Studio Learning: Motivation, Competence, and the Development of Young Art Students' Talent and Creativity

Susan M. Rostan

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Art Education and Development Education, Achievement, and Giftedness Creativity in Education and Neuroscience

Abstract

This study focused on behavior associated with young art students' developing artistic talent (skills and art-making behavior) and creativity (personal expressions of visual information). The study examined the relationships among age and the components of creativity (i.e., technical skill, problem finding, ideation, evaluation, and motivation). The study compared the artistic processing and products of 25 younger art students (9- and 10-year-olds) with those of 26 older art students (11- through 16-year-olds). The author recorded participants' behavior as they created drawings in two contexts—from imagination and from life. The author then administered a measure of the need for cognition (NCS). The observed behavior during the drawing activities provided scores on problem finding, evaluation, and ideation and three expert judges provided assessments of the technical skill and creativity revealed in the drawings. The score on the NCS and the number of years attending the art program provided two measures of motivation. Multivariate analyses of the effects of age on the developing components of creativity revealed changes related to the students' developing expertise. In both drawing situations, differences in technical skill explained the differences associated with age. This study found that technical skill explained age differences in life-drawing problem finding, creativity, and motivation. Technical skill also explained age differences in ideation and problem finding in drawings from imagination. There were significant correlations between life-drawing technical skill and each of the two measures of motivation. The number of years attending the art program also shared significant variance with life-drawing ideation, problem finding, and creativity and was a significant predictor of continued attendance in the art program. The findings are discussed within the context of competence motivation, artistic talent, developing creativity, emerging habits of mind, and art education.

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References

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2013Intrinsic Motivation and Creativity Related to Product: A Meta-analysis of the Studies Published Between 1990–2010 2018Problem finding and creativity: A meta-analytic review.2015Prosumer motivations in service experiences 2015A comparison of two models of creativity: Divergent thinking and creative expert performance 2023The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis 2016General and domain-specific contributions to creative ideation and creative performance

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