Cultural differences in creative reactions to an ambiguous stimulus
Abstract
Art therapy has been used in the Czech Republic since the 1950s, and the only thing that has changed over the course of time has been the target group to which art therapy is applied. Art therapy is currently used in three key areas: psychology, social work, and education, or, more precisely, special education. The purpose of the present study is to demonstrate the specific cultural differences during the use of art therapy procedures in the field of education, specifically during work with creativity. The target group for the research consisted of university students from Poland and the Czech Republic. The students were all presented with the same ambiguous stimulus, to which they were to respond artistically. The individual artistic responses were then classified into specific categories, and cultural differences were subsequently evaluated and described.
Article in English.
Kūrybinių reakcijų į dviprasmes paskatas kultūriniai skirtumai
Santrauka
Meno terapija Čekijoje taikoma nuo XX a. 6-ojo dešimtmečio, vienintelis dalykas, kuris, laikui bėgant, pakito, yra tikslinė grupė, kuriai taikoma meno terapija. Šiuo metu meno terapija pasitelkiama trijose pagrindinėse srityse: psichologijoje, socialiniame darbe ar, tiksliau tariant, specialiajame ugdyme. Šio straipsnio tikslas – at-skleisti specifinius kultūrinius skirtumus, taikant meno terapijos procedūras švietimo srityje, ypač dirbant su kūrybiškumo reiškiniu. Tikslinę tyrimo grupę sudaro universiteto studentai iš Lenkijos ir Čekijos. Visi studentai buvo supažindinti su dviprasmėmis paskatomis, kurias jie turėjo atliepti iš meninės perspektyvos. Tada individualios meninės reakcijos buvo suklasifikuotos į tam tikras kategorijas, o kultūriniai skirtumai – įvertinti ir aprašyti.
Reikšminiai žodžiai: dviprasmė paskata, meno filetika, artphiletics, kognityvinis pasiekiamumas, kūrybiškumas, kultūriniai aspektai, švietimo procesas.
Keyword : ambiguous stimulus, artphiletics, cognitive penetrability, creativity, cultural aspects, educational process
How to Cite
Potměšilová, P., & Potměšil, M. (2019). Cultural differences in creative reactions to an ambiguous stimulus. Creativity Studies, 12(1), 119-130. https://doi.org/10.3846/cs.2019.718
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Campbell, J. (1998). Techniky arteterapie ve výchově, sociální práci a klinické praxi. Praha: Portál.
Carlson, N. R., Heth, C. D., Miller, H., Donahoe, J. W., Buskist, W., & Martin, G. N. (2009). Psychology: The Science of Behavior. Boston: Allyn & Bacon.
Carter, J. Ph., & Russell, K. (1996). Challenging IQ Puzzles. New York: Sterling Juvenile.
Case, C., & Dalley, T. (2014). The handbook of art therapy. New York: Routledge. https://doi.org/10.4324/9781315779799
Currie, G., & Ravenscroft, I. (2002). Recreative minds: imagination in philosophy and psychology. Oxford, New York: Clarendon Press, Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198238089.001.0001
Dacey, J. S., & Lennon, K. H. (1998). Understanding creativity: the interplay of biological, psychological, and social factors. San Francisco, CA: Jossey-Bass Inc.
Guilford, J. P. (1967). The nature of human intelligence. Series: McGraw-Hill Series in Psychology. New York: McGraw-Hill Education.
Jurčová, M. (1984). Torranceho figurálny test tvorivého myslenia: praktická časť. Bratislava: Psychodia-gnostické a didaktické testy.
Lowenfeld, V., & Brittain, W. L. (1987). Creative and mental growth. New York: Macmillan.
Kaplan, F. F. (2000). Art, science and art therapy: repainting the picture. London and Philadelphia: Jessica Kingsley Publishers.
Karkou, V., & Sanderson, P. (2006). Arts therapies: a research-based map of the field. Edinburgh: Churchill Livingstone.
McNiff, Sh., & Barlow, G. C. (2009). Cross-cultural psychotherapy and art. Art Therapy: Journal of the American Art Therapy Association, 26(3), 100-106. https://doi.org/10.1080/07421656.2009.10129379
Malchiodi, C. A. (Ed.). (2012). Handbook of art therapy. New York: The Guilford Press.
Potmesilova, P., Sobkova, P., & Fojtíkova Roubalova, M. (2014). Effect of cultural differences in reaction of students to ambiguous art stimulus. Open Journal of Social Sciences, 2, 58-67. https://doi.org/10.4236/jss.2014.211008
Potměšilová, P. (2015). The reaction of children with hearing impairment to an ambiguous stimulus. E-Pedagogium, 2, 159-174.
Potměšilová, P., & Buqiong. (2015). Ambiguous stimulus in the educational process of pupils with hearing impairment, Paidagogos. Journal of Education in Contexts, 15(1), 158-170.
Robb, M. (2015). Using art therapy with diverse populations: crossing cultures and abilities. Art Therapy: Journal of the American Art Therapy Association, 32(1), 40-41. https://doi.org/10.1080/07421656.2015.995035
Slavík, J. (1997). Od výrazu k dialogu ve výchově: artefiletika. Praha: Karolinum.
Slavík, J. (2001). Umění zážitku, zážitek umění (teorie a praxe artefiletiky). I díl. Praha: Univerzita Karlova – Pedagogická fakulta.
Slavík, J., Chrz, V., & Štech, S. (2013). Tvorba jako způsob poznávání. Praha: Universita Karlova v Praze.
Smékal, V. (2004). Pozvání do psychologie osobnosti. Člověk v zrcadle vědomí a jednání. Brno: Barrister & Principal.
Spaniol, S. (2012). Art therapy with adults with severe mental illness. In C. A. Malchiodi (Ed.), Handbook of art therapy (pp. 288-301). New York: The Guilford Press.
Sutherland, J. (2011). Art therapy with families. Journal of Individual Psychology, 67(3), 292-304.
Todorović, D. (2011). What is the origin of the gestalt principles? Humana Mente: Journal of Philosophical Studies, 17, 1-20.
Tuck, M. (2010). Gestalt principles applied in design. Retrieved from https://www.webfx.com/blog/web-design/gestalt-principles-applied-in-design/
Večerková, E., & Frolcová, V. (2010). Evropské Vánoce v tradicích lidové kultury. Praha: Vyšehrad.