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Krumm, G., & Lemos, V. (2012). Artistic activities and creativity in argentinian school-age children. International Journal of Psychological Research, 5(2), 40–48. https://doi.org/10.21500/20112084.735
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).
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Bunt, L. & Alberman, E. (1981).The role of music therapy with handicapped children in a London district. A pilot study. British Journal of Music Therapy, 12, 2.
Caf, B., Kroflic, B. & Tancig, S. (1997). Activation of hypoactive children with creative movement and dance in primary school. Arts In Psychotherapy, 24(4), 355-365. doi:10.1016/S0197-4556(97)00016-6
Csikszentmihalyi, M. (1998). Creatividad. El fluir y la psicología del descubrimiento y la invención. España: Paidós.
Eisner, E. W. (1993). Prólogo. En Arnheim, R. Consideraciones sobre la educación artística. Barcelona: Paidós.
Eisner, E. W. (1995). Educar la visión artística. Barcelona: Paidós.
Elisondo, R., Donolo, D. y Rinaudo, M. C. (2012). Espacios comunitarios cotidianos. El arte como oportunidad para ser, crear y transformar. Arte y Sociedad. Revista Investigación,1. Recuperado de http://asri.eumed.net/1/edr.html.
Esquivias, M. (2004). Creatividad: definiciones, antecedentes y aportaciones. Revista digital universitaria,5(1). Recuperado de http://www.revista.unam.mx/vol.5/num1/art4/art4-2.htm
Ferrando Prieto, M. (2006). Creatividad e inteligencia emocional: un estudio empírico en alumnos con altas habilidades (Tesis doctoral, Universidad de Murcia. Departamento de Personalidad, Evaluación y Tratamiento Psicológico). Recuperado de http://www.tesisenred.net/ TESIS_UM/AVAILABLE/TDR-0403107-103000/FerrandoPrieto.pdf
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