Perceptions of Creativity in Art, Music and Technology Education Perceptions of Creativity in Art, Music and Technology Education David StrickerDavid Stricker Department of Work and Human Resource EducationDepartment of Work and Human Resource Education University of Minnesota

Purpose/ Problem ETE demands creativity Art, music and TE all have a claim How do we foster creativity? creative attributes that are unique to technology education and the ETE curriculum. purpose of this study is to identify specific aspects of creativity that are unique to and addressed only by technology education

Key Sources ArtCsikszentmihalyi (1976) Gardner (1993) Eisner (1962) Sternberg (1985, 1999) MusicWebster (1987, 1989) Henry (1996) Technology EducationLewis, T. (1999, 2005) Michael (2001) Lewis, T., Petrina, & Hill (1998) EngineeringLewis, T.M. (2004) Court, (1998) Blicblau & Steiner (1998).

Research Questions Do technology, art and music differ in their perception of the creative process? Do technology, art and music differ in their perception of the creative product? Do technology, art and music differ in their perception of creative personal traits? Do technology, art and music differ in their perception of the creative environment? Are their predictors of the creativity perceptions among art, music, and technology teachers?

Framing the Questionnaire 74 overall creativity items processes, products, personal traits and the environment involved with creative work. CategoriesSeminal Author(s)Example Indicators Process (16 items) Lubart (1999, ), (1966), Sternberg (1985) ability to transform things, observation, risk taking, flexibility, flow, synthesis, inventive use of an idea, act in a systematic manner Product (14 items) Getzels & Csikszenthmihalyi, (1976), Eisner (1962) originality, completeness, novelty, technical quality, expressive power, aesthetic quality Personal Traits (29 items) Torrance (1963), Guilford(1950, 1976), Millar (2002) humor, playfulness, ability to fantasize, ability to delay closure, tenacity, sensitivity to beauty, awareness of feelings/senses Environment (15 items) Amabile, T.M. (1983). time management, sensory input, individual work, teamwork, knowledge, aptitude, technology

Population & Sample Minnesota Technology Education Association (MTEA) Art Educators of Minnesota (AEM) Minnesota Music Educators of Minnesota (MMEA) elementary to post secondary with many at the middle and high school levels. surveys sent via the school addresses supplied by the membership lists of each association. paper and electronic survey formats.

Population & Sample (cont.) GroupSampleNResponse % Technology Education Art Music Overall

Reliability of Instrument VariableCronbach’s AlphaNumber of Items Process.8316 Product.8114 Personal Traits.8929 Environment.6615 Total.9174

Mean Analysis

MANOVA Analysis Experience Education Gender Subject Grade Level Total Scores: Process Product Personal Traits Environment

Do technology, art and music differ in their perception of the creative process? technology educators value general reflection or theoretical constructs for thought during the creative process to the same extent as art and music teachers. art educators believed that the creative process could begin even though an end product hadn’t been determined

Do technology, art and music differ in their perception of creative products? technology educators rated items dealing with quality, practicality, ease of use, and value to the community significantly higher than both music and art educators.

Do technology, art and music differ in their perception of creative personality traits? Majority of the differences found were between art and technology educators. Items pertaining to a person’s ability to tap into their emotions; fantasize; employ their different senses; be humorous and playful; and having the flexibility of mind. Technology educators do not appear to value creative personality traits to the same degree as their peers in art.

Do technology, art and music differ in their perception of the creative environment ? technology educators perceived group work as being more important to their field than those in art. technology educators perceived competition as important in the generation of creative work.

Are their predictors of the creativity perceptions among art, music, and technology education teachers? The only predictor of perceptions of creativity among art, music and technology education was the subject a person taught.