Development of Creative Activity of Prospective Visual Art Teachers

• Authors: Aleksandra Šļahova , Māris Čačka
• Languages of publication: EN

Abstracts

EN

The main task of training secondary school visual art teachers is to develop intelligent, socially active and creative individualities graced by knowledge and skills in pedagogy, psychology and art, as well as by abilities for self-development and self-education. These teachers need well-developed teaching skills and competence, proficiency in promoting their students' acquisition of artistic knowledge and competence in modern art. Besides, they should be able to creatively deal with unusual artistic tasks and to respond to the changes in contemporary art and culture, since alongside the teacher's qualification, these teachers are conferred the Bachelor Degree in Art. Therefore, creative study work is one of the significant stages in the development of professional skills for the prospective secondary school visual art teachers. In order to accomplish the tasks set, the work of the teacher educators should be directed towards the development of student's creative activity, so that they can independently and regularly develop their creative skills. The aim of the study has been stated to work out and theoretically substantiate the model of creative process aimed at facilitation of prospective secondary education art teachers' creative activity.

Keywords

EN

prospective visual art teachers; creativity; creative activity; model of creative process

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2009
• Volume: 11
• Issue: 1
• Pages: 86-96

Dates

published

2009-01-01

online

2009-05-15

Contributors

author

Aleksandra Šļahova

• Daugavpils University, Latvia

author

Māris Čačka

• Daugavpils University, Latvia

References

• Glück, J., Ernst, R., & Unger, F. (2002). How creatives define creativity: Definitions reflect different types of creativity. Creativity Research Journal, 14(1), 55-67. DOI: 10.1207/S15326934CRJ1401_5.[Crossref]
• Groborz, M., & Nęcka, E. (2003). Creativity and cognitive control: Explorations of generation and evaluation skills. Creativity Research Journal, 15(2/3), 183-197.
• Hegel, G. W. F. (1998). Philosophy of fine art. In D. Preziosi (Ed.), The art of art history: A critical anthology (pp. 97-109). Oxford: Oxford University Press.
• Hibnere, V. (1998). Bērna vizuālā darbība. 1. daļa. Pedagogiskā psihologija [Child's visual activity. Part 1. Pedagogical psychology]. Riga: RaKa.
• Fontana, D. (1988). Psychology for teachers (2nd ed.). Palgrave Macmillan: Hong Kong.
• James, K., & Asmus, C. (2000-2001). Personality, cognitive skills, and creativity in different life domains. Creativity Research Journal, 13(2), 149-159.
• Ikere, Z. (2008). Human being as a creative differentiator of the logos of life. In A.-T. Tymieniecka (Ed.), Analecta Husserliana XCV (pp. 9-22). Kluwer Academic Publishers.
• Keršenšteiners, G. (1925). Audzinātāja dvēsele un skolotāju izglītības jautājums [Educator's soul and question of teacher education]. Rīga: Izglītības Ministrijas izdevums.
• Lonergan, D. C., Scott, G. M., & Mumford, M. D. (2004). Evaluative aspects of creative thought: Effects of appraisal and revision standards. Creativity Research Journal, 16(2/3), 231-246. DOI: 10.1207/s15326934crj1602&3_7.[Crossref]
• Lubart, T. I. (2000-2001). Models of the creative process: Past, present and future. Creativity Research Journal, 13(3/4), 295-308.
• Lubart, T. I., & Georgsdottir, A. (2004). Creativity: Developmental and cross-cultural issues. In S. Lau, A. N. N. Hui & G. Y. C. Ng (Eds.), Creativity: When East meets West (pp. 23-54). World Scientific Publishing Co Pte Ltd.
• Mace, M.-A., & Ward, T. (2002). Modelling the creative process: A Grounded Theory Analysis of creativity in the domain of art making. Creativity Research Journal, 14(2), 179-192.[Crossref]
