• Abstract and Figures
• Public Full-text

THE RELATIONSHIP BETWEEN CREATIVITY ACUMEN AND VISUAL ART CREATION IN GRADE 11 LEARNERS IN JOHANNESBURG, GAUTENG By Daline Lagesse Submitted in part fulfillment of the requirements for the degree of MASTER OF EDUCATION WITH SPECIALIZATION IN GUIDANCE AND COUNSELLING At the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROFESSOR D. KRűGER [Type text] ACKNOWLEDGEMENTS I would like to take this opportunity to express my heartfelt gratitude to Professor Krűger for the support and dedication throughout my dissertation, as well as her guidance and patience with me. I felt fortunate to be given the encouragement with fortitude from a great teacher whom I hold in the highest regard. I would like to thank the art educator, Mrs Von Maltitz and the Visual Art learners at the research site for their invaluable enthusiasm towards this research. I would like to thank Mrs Lynda Blore for her enduring belief in me and her time and additional assistance throughout the research process. I would like to take this opportunity to thank my wonderful family and friends for their enduring grace, support and interest in the creative process over the past year. [Type text] ABSTRACT SUMMARY This study explored Visual Art creation by Grade 11 learners in the art classroom and the relationship with attaining creativity acumen. Creativity acumen in this instance is looked upon as the ability to visually conceptualize imaginative ideas and then translate that into an individual rendition of a concept presented. The learners first perceive an idea and then conceive a concept. Visual perception is a function of how the eyes and brain see whole images, but these images are broken down into their visual elements, such as lines and shading during Visual Art creation. The visual elements are then created in forming an art-work, which in turn lends itself to understanding complex concepts and themes. Creativity acumen involves two processes: having ideas (creativity-relevant processes) and then producing a visual exposé of such ideas. A literature review was conducted which provided useful insight into the components of the creative process and the contextual factors influencing creativity acumen within the school environment. An empirical study was conducted with six art learners in Grade 11, selected through purposive sampling. Creativity questionnaires were completed pre- and post-art creation as a self-assessment tool of how effectively individual implementation of the creative process occurred during idea development and artistic expression in attaining creativity acumen during Visual Art production, if at all. The art creations were observed from task presentation through to completion deadline. Photographic records of the art creations were captured as they were produced and completed. Interviews were conducted at the end of the art creative process. The data was descriptively tabulated into photo-sheets and tabulated for qualitative interpretation and description of findings and results. From the empirical study it can be concluded that there is a dialectic relationship between the creativity- relevant processes and art-relevant skills, as set out theoretically by Amabile (1996) when creating Visual Art. The relationship is intertwined and compounded by overlapping factors in acumen to be creative and creating an art-work. Both require openness to new ideas and perspectives and both need perseverance and effort to learn new skills and craftsmanship. The conclusion of this study is that creativity acumen and art creation have variation of outcome and expansion of ideas in common. Creativity acumen is a means of extending one’s outlook and ability to question, look for new information, develop ideas independently while art creation is a means of visual expression in learning to elaborate on a concept through externalised representation which guides further possibilities and understanding of new concepts and perspectives. There is a dialectic relationship between art creation and creativity acumen or ability as one possibly informs and develops the other. Keywords: Creativity, creativity acumen, creative process, Visual Art, art-work, relationship, creativity- relevant processes, art-relevant skills, idea generation, conceptualisation, realisation, creative outcome. [Type text] DECLARATION STUDENT NUMBER: 748-303-1 I hereby declare that THE RELATIONSHIP BETWEEN CREATIVITY ACUMEN AND VISUAL ART CREATION IN GRADE 11 LEARNERS IN JOHANNESBURG, GAUTENG, is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. ____________________________ __________________ SIGNATURE DATE (Mrs D Lagesse) [Type text] TABLE OF CONTENTS CHAPTER 1 …………………………………………………………………………………………………………………………………….1 INTRODUCTORY ORIENTATION STATEMENT OF THE PROBLEM, AIM OF THE STUDY AND CLARIFICATION OF CONCEPTS……………………………………………………………………………………………………………………………………...1 1.1 INTRODUCTION ................................................................................................................................................................. 1 1.2 AWARENESS OF THE PROBLEM .................................................................................................................................... 3 1.3 EXPLORATION OF THE PROBLEM AND PRELIMINARY LITERATURE INVESTIGATION .......................................... 4 1.3.1 The Components of creative thinking and behaviour ................................................................................................. 4 1.3.2 The construction and development of creativity acumen through the creation of Visual Art ....................................... 5 1.3.3 The process approach to creating Visual Art .............................................................................................................. 6 1.4 DELIMITATION OF THE STUDY ....................................................................................................................................... 6 1.4.1 The relationship between Visual Art learning and the principles of the National Curriculum Statement ..................... 8 1.4.2 The relationship between Learning outcomes in Visual Art and development............................................................ 8 1.5 ANALYSIS OF THE PROBLEM ......................................................................................................................................... 9 1.5.1 Sub-dimensions of the Study ...................................................................................................................................... 9 1.5.2 General aim ................................................................................................................................................................ 9 1.5.3 Specific aims .............................................................................................................................................................. 9 1.5.4 A Literature review ................................................................................................................................................... 10 1.5.5 Empirical inquiry ....................................................................................................................................................... 10 1.6 CLARIFICATION OF CONCEPTS ................................................................................................................................... 11 1.6.1 Creativity .................................................................................................................................................................. 11 1.6.2 Creative .................................................................................................................................................................... 12 1.6.3 Creative process ...................................................................................................................................................... 12 1.6.4 Acumen .................................................................................................................................................................... 12 1.6.5 Creativity acumen ..................................................................................................................................................... 13 1.6.6 Creativity acumen in Visual Art ................................................................................................................................. 13 1.6.7 Visual Art and art ...................................................................................................................................................... 14 1.6.8 Visual culture ............................................................................................................................................................ 14 1.6.9 Relationship .............................................................................................................................................................. 14 1.7 RESEARCH DESIGN ....................................................................................................................................................... 14 1.7.1 Research Methods ................................................................................................................................................... 15 1.7.1.1 The selection of participants ...............................................................................................................................

Load more

  251

Copy Link