Problem parameters and problem finding in art education

Journal/Book: J Creative Behav. 1997; 31: 1050 Union Rd, Buffalo, NY 14224. Creative Education Foundation Inc. 282-298.

Abstract: The significance of problem parameters in art education is examined. Problem parameters are delineated by the art instructor in the problem finding stage of the creative process before problem solving occurs. Problem parameters define problems and focus students' creative processes. In the delivery of an assignment, the art teacher presents problem parameters to students and students respond to parameters. A model is proposed illustrating the relationship between the presented problem pa ra meters of a rt assignments and the creative processes of students. Characteristics of the instructional implementations of parameters are examined: Incomplete Parameters: Overly and Inadequately Restrictive Parameters; and Expanding and Contracting Parameters. Student responses to parameters are explored: Disregarded, Self-Imposed, and Stretched Parameters. The implications of the model in art education are discussed.

Note: Article Sapp DD, Bowling Green State Univ, Firelands Coll, Dept Humanities, 901 Rye Beach Rd, Huron,OH 44839 USA

Keyword(s): DIVERGENT THINKING TESTS; CREATIVITY; TEACHER

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