Assessing creativity in teaching art

Abstract

The latest curriculum for the subject of visual culture in the higher grades suggests, contain and evaluate the creativity of students and teachers. These objectives require art teachers to assess students' creative products that arise during the implementation of the curriculum. Existing user evaluation and provided educational standards for the end of primary education support evaluation of creativity, but not enough to assess a success. In this paper, we are studying the possibilities of using art in search of students' creative expression in the visual domain. For this purpose, the connection between student achievements at Urban-Jellen Test creative drawing and creativity of teachers' assessments of the same drawings, and the degree of agreement of teachers' assessments. The survey covered students who were sixth and seventh grade (N=152) and two art teachers. We have obtained a significant correlation between moderate-intensity scores on the test and teacher assessment (ρ1=.55, ρ2=.52) and also significant, but not high correlation between the ratings of teachers themselves (ρ=.58). Analysis of teachers' essays about what is for them creatively in the design, resulted in a list of indicators of creative artistic expression of students at this age. Defined indicators are recommended to other teachers of fine arts as a guide in understanding the students' works and as an incentive to review their own criteria of creativity.

Najnoviji nastavni programi za predmet likovna kultura u višim razredima osnovne škole sadrže i vrednuju kreativnost učenika i nastavnika. Ovakvi ciljevi zahtevaju od likovnih pedagoga da procenjuju kreativnost učeničkih produkata koji nastaju u toku realizacije školskog programa. Postojeće uputstvo za ocenjivanje i predviđeni obrazovni standardi za kraj osnovnog obrazovanja i vaspitanja podržavaju vrednovanje kreativnosti, ali nisu dovoljni da se procenjivanje uspešno sprovede. U ovom radu ispituju se mogućnosti korišćenja crteža u traganju za učeničkim kreativnim izrazom u likovnom domenu. U te svrhe, ispitivana je povezanost između postignuća učenika na Urban-Jelenovom testu kreativnog crtanja i nastavničkih procena kreativnosti istog crteža, kao i stepen slaganja nastavničkih procena. Istraživanjem su bili obuhvaćeni učenici šestog i sedmog razreda (N=152) i dva likovna pedagoga. Dobijena je značajna korelacija srednjeg intenziteta između skorova na testu i nastavničkih procena (ρ1=.55, ρ2=.52) i, takođe značajna, ali ne visoka korelacija između procena samih nastavnica (ρ=.58). Analiza nastavničkih eseja, o tome šta je za njih kreativno u crtežu, rezultirala je listom pokazatelja kreativnog likovnog izraza učenika ovog uzrasta. Definisani pokazatelji preporučuju se drugim nastavnicima likovne kulture kao smernice u razumevanju učeničkih radova i kao podsticaj za preispitivanje sopstvenih kriterijuma kreativnosti.