Journal directory listing - Volume 64 (2019) - Journal of Research in Education Sciences【64(1)】March
Directory
Relationships Between the Creativity, Academic Achievement, and Art Performance of Artistically Gifted Senior High School Students
Author: Yu-Fong Pan(Department of Special Education, National Taiwan Normal University)
Vol.&No.：Vol. 64, No.1
Date：March 2019
Pages：267-285
DOI：10.6209/JORIES.201903_64(1).0010
Abstract：
Based on Amabile’s three models of creativity, this study addresses the differences and relationships between the creativity, academic achievement, and art performance of artistically gifted senior high school students. The possible predictive power of creativity and academic achievement for art performance is also explored. A survey was used to collect the test results in creativity, academic subjects, and art performance of 84 artistically gifted students from three senior high schools. The following conclusions were drawn from the results of the study: (1) Differences were noted between schools in terms of academic subjects taught and the art performance of students. (2) Creativity had a low to moderate correlation with art performance. Art performance and creativity had partially significant correlations with academic subjects taken. (3) The analysis results revealed that creativity and academic grades could affected the art performance of students. Creativity had significant explanatory power for art performance. The higher the level of creativity was, the better the art performance of students was. Moreover, grades in academic subjects had significant explanatory power for art performance. Academic grades had predictive power for art performance. The results of this study suggest that achievement in academic subjects is related to performance in artistic disciplines. Disciplines requiring artistic talent should therefore be included in the graded subjects. In conclusion, fine art talent should be considered an academic achievement.
Keywords：academic achievement, art performance, artistically gifted senior high school students, creativity
《Full Text》
References：
- 李乙明（2006）。陶倫斯創造思考測驗圖形版（TTCT）指導手冊。臺北市：心理。 【Lee, I.-M. (2006). Torrance tests of creative thinking manual for scoring and interpreting results. Taipei, Taiwan: Psychological.】
- 吳靜吉、高豐泉、王敬仁、丁興祥（1981）。拓弄思圖形創造思考測驗指導及研究手冊（甲式）。臺北市：遠流。 【Wu, C.-C., Kau, F.-H., Wang, G.-Z., & Ding, S.-S. (1981). Torrance tests of creative thinking manual for scoring and interpreting results (Forms A). Taipei, Taiwan: Yuan-Liou.】
- 吳靜吉、陳甫彥、郭俊賢、林偉文、劉士豪、陳玉樺（1998）。新編創造思考測驗─教育部六年計畫報告書。臺北市：教育部。 【Wu, C.-C., Chen, E.-H., Kuo, G.-C., Lin, W.-W., Liou, S.-H., & Chen, E.-H. (1998). The new tests of creative thinking. Taipei, Taiwan: Ministry of Education.】
- 邱皓政（2014）。創造力的測量與共識衡鑑。教育資料集刊，30，267-298。 【Chiou, H.-J. (2014). Measurement and consensus assessment of creativity. Bulletin of Educational Resources and Research, 30, 267-298.】
- 侯禎塘（2010）。創意藝術表達活動於國小美術班學生創造力與情意輔導之研究。特殊教育與輔助科技學報，1，57-79。doi:10.6684/JRSEAT.201004.1.57 【Hou, C.-T. (2010). A study of creative art expression activities on creativity and affection for elementary school children with artistic talent. Journal of Research in Special Education and Assistive Technology, 1, 57-79. doi:10.6684/JRSEAT.201004.1.57】
» More
- 李乙明（2006）。陶倫斯創造思考測驗圖形版（TTCT）指導手冊。臺北市：心理。 【Lee, I.-M. (2006). Torrance tests of creative thinking manual for scoring and interpreting results. Taipei, Taiwan: Psychological.】
- 吳靜吉、高豐泉、王敬仁、丁興祥（1981）。拓弄思圖形創造思考測驗指導及研究手冊（甲式）。臺北市：遠流。 【Wu, C.-C., Kau, F.-H., Wang, G.-Z., & Ding, S.-S. (1981). Torrance tests of creative thinking manual for scoring and interpreting results (Forms A). Taipei, Taiwan: Yuan-Liou.】
- 吳靜吉、陳甫彥、郭俊賢、林偉文、劉士豪、陳玉樺（1998）。新編創造思考測驗─教育部六年計畫報告書。臺北市：教育部。 【Wu, C.-C., Chen, E.-H., Kuo, G.-C., Lin, W.-W., Liou, S.-H., & Chen, E.-H. (1998). The new tests of creative thinking. Taipei, Taiwan: Ministry of Education.】
- 邱皓政（2014）。創造力的測量與共識衡鑑。教育資料集刊，30，267-298。 【Chiou, H.-J. (2014). Measurement and consensus assessment of creativity. Bulletin of Educational Resources and Research, 30, 267-298.】
- 侯禎塘（2010）。創意藝術表達活動於國小美術班學生創造力與情意輔導之研究。特殊教育與輔助科技學報，1，57-79。doi:10.6684/JRSEAT.201004.1.57 【Hou, C.-T. (2010). A study of creative art expression activities on creativity and affection for elementary school children with artistic talent. Journal of Research in Special Education and Assistive Technology, 1, 57-79. doi:10.6684/JRSEAT.201004.1.57】
- 高震峰（2001）。我國大學美術類相關科系學生入學學術科考試與大學學業成就之相關性研究─以台北市立師範學院美勞教育系為例。藝術教育研究，2，1-35。 【Kou, G.-F. (2001). A study on the correlation between the academic entrance examination and the academic achievement of college students – A case study of art education department of Taipei City Education University. Art Education Research, 2, 1-35.】