• Mumford, M. D. (2003). Where have we been, where are we going? Taking stock in creativity research. Creativity Research Journal, 15(2/3), 107-120. DOI: 10.1207/ S15326934CRJ152&3_01.[Crossref]
• Norlander, T. (2000-2001). Conceptual convergence in creativity: Incubation and brain disease state. Creativity Research Journal, 13(3/4), 329-333. DOI: 10.1207/S15326934CRJ1334_10.[Crossref]
• Osborn, A. (1953). Applied imagination. New York: Charles Scribner.
• Rostan, S. M. (2006). A young artist's story: Advancing knowledge and the development of artistic talent and creativity in children. In J. C. Kaufman & J. Baer (Eds.), Creative and reason in cognitive development (pp. 244-268). Cambridge University Press. DOI: 10.2277/0521605040.[Crossref]
• Salīte, I. (2006). Aim of education in the context of present and future educational issues: Perspective of teachers. In A. Pipere (Ed.), Education and sustainable development: First steps toward changes (Vol. 1, pp. 390-411). Daugavpils University: Saule.
• Salīte, I., Mičule, I., Kravale, M., Iliško, D., & Stakle, A. (2007). Toward the sustainability in teacher education: Promise of action research. In A. Pipere (Ed.), Education and sustainable development: First steps toward changes (Vol. 2, pp. 263-292). Daugavpils University: Saule.
• Sawyer, K. R. (2006). Explaining creativity. The science of human innovation. Oxford University Press.
• Slahova, A., Savvina, J., Cacka, M., & Volonte, I. (2007). Creative activity in conception of sustainable development education. International Journal of Sustainability in Higher Education, 8(2), 142-154. DOI: 10.1108/14676370710726616.[Crossref]
• Slahova, A., Volonte, I., Cacka, M., & Haw, R. B. H. (2006). Evaluation aspects of creative process. In A. Pipere (Ed.), Education and sustainable development: First steps toward changes (Vol. 1, pp. 149-167). Daugavpils University: Saule.
• Tan, A.-G. (2004). Singapure's creativity education: A framework of fostering constructive creativity. In S. Lau, A. N. N. Hui & G. Y. C. Ng (Eds.), Creativity: When East meets West (pp. 277-304). World Scientific Publishing Co Pte Ltd.
• UNESCO. (1998). UN World Declaration on higher education for the twenty-first century: Vision and action. Article 9: Innovative educational approaches: Critical thinking and creativity. Retrieved February 13, 2008, from
• VanTassei-Baska, J. (2006). Higher level thinking in gifted education. In J. C. Kaufman & J. Baer (Eds.), Creativity and reason in cognitive development (pp. 297-315). Cambridge University Press. DOI: 10.2277/0521605040.[Crossref]
• Varzim, M. (2005). Creativity - stimulus for human development. In R. Urniežus (Ed.), Kūrybos erdves [The spaces of creation] (Vol. 2, pp. 110-115). Lithuania: Shiauliai University.
• Wallas, G. (1926). The art of thought. New York: Harcourt, Brace and Company.
• Вишнякова Н. Ф. (1995). Креативная психопедагогика. Психология творческого обу-чения [Creative psycho-pedagogy. Psychology of creative training]. Минск.
• Кларин М. В. (1995). Инновации в мировой педагогике: Обучение на основе исследова-ния, игры и дискуссии (анализ зарубежного опыта) [Innovations in world pedagogy: Training on the basis of research, games and discussions]. Рига: НПЦ «Экспери-мент».
• Кривцун О. А. (1997). Эстетика как психология искусства [Aesthetics as psychology of art]. Москва: Российский государственный гуманитарный университет.
• Ландау Э. (2002). Одаренность требует мужества: Психологическое сопровождение одаренного ребенка [Endowment demands courage: Psychological support of the gifted child] (пер. с нем.). Москва: Академия.
• Тюрин П.Т. (2001) Введение в психологию дизайнерского творчества [Introduction in Psychology of Design Creativity]. Рига: JUMI.

Identifiers

DOI

10.2478/v10099-009-0035-0