Domain-relevant Skills Research Articles

A Framework For Undertaking Creative Music-Making Activities In Hong Kong Secondary Schools

Present research provides strong support for the use of creative activities such as composing in school music programmes based on evidence that learning music is more effective when students are exposed to authentic, experiential learning activities. Based on this premise the purpose of this study was to address the need to explore methods and skills necessary for incorporating music composition in Hong Kong schools given that this dimension of music teaching generally receives little attention from music teachers. A group of eight in-service music teachers were asked to design their own creative projects that were taught during a four-week Teaching Practice session. Field notes of observations and video recordings were analysed, which resulted in ten teaching strategies being identified according to four components of creativity: task motivation, domain-relevant skills, creativity-relevant processes, and metacognition. It is suggested that these components of creativity provide a framework that Hong Kong music teachers can use when implementing creative music activities in their classrooms.

Looking Inside the Fishbowl of Creativity: Verbal and Behavioral Predictors of Creative Performance

This study set out to identify specific task behaviors that predict observable product creativity in three domains and to identify which of those behaviors mediate the well-established link between intrinsic motivation and creativity. One-hundred fifty-one undergraduate students completed a motivational measure and were later videotaped while engaging in tasks in three different domains: problem solving (a structure-building activity), art (collage making), and a writing (an American Haiku poem). Behavioral coding and think-aloud protocol analysis yielded reliable measures that, when empirically combined form task process indicators, strongly predicted judge-rated product creativity in each domain. One of the indicators, involvement in the task, served as a mediator of intrinsic motivation's positive influence one creativity. Other indicators reflect domain-relevant skills and creativity-relevant processes, lending support to the componential model of creativity. Theoretical and methodological implications for future creativity research are discussed.

The social psychology of creativity: A componential conceptualization.

Despite the clear importance of social and environmental' influences on creative performance, a social psychology of creativity is yet to be developed. Theory and research have focused almost exclusively on a personality approach to creativity and, to a lesser extent, a cognitive-abilities approach. Following a consideration of the definition and assessment of creativity, a componential framework for conceptualizing creativity is presented here. Including domain-relevant skills, creativity-relevant skills, and task motivation as a set of necessary and sufficient components of creativity, the framework describes the way in which cognitive abilities, personality characteristics, and social factors might contribute to different stages of the creative process. The discussion emphasizes the previously neglected social factors and highlights the contributions that a social psychology of creativity can make to a comprehensive view of creative performance. A striking feature of many phenomenological accounts of creativity is the degree to which outstandingly creative individuals feel influenced by social and environmental factors. In many cases, these factors are quite ordinary, mundane events; it appears that even seemingly insignificant features of the environment can be detrimental or conducive to creativity in some individuals. For example, in a letter to a friend, Tchaikovsky (1906) described the devastating effect that