창의성 계발 기법과 창의적 문제 해결법과의 관계 - 미술과를 중심으로 -
The Relationship between Creative Problem Solving Methods and the Development Techniques of Creativity - Focusing on the Art Education -
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This research focuses on the relationship between the Creative Problem Solving Methods and Development Techniques of Creativity among the four ideal forms of studying in art education. The necessities of this research can be indicated largely into two parts. As the first confronted problem, after the announcing of the 2007 Reformed National Art Curriculum in 2007, the revised art textbooks and curriculums of 2007 will be used and applied starting in 2009. The second cause is due to the great importance is being placed on the contextual knowledge and creative thoughts at this time when the 21st century has begun. As contextual knowledge and thoughts of creativity were put to serious consideration, many methods were researched to improve these ways of thinking within education. Hence, the purpose of this research was placed on examining the relationship between the Creative Problem Solving Methods and Development Techniques of Creativity amongst the various instruction methods, which are mentioned in the 2007 Reformed National Art Curriculum and also to present a more delicate model that possible for usage in the field. As a result, the solutions to the problems of creativity were as follows. First, creativity is the thinking process of the solution and consequential thinking that derives new ideas. Secondly, the basic elements of creativity are divergent thinking, convergent thinking, practical thinking and creative attitudes. Thirdly, the activities of art hold an intimate relation with the development of creativity. Lastly, among teaching activity models of art education for the development of creativity, the aesthetic experience and expression as well as appreciation all have relations but have greater relations with expression and the Creative Problem Solving Methods, the instruction․learning model, related to expression holds the most relation.
Abstract
This research focuses on the relationship between the Creative Problem Solving Methods and Development Techniques of Creativity among the four ideal forms of studying in art education. The necessities of this research can be indicated largely into two parts. As the first confronted problem, after the announcing of the 2007 Reformed National Art Curriculum in 2007, the revised art textbooks and curriculums of 2007 will be used and applied starting in 2009. The second cause is due to the great importance is being placed on the contextual knowledge and creative thoughts at this time when the 21st century has begun. As contextual knowledge and thoughts of creativity were put to serious consideration, many methods were researched to improve these ways of thinking within education. Hence, the purpose of this research was placed on examining the relationship between the Creative Problem Solving Methods and Development Techniques of Creativity amongst the various instruction methods, which are mentioned in the 2007 Reformed National Art Curriculum and also to present a more delicate model that possible for usage in the field. As a result, the solutions to the problems of creativity were as follows. First, creativity is the thinking process of the solution and consequential thinking that derives new ideas. Secondly, the basic elements of creativity are divergent thinking, convergent thinking, practical thinking and creative attitudes. Thirdly, the activities of art hold an intimate relation with the development of creativity. Lastly, among teaching activity models of art education for the development of creativity, the aesthetic experience and expression as well as appreciation all have relations but have greater relations with expression and the Creative Problem Solving Methods, the instruction․learning model, related to expression holds the most relation.
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