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Appears in:
Pages: 750-752
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

MOTIVATION AND CREATIVITY IN THE ARTISTIC EDUCATION

A. Gómez

University of the Basque Country (SPAIN)
We can say that the importance of creativity has been seen recently and, strangely enough, the interest shown and has been subject of much research, is closely linked to business development and in particular the need to innovate in the creation of different products or solutions to problems such as those arising from the economic crisis. Teresa Amabile (1994), in their studies on creativity and motivation states that for a person has a chance to develop innovation in their environment should occur three domains overlap. The first is the domain of the field, it is necessary that the person is a specialist or dominate the area in which you want to apply innovation. The second is for the technical knowledge and creative thinking, in other words, the importance of having developed the creativity, which allows creation or raise ideas that do not belong to the same paradigm already established. In reference to the domain of the field can be noted that this approach is not new, that is, through centuries of education have sought to get the "apprentice" to become an expert, or at least knowledgeable of the various subjects taught . However, not all students, let alone, succeeds in acquiring control over the subject matter and this is largely due to motivation, which refers to Amabile as the third domain.
Intrinsic motivation is considered indispensable by this author in the development of innovation, because innovation involves risk in change and therefore there is a risk of failure, resulting in the questioning of the status quo. Without motivation there is no necessary perseverance to the failure or resistance to external pressures, internal and sometimes indispensable to get translate creative ideas into innovation. This fact can be reflected in the classroom, in which many students fail simply because of a lack of internal or intrinsic motivation, which leads to not show interest, enthusiasm and effort on matters established. However, these same young people are able to devote much of their time and effort to other purposes, such as sports, internet or any other leisure-that appeal to them and they get a significant domain.
Develop a sense of achievement, feel responsibility as a positive experience and the work as a pleasant itself and sufficient without the need for external recognition, are the basis for strengthening intrinsic motivation. One of the key elements for the development of it is freedom, autonomy, understood in terms of being able to decide the means to achieve ends. The spaces and flexible behaviors also stimulate motivation and therefore creativity, as this thrives on the absence of fear. Fear leads to inhibited creativity, precisely, is related to the possibility of exploring new ways of doing or being.
@InProceedings{GOMEZ2012MOT,
author = {G{\'{o}}mez, A.},
title = {MOTIVATION AND CREATIVITY IN THE ARTISTIC EDUCATION},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {750-752}}
TY - CONF
AU - A. Gómez
TI - MOTIVATION AND CREATIVITY IN THE ARTISTIC EDUCATION
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 750
EP - 752
ER -
A. Gómez (2012) MOTIVATION AND CREATIVITY IN THE ARTISTIC EDUCATION, EDULEARN12 Proceedings, pp. 750-752.
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