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Correlation between Psychomotor Skills and Creativity among Secondary School Students and Future Teachers

100%
HONZÍKOVÁ J., KROTKÝ J.
Edukacja-Technika-Informatyka
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2017
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vol. 8
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issue 2
93-101
EN
The falling level of manual skills of the young generation is one of issues in the 21st century. The existing society asks for creative individuals who can work independently. On the other hand, the manually skilled ones are needed too. The core question of our research was to find out whether the individuals who score high on the test of creativity are at the same time manually skilled. In our opinion, it is important to be creative and manually skilful at once to become successful in these days. To ascertain the relationship between creativity and the level of manual skills, a ran-dom sample was selected from children from a secondary school and students of pedagogy. The presented research deals with research regarding levels of creativity and manual skills at secondary schools, that means in the Czech Republic kids from 10 to 14 years old, and at the faculty of education of teachers-to-be. Readers are acquainted with results of evaluating the students of teaching and the pupils/learners at secondary schools from the point of creative abilities in relation with the level of their manual skills. There was used the Urban´s test of creative thinking to test creativity, the level of psychomotor skills was tested using Testing batteries for psychomotor skills, which was made for the research purpose by as. Prof. Honzíková. Those research results as well as the unique testing battery for psychomotor skills are introduced.
2
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Wspieranie rozwoju kreatywności dziecka jako element praktyki logopedycznej. O możliwych związkach logopedii z pedagogiką twórczości

88%
Galewska-Kustra M.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2016
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issue 14
53-71
PL
Logopedics and pedagogy of creativity are the disciplines whose areas of research interests are different. Some may say that they have nothing in common. The main tasks and goals undertaken by the speech therapists are different from those by creativity educators. Speech therapists’ work is directly connected with prevention and therapy of speech disorders. Creativity educator supports, enhances and develops creative abilities, creative attitude of children, adolescents and adults. However, the goals of creativity education may become a part of the speech therapy practice. This article is an attempt to illustrate the possible relations between pedagogy of creativity and logopedics, and to show the practical ways in which the practice of speech therapy may become an opportunity to develop children’s creativity.
3

ПРОБЛЕМА КРЕАТИВНОСТІ ОСОБИСТОСТІ В НАУКОВИХ ДОСЛІДЖЕННЯХ

75%
Наталія Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
179-187
EN
In the article the problem of the creativity as an important ability to create something new is considered. Based on the analysis of psychological and pedagogical sources, scientific literature and personal experience, an analysis of the concept of “creativity” is carried out. Many approaches to the study of this phenomenon have been studied. The relevance of this topic is noted. Today, education requires professional and creative professionals capable of creative work with schoolchildren and preschool children. This concept is considered by modern foreign and native scientists. An analysis of the literature suggests that this problem acquired the greatest urgency in the twenty-first century. The article describes creativity as an individual’s quality, aimed at creating new solutions, original ideas, creating a new, original product of social importance. It is noted that creativity is divided into intellectual and social and their features are revealed. The opinion of scientists who attribute creativity to the main features of the individual is supported. The content of the concepts of creative personality and creative education is considered. It gives its own definition of what a creative person should be. It is determined that creative abilities are a constituent of creativity of the future teachers of musical art. Creativity is defined as the structure of the personality, which is characterized by the identity and integrity of the totality of such personal qualities as: creative potential, creative activity, creative orientation, creative individuality, initiative, improvisation. Analysis of the literature under study in accordance with the study of creativity helps in creating their own definition of creativity. The author concludes that creativity has many approaches, but the main thing is the desire of the individual to create something, and the creativity of the future teachers of musical art is a creative individuality, a desire to stand out thanks to music. Consequently, the concept of “creativity” has many approaches, but the main thing is the desire of the individual to create something. The use of theoretical materials in the educational process will help to increase interest of the future teachers of musical art in creativity. A promising direction for further scientific research is the creation of methodological recommendations for the development of creativity of the future teachers of musical art.
4

The Development of Future Technology Teachers’ Artistic-Projective Abilities: Foreign Experience

