Assessing creativity has many complex components. Prior to assessing the notion of creativity, an educator must have an understanding of what qualities define creativity. Depending on who you ask, you may receive different answers to what those qualities are. For example, if someone were to ask behavior psychologist, that professional would label an individual's their work as creative if it contains the following: originality combined with flexibility and elaboration. On the other hand, social psychologists will state that creativity is originality combined with usefulness. Keeping examples of the definition of creative in mind, from credible sources such as these, the educator may begin to understand what qualities they should look for when assessing creativity in a student’s work.
So, how does the educator promote creativity in students? To promote creativity, an educator needs to motivate students to take risks and push outside of their comfort zone. However, students will often times shy away from taking risks when they fear failure. Students are more likely to take risks when they hope to achieve something unusual, or original. Under certain conditions, such as working at home, or before they have put a lot of time and effort into their work that may be lost, students are more likely to take a risk. Educators should recognize these factors for their students and use them to cultivate creativity within the classroom, and motivate their students.
Typically, students do understand and accept that there is a need for them to take risks in art. Most of these risks are related to their use of media, and learning how to build technical skills in new styles. However, there are many more ways to take risks that will contribute to creative outcomes. These may include risks in the form of content, new forms of representation, or creating multi-dimensional pieces.
This brings us to the importance of keeping a portfolio for students. Collecting work over time promotes problem-solving and risk taking . It is important for the artist to self-reference, see their growth, and build upon their work, because it enables the student to explore their ideas independently. Reflecting on these components promotes meta-cognition (thinking about thinking), which constructs new ideas, that are original and creative.
As an educator, there will almost certainly be a time where assessment is needed. This brings us to a seemingly difficult task— assessing the creative output of students. The answer may be complex, but there are some reliable theories. The assessment itself should reward creative pursuits and outcomes. If it does not, the student will find no compensation for their originality. Assessment should also be authentic. The student performance is meant to be judged based upon a real-life task, which is why portfolios are highly-regarded. Portfolios are a great example of an authentic assessment strategy, and offer high-content validity. In contrast, assessments such as standardized tests only promote skills that are most easily measured.
So, how does the educator promote creativity in students? To promote creativity, an educator needs to motivate students to take risks and push outside of their comfort zone. However, students will often times shy away from taking risks when they fear failure. Students are more likely to take risks when they hope to achieve something unusual, or original. Under certain conditions, such as working at home, or before they have put a lot of time and effort into their work that may be lost, students are more likely to take a risk. Educators should recognize these factors for their students and use them to cultivate creativity within the classroom, and motivate their students.
Typically, students do understand and accept that there is a need for them to take risks in art. Most of these risks are related to their use of media, and learning how to build technical skills in new styles. However, there are many more ways to take risks that will contribute to creative outcomes. These may include risks in the form of content, new forms of representation, or creating multi-dimensional pieces.
This brings us to the importance of keeping a portfolio for students. Collecting work over time promotes problem-solving and risk taking . It is important for the artist to self-reference, see their growth, and build upon their work, because it enables the student to explore their ideas independently. Reflecting on these components promotes meta-cognition (thinking about thinking), which constructs new ideas, that are original and creative.
As an educator, there will almost certainly be a time where assessment is needed. This brings us to a seemingly difficult task— assessing the creative output of students. The answer may be complex, but there are some reliable theories. The assessment itself should reward creative pursuits and outcomes. If it does not, the student will find no compensation for their originality. Assessment should also be authentic. The student performance is meant to be judged based upon a real-life task, which is why portfolios are highly-regarded. Portfolios are a great example of an authentic assessment strategy, and offer high-content validity. In contrast, assessments such as standardized tests only promote skills that are most easily measured.
Sources:
Boughton, D. (2008). Promoting Creativity in the Arts through Assessment. World Alliance of international Art Education Association (pp. 1-17). Dekalb: Northern Illinois University
.
Boughton, D. (2015). Risk Taking and the Future of Assessment in Art and Design Education. Art & Education: Teaching and Pedagogical Approaches Institute of Education Policy (IEP), Athens School of Fine Arts (ASFA) (pp. 1-13). Dekalb: Northern Illinois University.
Boughton, D. (2008). Promoting Creativity in the Arts through Assessment. World Alliance of international Art Education Association (pp. 1-17). Dekalb: Northern Illinois University
.
Boughton, D. (2015). Risk Taking and the Future of Assessment in Art and Design Education. Art & Education: Teaching and Pedagogical Approaches Institute of Education Policy (IEP), Athens School of Fine Arts (ASFA) (pp. 1-13). Dekalb: Northern Illinois University.