet i Oslo.

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education - A systematic literature review. Thinking Skills and Creativity, 8, 80-91. https://doi.org/10.1016/j.tsc.2012.07.004

Fantasi [Imagination]. (n.d.). I Store norske leksikon, snl.no. https://snl.no/fantasi

Gergen, K. J. (2015). An invitation to social construction. SAGE publications. https://doi.org/10.4135/9781473921276

Gilje, Ø., Landvald, Ø. L., & Ludvigsen, S. (2018). Dybdelæring – historisk bakgrunn og teoretiske tilnærminger [Deep learning – historical background and theoretical approaches]. Bedre skole, 30(4), 22-27. https://www.utdanningsnytt.no/files/2019/06/27/Bedre%20Skole%204%202018.pdf

Glaveanu, V. P., Hanchett Hanson, M., Baer, J., Barbot, B., Clapp, E. P., Corazza, G. E., Hennessey, B., Kaufman, J. C., Lebuda, I., Lubart, T., Montuori, A., Ness, I. J., Plucker, J., Reiter‐Palmon, R., Sierra, Z., Simonton, D. K., Neves‐Pereira, M. S., & Sternberg, R. J. (2019). Advancing Creativity Theory and Research: A Socio‐cultural Manifesto. The Journal of Creative Behavior. https://doi.org/10.1002/jocb.395

Goodlad, J. I., Klein, M. F., & Tye, K. A. (1979). The Domains of Curriculum and Their Study. In T. H. Q. a. M. Hennelly (Eds.), Curriculum Inquiry: The Study of Curriculum Practice (pp. 43-76). McGraw-Hill Book Company.

Gulliksen, M., & Hjardemaal, F. R. (2014). Choosing Content and Methods: Focus Group Interviews with Faculty Teachers in Norwegian Pre-Service Subject Teacher Education in Design, Art, and Crafts. Scandinavian Journal of Educational Research, 60(1), 1-19. https://doi.org/10.1080/00313831.2014.967809

Helfand, M., Kaufman, J. C., & Beghetto, R. A. (2016). The Four C Model of Creativity: Culture and Context. In V. P. Glavenau (Ed.), The Palgrave handbook of creativity and culture research. Palgrave.

Hennessey, B. A. (2017). Intrinsic motivation and creativity in the classroom. Have we come full circle? In R. A. Beghetto & J. C. Kaufman (Eds.), Nurturing creativity in the classroom (pp. 329-361). Cambridge University Press. https://doi.org/10.1017/CBO9780511781629.017

Hong, E., Hartzell, S., & Greene, M. (2009). Fostering creativity in the classroom: Effects of teachers’ epistemological beliefs, motivation, and goal orientation. Journal of Creative Behavior, 43(3), 192-208. https://doi.org/10.1002/j.2162-6057.2009.tb01314.x

Kaufman, J. C. (2016). Creativity 101. Springer Publishing Company. https://doi.org/10.1891/9780826129536

Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13(1), 1-12. https://doi.org/10.1037/a0013688

Kozbelt, A., Beghetto, R. A. & Runco, M. A. (2010). Theories of Creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge Handbook of Creativity (s. 20-47). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.004

Kreativitet [Creativity]. (14. februar 2009). In Store norske leksikon. https://snl.no/kreativitet

Kunnskapsdepartementet. (2006). Læreplanverket for Kunnskapsløftet [The Curriculum for the Knowledge Promotion]. Kunnskapsdepartementet og Utdanningsdirektoratet.

Kunnskapsdepartementet. (2017). Overordnet del – verdier og prinsipper [General part – values and principles]. https://www.regjeringen.no/contentassets/37f2f7e1850046a0a3f676fd45851384/overordnet-del---verdier-og-prinsipper-forgrunnopplaringen.pdf

Lutnæs, E. (2018). Creativity in assessment rubrics. In E. Bohemia, A. Kovacevic, L. Buck, P. Childs, S. Green, A. Hall & A. Dasan, (Eds). Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE 2018) Dyson school of design engineering, Imperial College, London. 6th - 7th September 2018 (pp. 506-511). The Design Society.

Meyer, A. A., & Lederman, N. G. (2013). Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms. School Science and Mathematics, 113(8), 400-409. https://doi.org/10.1111/ssm.12039

Miles, M., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: a methods sourcebook. SAGE publications.

Olafsson, B. (2020). Norwegian art and craft teachers’ conceptions of creativity. Journal for research in arts and sports education, 4(1). https://doi.org/10.23865/jased.v4.1700

Olafsson, B., & Gulliksen, M. S. (2018). Kreativitet i begynneropplæringen. In E. Michaelsen & K. Palm (Eds.), Den viktige begynneropplæringen [The important initial training] (s. 249-266). Universitetsforlaget.

Robinson, K., & Aronica, L. (2015). Creative schools : the grassroots revolution that's transforming education. Viking.

Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24(1), 92-96. https://doi.org/10.1080/10400419.2012.650092

Sawyer, R. K. (2012). Explaining crativity, the science of human innovation. Oxford University Press.

Sawyer, R. K. (2013). Zig Zag: The Surprising Path to Greater Creativity. Jossey Bass Ltd.

Shaheen, R. (2011). The place of creativity in Pakistani primary education system: An investigation into the factors enhancing and inhibiting primary school children's creativity. University of Birmingham.

SSB. (2015). Kompetanseprofil i grunnskolen. Hovedresultater 2013/2014 [Competence profile in primary school. Main results 2013/2014]. Statistisk Sentralbyrå. https://www.ssb.no/utdanning/artikler-og-publikasjoner/_attachment/197751?_ts=148a1618d30

Sternberg, R. J. (2012). The Assessment of Creativity: An Investment-Based Approach. Creativity Research Journal, 24(1), 3-12. https://doi.org/10.1080/10400419.2012.652925

Tanggaard, L. (2011). Stories about creative teaching and productive learning. European Journal of Teacher Education, 34(2), 219-232. https://doi.org/10.1080/02619768.2011.558078

Thorsteinsson, G., & Olafsson, B. (2013). Viðhorf kennara til ákvarðanatöku nemenda í hönnun og smíði [Teachers attitude to students design desicions in design and crafts]. Netla, veftímarit um uppeldi og menntun. http://netla.hi.is/vidhorf-kennara-til-akvardanatoku-nemenda-i-honnun-og-smidi

Torrance, E. P. (1966). Torrance tests of creativity thinking. Personal Press.

Treffinger, D. J., Young, G., Selby, E., & Shepardson, C. (2002). Assessing Creativity: A Guide for Educators. Center for Creative Learning.

Utdanningsdirektoratet. (2019a). Dybdelæring. https://www.udir.no/laring-og-trivsel/dybdelaring/.

Utdanningsdirektoratet. (2019b). Læreplan i kunst og håndverk. https://data.udir.no/kl06/v201906/laereplaner-lk20/KHV01-02.pdf?lang=nob.

Vygotsky, L. S. (2004). Imagination and Creativity in Childhood. Journal of Russian and East European Psychology, 42(1), 7-97. (Original work published 1967) https://doi.org/10.1080/10610405.2004.11059210

Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Harvard University Press.

Vygotsky, L. S. (1995). Fantasi och kreativitet i barndomen [Imagination and creativity in childhood]. Daidalos.

Walberg, H. J. (1988). Creativity and talent as learning. In The nature of creativity: Contemporary psychological perspectives. (pp. 340-361). Cambridge University Press.

Wells, G., & Claxton, G. (2002). Introduction: Sociocultural Perspectives on the Future of Education. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century. Blackwell. https://doi.org/10.1002/9780470753545.ch1