- 國立編譯館（主編）（2000）。教育大辭書。臺北市：文景。 【National Institute for Compilation and Translation (editor) (2000). Education dictionary. Taipei, Taiwan: Winjoin.】
- 張世彗（2013）。創造力：理論、技法與教學（二版）。臺北市：五南。 【Chang, S.-H. (2013). Creativity: Theory, skill and instruction (2nd ed.). Taipei, Taiwan: Wu-Nan Book.】
- 教育部（1997）。高級中等以下學校藝術才能班設立標準。臺北市：作者。 【Ministry of Education. (1997). Setting standards in the art talent classes of senior high schools. Taipei, Taiwan: Author.】
- 教育部（2013）。身心障礙與資賦優異學生鑑定辦法。臺北市：作者。 【Ministry of Education. (2013). Methods for identifying students with special needs and gifted students. Taipei, Taiwan: Author.】
- 陳龍安（2006）。創造思考教學的理論與實際（六版）。臺北市：心理。 【Chen, L.-A. (2006). The theories and practice of creative thinking instruction (6th ed.). Taipei, Taiwan: Psychological.】
- 蔡永彬（2016，3月3日）。12年國教毀美術班，台師大附中申請停招。蘋果日報。取自https://tw.appledaily.com/new/realtime/20160320/820017/ 【Tsai, U.-B. (2016, March 3). 12 years of national education destroyed the art classes, the affiliated senior high school of National Taiwan Normal University attached to the closure of art classes. Apple Daily. Retrieved from https://tw.appledaily.com/new/realtime/20160320/820017/】
- 劉宣谷（2015）。數學創造力的文獻回顧與探究。臺灣數學教育期刊，2（1），23-40。doi:10.6278/tjme.2050313.002 【Liu, G.-X. (2015). Survey and discussion of mathematical creativity. Taiwan Mathematics Education Journal, 2(1), 23-40. doi:10.6278/tjme.2050313.002】
- Gardner, H.（2000）。再建多元智慧─21世紀的發展前景與實際應用（李心瑩，譯）。臺北市：遠流。（原著出版於1999年） 【Gardner, H. (2000). Intelligence reframe-prospects and practical application of the 21st century (S.-I. Lee, Trans.). Taipei, Taiwan: Yuun-Liou. (Original work published 1999)】
- Locher, P. J.（2014）。視覺藝術家如何創作（蔡淑君，譯）。載於潘裕豐（主編），創造力理論與當代議題面面觀（pp. 7-1-7-13）。臺北市：華騰。（原著出版於2010年） 【Locher, P. J. (2014). How does a artist visual creat an antwork? (S.-C. Tsai, Trans.). In Y.-F. Pan (Eds.), The handbook of creativity (pp. 7-1-7-13). Taipei, Taiwan: Farterng. (Original work published 2010)】
- Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview.
- Baer, J. (1996). Does artistic creativity decline during elementary school? Psychological Report, 78, 927-930.
- Bigger, A. T. (2015). Creativity, students, and art education: An action research project on how learner-directed art education affects students’ creativity (Unpublished doctoral dissertation). The George Washington University, Washington, DC.
- Black, J., & Browning, K. (2011). Creativity in digital art education teaching practices. Art Education, 64(5), 19-34. doi:10.1080/00043125.2011.11519140
- Clark, G. A., & Zimmerman, E. (1992). Issues and practices related to identification of gifted and talented students in the visual arts. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut.
- Costantino, T., Kellam, N., Cramond, B., & Crowder, I. (2010). An interdisciplinary design studio: How can art and engineering collaborate to increase students’ creativity? Art Education, 63(2), 49-53. doi:10.1080/00043125.2010.11519062
- Feist, G. J. (1999). The influence of personality an artistic and scientific creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 273-296). Cambridge, UK: Cambridge University Press.
- Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Book.
- Gilroy, A. (2006). Art therapy, research and evidence-base practice. Thousand Oaks, CA: SAGE.
- Hocevar, D. (1976). Dimensionality of creativity. Psychological Reports, 39, 869-870.
- Kang, H.-K. (2009). Development of gifted high school students’ creativity based on synchronization theory (Unpublished master’s thesis). University of Calgary, Calgary, Canada.
- Kaufman, J. C., Cole, J. C., & Baer, J. (2009). The construct of creativity: A structure model for self-report creativity ratings. Journal for Creative Behavior, 43, 119-134.
- Kaufman, J. C., & Sternberg, R. J. (2010). The Cambridge handbook of creativity. Cambridge, UK: Cambridge University Press.
- Malchiodi, C. A. (2007). Art therapy sourcebook. New York, NY: McGraw-Hill.
- Morris, C. B. E. (2011). Creativity, imagination, and innovation in art education. Art Education, 64(1), 3. doi:10.1080/00043125.2011.11519103
- Rhyne, J. (1980). Gestalt of art therapy. In J. A. Rubin (Ed.), Approaches to art therapy theory and technique (pp. 212-230). New York, NY: Routledge.
- Stavridi, S. (2015). The role of interactive visual art learning in development of young children’s creativity. Creative Education, 6(21), 2274-2282. doi:10.4236/ce.2015.621235
- Torrance, E. P. (1974). Torrance tests of creative thinking. Lexington, MA: Personnel Press.
- Weisberg, R. W. (1999). Creativity and knowledge: A challege to theories. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 226-250). Cambridge, UK: Cambridge University Press.
- Williamson, J. J. (2014). How to foster creativity in a secondary art education classroom through teacher-action research (Unpublished master’s thesis). University of California State University, Los Angeles, CA.