Correlations between student teachers’ artistic creativity and

their professional values

Correlations between student teachers’ artistic creativity and

their professional valuesIlze Brishka, mg art

Riga Teacher Training and Educational Management Academy

The problem of the study is the development of professional values of student teachers in university studio process.

The aim of the study is to investigate the development of diversity and individuality as student teachers’ professional values within art curriculum.

Hypothesis: Professional values of student teachers develop in the process of artistic creativity in visual art, if student obtains experience of aesthetic feelings, experience of the creative process and experience of self-efficacy.

The professional values of a teacherThe professional values of a teacher

are personally significant ideas, objects and phenomena, what orient teacher’s professional action.

According to educational actualities the criteria of teacher’s professional values are his/her orientation towards – Diversity,– Individuality,– Interaction with others and the world, – Professional autonomy.

Students are supposed to be involved in artistic creativity if they

Students are supposed to be involved in artistic creativity if they

– Act in the framework of visual art (by visual and material form, culturally significant content and aesthetic focus of evaluation);

– Create original products;– Act purposefully and conscious.

Pedagogical actionPedagogical action

The process of values development of an adult person

The process of values development of an adult person

1. Social concept of the value.2. Direct experience of some value, in the sense of undergoing

the situation in its wholeness, involving cognitive, affective and volition structures.

3. Evaluation of the emotional trend of this experience.4. Analysis of the subjective sense of the experienced value for

incorporating it into existing values settings and decision of the priority f some value as a result of it.

5. Realization of the new value in personally significant action.Bloom&Krahtwoll, 1964; Oллпoрт, 2002; Rogers, 1961; Dabrowsky, 1972;

Vidnere, 1997,1999; A. Леонтъев, 1975; Столович, 1999; Франкл,1990; Д. Леонтъев, 1998).

The content of values developent depends on the contents of ones experience.

Te constitutional components of art – its content, form and contexts are extremely variable and unique in each particular case.

Aesthetic evaluation differentiates the art from the rest of human activities with its sensuality, subjectivity and wholeness of artistic cognition, communication and creation and interest in unique, individual appearances of the outer world and human personality.

Experience of artistic creativity promotes experience of powerful emotions.

Artistic creativity expands the opportunities of experience of diversity and individuality as values because of:

Artistic creativity expands the opportunities of experience of diversity and individuality as values because of:

Experience of artistic creativityExperience of artistic creativity1.Experience of art as an object of artistic action - delight, elation,

enjoyment, pleasure, satisfaction passion, animation, excitement, empathic co-experience of feelings of “other”. Выготский, 1922; Dewey, 1934 Kasīrers, 1944; Eisners, 1985; Gadamers, 1986; Бoрев, 1988; Kagan, 1998; Столович, 1999; Velšs 2004.

2. Experience of the self as the subject of an action - self-enhancement, self-efficacy, independence, freedom, power, courage, integrity, self-acceptance. Маслоу, 1970; Bandura, 1987; Cropley, 2000.

3. Experience of creative process as subject – object’s interaction - enthusiasm, surprise, exaltation, vigilance, deep concentration together with peacefulness, security, surrender, rejecting control. Guilford, 1967; Torrance, 1993; Де Боно,1997; Edwards, 1999; Дружинин, 2000; Csikszentmihalyi,2002

Research methodsResearch methods

Interpretative research, combining quantitative and qualitative methods, using the approach of triangulation (Mayring, 2003; Huber 2003 – 2008).

Data collecting methods: questionnaire and interviews. Data proceeding methods:

- for questionnaire: factor analysis, Cronbach's Alpha test, interpretation of factors, Rank of cases, Pearson correlations, crosstabs (SPSS)- for interviews: content analysis, analysis of frequencies, generalization (AQUAD6, SPSS).

Basis of the researchFor quantitative study: student teachers in Riga Teacher Training and

Educational Management academy, Latvian University and University of Daugavpils (273 students).

For qualitative study: 14 students with different experiences of artistic creativity in the borders of professional studies.

FindingsFindings

CorrelationsCorrelations

Students’ experience of

Orientation to diversity and individuality

Pearson Correlation ,185** Creative process Sig. (2-tailed) ,001

Pearson Correlation ,077 Self-efficacy

Sig. (2-tailed) ,158 Pearson Correlation ,234** Aesthetic

feelings Sig. (2-tailed) ,000

Orientation to diversity and individualityOrientation to diversity and individuality

D+, I+ D-, I-- There is no a one standard useful for all (R).- You can do it different way. There is not right and wrong works. Simply you should to say (ask), why he have don that thing (A). - It is easier to me to accept the diversity of children (A). - We all were different, and that was so amazing.- Each child is able to (say, draw, do something, etc.) (L, A)-To understand, that the value is – to make by myself (M) - Children can be creative, too; the teacher can give them the freedom to experiment, to say they own thoughts. - The evaluation should take into consideration the voice co a child (C)

There are people (children), who can do something (say, express, learn) and who cannot (I).

She is very talented, but if she does not do the same as others, she can not get a good mark (B).

