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- W251710884 abstract "Research indicates that creative work is sensitive to the social context of the creator. This paper presents an examination of how peer social processes, as shaped by the structure of the work process, influence children's creative activity in classroom contexts. A nine-month comparative observational study of three fifth-grade classes in three different schools, with teachers committed to fostering children's creative abilities, made comparisons both within and across classrooms. The four-phase structure of data collection ensures reliability and validity. Methods of data collection and analysis suggested by Schatzman and Strauss (1973) and Erickson (1985) were used. Marshall and Weinstein's (1984) model for ascertaining the meaning of interactive social processes for participants' actions also provided an analytical framework. The research indicates that different classes function in fundamentally different ways, and the characteristic manner of functioning seems to shape peer social processes which in turn influence creative work. The variance among classes and within individual classes appears to be related to the structure of the work process established by teachers and students. By examining the fluctuations and subtleties of peer interactions, it became apparent that mutual, rather than hierarchical, work processes tend to have greater congruence with the process of being creative, and foster peer interactions which facilitate creative work. Increasing insight into the sensitivity of the creative process to the social context will enable educators to establish learning environments conducive to and supportive of creative activity." @default.
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- W251710884 date "1994-01-01" @default.
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- W251710884 title "The Social Psychology of Creativity: The Importance of Peer Social Processes for Students' Academic and Artistic Creative Activity in Classroom Contexts." @default.
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