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dc.contributor.advisorAlagic, Mara
dc.contributor.authorCollins, Tracy L.
dc.date.accessioned2017-06-01T20:00:14Z
dc.date.available2017-06-01T20:00:14Z
dc.date.issued2017-04-28
dc.identifier.citationCollins, Tracy L. 2017. Measuring Creativity: evaluating middle scholl students using a divergent thinking task in the visual art classroom--In Proceedings: 13th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p.28
dc.identifier.urihttp://hdl.handle.net/10057/13274
dc.descriptionPresented to the 13th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Rhatigan Student Center, Wichita State University, April 28, 2017.
dc.descriptionResearch completed in the Department of Curriculum and Instruction, College of Education
dc.description.abstractThis research study evaluated the divergent thinking process, creative fluency and elaboration differences in middle school students who have never taken a visual art class compared to students who have. A modernized, digital version of the Guilford Alternative Uses Task test was used for this study. Collected data was interpreted by determining whether: student's creative fluency and elaboration of solutions are developing at the same rate; fluency and elaboration results are impacted by the thinking time of the activity; gender differences play a role in fluency and elaboration of ideas. This study determined if students who have taken a visual art class before can develop more solutions than students who have not.
dc.description.sponsorshipGraduate School, Academic Affairs, University Libraries, Regional Institute on Aging
dc.language.isoen_US
dc.publisherWichita State University
dc.relation.ispartofseriesGRASP
dc.relation.ispartofseriesv. 13
dc.titleMeasuring creativity: evaluating middle school students using a divergent thinking task in the visual art classroom
dc.typeAbstract
dc.rights.holderWichita State University


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