SavedAdd your journal

Journals / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 18 - Sayı: 2

THE ROLE OF ART EDUCATION ON THE CREATIVE THINKING SKILLS OF STUDENTS IN MUSIC AND VISUAL ARTS EDUCATION: A COMPARISON FROM THE PERSPECTIVE OF THE MUSIC EDUCATION

Kani ÜLGER
Pages
1175–1195
Publication Date
2018-06-06
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As a result, it was found that music or visual arts education disciplines do not possess a privilege role in the development of the students’ creative thinking skills except originality.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:There have many views in the related literature that the art develops the creativity.
📊
Key Findings & Data:This study aimed to investigate whether there was a potential source of developmental differences between music students (Grade 9 and 12) and visual arts (Grade 12) students' creative thinking skills in high school education level.
💡
Conclusion & Impact:As a result, it was found that music or visual arts education disciplines do not possess a privilege role in the development of the students’ creative thinking skills except originality.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Music education · visual arts education · creative thinking

Özet

There have many views in the related literature that the art develops the creativity. Although there have been study findings on this issue regarding the Visual Arts Education, a few study findings have been existed for the Music Education. Also, there has not been any consensus on the topic that Music Education (or Visual Arts) develops the creative thinking more (or less). This study aimed to investigate whether there was a potential source of developmental differences between music students (Grade 9 and 12) and visual arts (Grade 12) students' creative thinking skills in high school education level. This study includes two folds research designs as cross-sectional and causal-comparative. As a result, it was found that music or visual arts education disciplines do not possess a privilege role in the development of the students’ creative thinking skills except originality. Thus, it was concluded that overall creative thinking skills can be synonymous as gain of educational outcomes regarding to art education disciplines, but the Originality can be main educational gain of the music learning.

🔖

Cite This Article

ÜLGER, K. (2018). THE ROLE OF ART EDUCATION ON THE CREATIVE THINKING SKILLS OF STUDENTS IN MUSIC AND VISUAL ARTS EDUCATION: A COMPARISON FROM THE PERSPECTIVE OF THE MUSIC EDUCATION. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 18 - Sayı: 2, 1175–1195. https://ajindex.com/articles/333

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (2)

  1. Aslan, A. E. ( 2001 ) Torrance yaratıcı düşünme testinin Türkçe versiyonu. [Turkish version of Torrance's tests of creative thinking]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimler Dergisi, 14, 19 – 40. Bújez, A. V. & M.T. Mohedo- Díaz. (2014) Creativity in the music classroom. Procedia - Social and Behavioral Sciences 141, 237 - 241. Campbell, P. S. (1990). Cross cultural perspectives of musical creativity. Music Educators Journal, 76, 43 - 46. Carabine, J. (2013) Creativity, art and learning: A psycho-social exploration of uncertainty. IJADE, 32, 33 - 43. Charyton, C., Basham, K. M. & Elliot, J. O. (2008). Examining gender with general creativity and preferences for creative persons in college students within the sciences and the arts. Journal of Creative Behavior, 42, 149 - 222, doi: 10.1002/j.2162-6057.2008.tb01296.x Coulson, A. N. & Burke, B. M. (2013). Creativity in the elementary music classroom: A study of students' perceptions. International Journal of Music Education, 31, 428 - 441, doi: 10.1177/0255761413495760 Cho, S. H., Nijenhuis, J. T., van Viannen, A. E. M., Kim, H-B., & Lee, K. H. (2010) The relationship between diverse components of intelligence and creativity. The Journal of Creative Behavior, 44, 125 - 137, doi: 10.1002/j.2162-6057.2010.tb01329.x Cropley, A. (2001) Creativity. London: Kogan Page. DeLorenzo, L. C. (1989). A field study of sixth-grade students' creative music problem-solving processes. Journal of Research in Music Education, 37(3). 188-200. doi: 10.2307/3344669. Retrieved from http://jrm.sagepub.com/content/37/3/188.abstract
  2. Fasko, D. (2001). Education and creativity. Creativity Research Journal, 13, 317 - 327, doi: 10.1207/S15326934CRJ1334_09 Furnham, Batey, Booth, Patel, and Lozinskaya (2011). Individual difference predictors of creativity in art and science students. Thinking Skills and Creativity, 6, 114 – 121, doi:10.1016/j.tsc.2011.01.006 Furnham, A, Trew, S. & Sneade, I. (1999) The distracting effects of vocal and instrumental music on the cognitive test performance of introverts and extraverts. Personality and Individual Differences, 27, 381 – 392. Gombrich, E. H. (1991). Topics of our time: Twentieth-century issues in learning and in art. London: Phaidon. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education. 28(3) 269–289, doi: 10.1177/0255761410370658 Hamann, D. L., Bourassa,