75%
Kurach M.
Comparative Professional Pedagogy
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2016
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vol. 6
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issue 1
28-35
EN
The necessity to form and develop future technology teachers’ creative abilities has been stressed in the article. The psychologic-pedagogical researches of the leading specialists from Europe, the USA and Japan in the field of creative work and creativity have been analyzed. The main problems of the creative artistic-projective abilities development have been determined based on the analysis and synthesis of foreign and native philosophic, pedagogical and psychological literature dedicated to characteristics of such notions as “creative work” and “creativity”. Approaches and conceptions providing students – future technology teachers – with creative activities have been singled out. The gist of psychological mechanism for forming teachers’ creative personality has been established and its basic features have been determined as a result of the world experience of the theory and methods of creative abilities development generalization. The main features are as follows: an independence and an inclination towards divergent behavior; flexibility of thinking and readiness for everything new; motivation for self-actualization; striving for self-expressing and ability to creative work; ability to find out how to set and solve the problems. It has been mentioned that the technology teachers’ artistic-projective activity requires their creative abilities development, which, in their turn, are formed on the ground of well-developed general and special (art, projective, technological, pedagogical) potencies. Therefore, the effectiveness of the students’ art-projective knowledge and skills forming depends upon the extent their general, special and creative abilities have been developed. That is why skillful and pedagogically correct organization of future technology teachers’ artistic-projective activities will inevitably provide the higher qualitatively new level of their creative abilities and creativity.
5

ФОРМУВАННЯ ХОРЕОГРАФІЧНИХ ТВОРЧИХ ЗДІБНОСТЕЙ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

63%
Богута В.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 1(55)
181-190
EN
In the article on the basis of analysis of scientific psychological, pedagogical and art-study literature a genesis of creative abilities is reflected and the condition of development of the problem in pedagogical theory is found out. Contents of the article represent the results of theoretical part of dissertation research. Finding out the condition of the investigated problem by means of method of content analysis gave an opportunity to define the choreographic creative capabilities of primary schoolchildren as synthesis of properties and internals of personality of a junior pupils, which are formed at presence of the special knowledge and abilities, high motivation to converting activity in combination with creative imagination during creation of dancing character and valued attitude toward implementation of own capabilities in the process of choreographic activity. During realization of analytical research the psycho-physiological features (reasons, emotional-value attitude, thinking, memory, imagination, attention processes) of displaying the investigated quality in junior schoolchildren was taken into account, which gave an opportunity to expose and prove that the problem-heuristic type of study is the most effective for forming choreographic creative abilities as an integrated quality. The practical importance of theoretical research of the problem of forming choreographic creative abilities consists in an opportunity to substantiate criteria (emotional-perceptible, basic individual-functional, value-creative), corresponding indexes and levels of forming the outlined phenomenon in the primary schoolchildren (potentially-creative, adaptive-active and passive-reproductive), to offer authorial methods and pedagogical conditions of their realization (creation of pedagogical comfortable educational environment, motivation of creative interpretational and improvisational activity of primary school children in the process of choreographic activity, usage in organization of educational process of choreographic creative associations, innovative forms and methods, enriching experience of searching activity through mastering of general cognitive abilities, integration of choreographic art with other types of aesthetic art (musical, theatrical, graphic) with their stage-by-stage introduction in educational practical activity of children dancing creative associations at out-of-school educational establishments. The prospects of further research consist in the study of constituents of teachers’ training in relation to providing creative development of junior schoolchildren in choreographic activity.
6
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Intermedialne warsztaty twórcze "Przestrzenie Mixmedialne", czyli kształcenie wyobraźni z wyobraźnią

51%
Limont W.
|
2018
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vol. 7
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issue 2
68-88
EN
The paper presents three experiments where metaphorical thinking, visualization and visual art expression were important elements. A characteristic feature of the first experiment was the use of thinking by means of analogy and metaphorical thinking with verbal and visual expressions. In the second experiment related to creative imagination, visual metaphor was dominant. The third experiment was an intermedia creative workshop, in which multimodal metaphors and playing with a specific plot were significant features. Combining physical, virtual and mental spaces as well as moving participants between mixed extended real and virtual spaces were also key factors. The intermedia creative workshop was organized by students of art education in two stages. In the first stage, they designed the workshop while in the second stage, the workshop was run among early-school-age children.
PL
W artykule przedstawiono trzy eksperymenty, w których ważne było myślenie metaforyczne, wizualizacja i ekspresja plastyczna. Charakterystyczną cechą pierwszego eksperymentu było wykorzystanie myślenia przez analogię i myślenia metaforycznego z ekspresją werbalną i wizualną, w drugim eksperymencie związanym z wyobraźnią twórczą dominowała metafora wizualna. W trzecim, mającym charakter intermedialnych warsztatów twórczych, znaczącymi elementami były metafory multimodalne i zabawa z konkretną fabułą. Ważnym czynnikiem było także łączenie przestrzeni fizycznej, wirtualnej i mentalnej, przemieszczanie się uczestników w mieszanej, rozszerzonej przestrzeni realnej i wirtualnej. Intermedialne warsztaty twórcze realizowane były przez studentów edukacji artystycznej w dwóch etapach. Na pierwszym studenci tworzyli projekty warsztatów, na drugim warsztat realizowano wśród dzieci w wieku wczesnoszkolnym.
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