Abstract

Background

Studies of group creativity have focused on adults acting in professional settings, with less attention paid to how adolescents collaborate in groups in creative activities. Building on sociocultural perspectives on imagination as a complex capacity in adolescence, this study examines students’ creative-imagining processes and the role of peer influence in group collaboration.

Methods

The setting of the study is a two-day museum-led workshop on the topic of architecture, which was produced for a national touring program for middle schools. Video data of students’ collaborative interactions comprise the primary data for the analysis.

Findings

The study identifies material, institutional and relational aspects of group creativity in adolescence. A key finding is how creative influence is socially negotiated when merit-based knowledge and authority in an art domain are not valued. The study also finds that students’ interactions in creative activity may be viewed as evidence of learning processes even without consensus in the group.

Contributions

This research contributes new understandings of adolescents’ creative-imagining processes and creative influence in arts-based learning activities in middle school. Principles for arts-based learning designs are presented:the appropriateness of materials; designing for knowledge dependency in open-ended tasks; and facilitating productive forms of creative influence.

中文翻译：

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青春期的集体创造力：创造性合作的关系、物质和制度维度

摘要

背景

对群体创造力的研究主要关注在专业环境中行动的成年人，而较少关注青少年如何在群体中进行创造性活动。基于社会文化对青春期想象力作为一种复杂能力的看法，本研究考察了学生的创造性想象过程以及同伴影响在小组合作中的作用。

方法

该研究的背景是一个为期两天的由博物馆主导的关于建筑主题的研讨会，该研讨会是为全国中学巡回演出计划制作的。学生协作互动的视频数据是分析的主要数据。

发现

该研究确定了青春期群体创造力的物质、制度和关系方面。一个关键发现是，当艺术领域中基于价值的知识和权威不被重视时，创造性影响是如何通过社会协商的。该研究还发现，即使在小组中没有达成共识，学生在创造性活动中的互动也可能被视为学习过程的证据。

贡献

这项研究有助于对青少年在中学艺术学习活动中的创造性想象过程和创造性影响有新的认识。提出了基于艺术的学习设计的原则：材料的适当性；设计开放式任务中的知识依赖性；并促进创造性影响的生产形式。