Abstract
The article deals with the features of verbal and non-verbal creativity of Conservatory students. The study used: methods for diagnosing verbal creativity (adapted version of The S. Mednik RAT test), methods for diagnosing nonverbal creativity (short version of the Torrens test), and the "picture of the world" method. The purpose of the study was to study the features of verbal and non-verbal creativity and the image of the world of students, as well as to study their relationships. Three groups of students: low, moderate, and high level of creativity, which describes the inherent types of the world picture, the features of the development of the creativity indices. It was shown that there are significant differences in the development of verbal creativity in the originality index for students with medium and low, medium and high, low and high levels of nonverbal creativity, and in the uniqueness index for students with high and low levels of nonverbal creativity. It was found that for students with a low level of creativity, the landscape picture of the world is more pronounced, and for students with a high level of nonverbal creativity, the abstract picture of the world is more pronounced. Some significant relationships between creativity and the features of the students ' worldview are highlighted.
Highlights
Identifying the creativity of students is an extremely important problem for education, because it allows you to build different individual trajectories of learning and development.In recent years, the concept of creativity has acquired social significance, as it has become one of the social requirements that society imposes on young people
We found that students with a high level of nonverbal creativity have higher values of the verbal creativity originality index compared to students with medium and low levels of nonverbal creativity
In the course of our research, we have determined that the overall level of creativity of Conservatory students is at a high level
Summary
Identifying the creativity of students is an extremely important problem for education, because it allows you to build different individual trajectories of learning and development. The concept of creativity has acquired social significance, as it has become one of the social requirements that society imposes on young people. This problem is especially relevant for students, in whose educational and communicative environment creativity is developing. Creativity is considered as a complex formation, which, according to D. Sternberg presented his views on the development of creativity in the educational process in an article that reveals the possibilities and limitations of this process [4]. A number of authors [5,6,7] it is believed that there are many definitions of creativity, which have their own specific features
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