Generalization after the 1st cycle of analysis

Generalization after the 1st cycle of analysis

Experience of

Orientation to

individuality as

value

Orientation

to diversity

as value

Pearson Correlation ,302 ,155 Creative process Sig. (2-tailed) ,295 ,597

Pearson Correlation ,230 ,228 Self-efficacy

Sig. (2-tailed) ,428 ,433 Pearson Correlation ,392 ,543* Aesthetic

feelings Sig. (2-tailed) ,166 ,045

Experience of aesthetic feelingsExperience of aesthetic feelingsCommon to all cases

Aesthetic delight: pleasure, enthusiasm, beauty, marvelous Elation: inspiration, astonishment, admiration

Peculiar to cases with Orientation to diversity an individuality

Orientation to stability and social norms.

Aesthetic delight: Senses, vitality, richness, to blossom/ boredom, disgust. Communication: Expression, to become open, to express (what you want, one self, feelings, my uniqueness)/ to live in isolation from outer world. Emotions: Emotional, soulful, to enjoy/ miserably, sadly, to feel emptiness. Uniqueness: Original, different, diverse, peculiar/ to act in automatic way. Creativity: Creative, spontaneous, to change.

Aesthetic delight: Allowance, interest, loveliness without torment and problems, / dirty, muddy process, “overstrained’’ work. Excellence: Genius, brilliance, art/ lack of talent, mediocrity.

Emotions: Feeling as in mist.

Experience of creative processExperience of creative processCommon to all cases

Enthusiasm: To be engaged in the process, to have an inspiration, to spend plenty of time for it, never try to finish as soon as possible. Interest. Discovery: surprise, never done or thought about before, to do something at first time in the life. Fluency, rejecting control: Without torment and problems, simply (draw), images came, idea emerges, the hand began to draw of itself, something took shape, the drawings became, appeared/ difficulties, torture, to force. Learning: To learn a lot, “I have been learning to observe, to see”.

Peculiar to cases with Orientation to diversity an individuality

Orientation to stability and social norms.

Contradictions, challenge: To see (to think) in inverted manner. Concentration Spontaneity: To do it spontaneous. Feeling freedom: to feel free, like in fly, to express oneself freely.

Desire, will: To draw, to be. Meeting requirements: We had to mix the pigments, to search. Relaxation: Slackening. External influence He (the teacher) untied me.

Generalization after 2 cycle of analysis Generalization after 2 cycle of analysis Experience of artistic creativity

Individuality as value

Diversity as value

Pearson Correlation ,462 ,340 C1_1 Challenge, creative insights Sig. (2-tailed) ,096 ,235

Pearson Correlation -,538* -,622* C1_2 Relaxation, easynes

Sig. (2-tailed) ,047 ,018

Pearson Correlation ,556* ,469 C2_1 Feeling freedom (as opportunity of a choice) Sig. (2-tailed) ,039 ,091

Pearson Correlation -,338 -,369 C2_2 Self-confidence

Sig. (2-tailed) ,238 ,194

Pearson Correlation ,804** ,783** C3_1 Communication of emotions Sig. (2-tailed) ,001 ,001

Pearson Correlation -,530 -,449 C3_2 Experience of beauty

Sig. (2-tailed) ,051 ,108

Relation between orientation to diversity and individuality and the kind of

evaluation

Relation between orientation to diversity and individuality and the kind of

evaluation Quantiative

evaluation Qualitative evaluation

Self evaluation Denial of diversity and individuality as values (V, L, B, I, G).

Appreciation of diversity and individuality as values (R, D, K)

External evaluation

Denial of diversity and individuality as values (R, L, K, C).

Appreciation of diversity and individuality as values (L, V, S, M).

Sharing the results of individual reflection with signifficant „others”

Appreciation of diversity and individuality as values (A, E, G)

ConclusionsConclusions

Students’ experience of artistic creativity during art classes has significant interrelations with diversity and individuality as their professional values if:

• Students’ aesthetic experience is related to sensual perception, emotional excitement, compassion and communication of meanings. Aesthetic feelings as experience of beauty - elation, delight are not sufficient there.

• Students experience challenge, creative insights and sense of freedom. Enthusiasm, interest, delight, joy and reliance during the creative process are not sufficient experiences for values development.

• The context of the evaluation of students’ experience has there a great importance. Sensitivity towards ones feelings, subjective sense and courage are more effective as orientation to socially accepted criteria of quality.

Suggestions for fostering the development of professional values of student teachers in

art classes

Suggestions for fostering the development of professional values of student teachers in

art classes

to create the opportunity to encounter and express different emotions and feelings (not only delight and enthusiasm);

to arrange the content of artistic creativity as challenging exercises of intellectual capacities (not only as free expression);

• not to stress professional criteria for art work, but to accent individual, subjective criteria for evaluation of their creative works;

• to foster reflection of individual emotional reactions and sharing its results with peers and pedagogue.

Discussion Discussion

• Aesthetic values and critical values in teachers’ education.

• Communication of emotions not only in a content of art classes, but in any other courses.

• Teacher as researcher, reflective practicioner, psychologist and artist.