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  3. Creativity. Theories – Research – Applications
  4. Creativity. Theories – Research – Applications, 2019, Vol. 6, Issue 1

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/19964
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    Pole DCWartośćJęzyk
    dc.contributor.authorPhonethibsavads, Anthony-
    dc.contributor.authorBender, Sophia-
    dc.contributor.authorPeppler, Kylie-
    dc.date.accessioned2026-04-01T07:17:38Z-
    dc.date.available2026-04-01T07:17:38Z-
    dc.date.issued2019-
    dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 6, Issue 1, 2019, pp. 4-19pl
    dc.identifier.issn2354-0036-
    dc.identifier.urihttp://hdl.handle.net/11320/19964-
    dc.description.abstractObjective: This study examines the validity of Amabile’s (1982) consensual assessment technique in measuring creativity in a warm-up activity in fourth-grade drama class rooms and compares the scores between warm-ups occur ring in a blackbox theater setting (experimental) vs. a traditional classroom (control). Method: Four professional actors viewed 60 clips of children’s drama warm-ups and scored for creativity, using a 5-point scale. After establishing sufficient inter-rater reliability (IRR), we used the average scores of the raters to compare creativity between the experimental and control groups. Results: The raters demonstrated high agreement, with a coefficient alpha estimate of .819. An in dependent samples t-test between the experimental and control groups was significant at p < .001, with the experimental group receiving higher scores. Conclusions: The results suggested that creativity was significantly higher in the experimental group, and the context correlated with creativity, despite neither group having yet received drama instruction at that time. This paper presents discussions about validity, opinions of the raters, possible implications for the activity itself, and possible effect of setting on creativity.pl
    dc.description.sponsorshipThis study was made possible by funding from the National Science Foundation and by the late Dr. James Catterrall, whose contributions helped greatly promote arts education for better creativity and closing the achievement gap in schools.pl
    dc.language.isoenpl
    dc.publisherUniversity of Białystokpl
    dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 3.0 License-
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/-
    dc.subjectCreativitypl
    dc.subjectDramapl
    dc.subjectConsensual assessmentpl
    dc.subjectEducationpl
    dc.titleUtilizing the Consensual Assessment Technique to Compare Creativity in Drama Spacespl
    dc.typeArticlepl
    dc.rights.holder© 2019 Anthony Phonethibsavads, Sophia Bender, Kylie Peppler, published by University of Białystokpl
    dc.rights.holderThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.pl
    dc.identifier.doi10.1515/ctra-2019-0001-
    dc.description.EmailAnthony Phonethibsavads: anphonet@indiana.edupl
    dc.description.EmailSophia Bender: sobender@indiana.edupl
    dc.description.EmailKylie Peppler: kpeppler@uci.edupl
    dc.description.AffiliationAnthony Phonethibsavads - Indiana University, USApl
    dc.description.AffiliationSophia Bender - Indiana University, USApl
    dc.description.AffiliationKylie Peppler - University of California, Irvine, USApl
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    dc.description.volume6pl
    dc.description.issue1pl
    dc.description.firstpage4pl
    dc.description.lastpage19pl
    dc.identifier.citation2Creativity. Theories – Research – Applicationspl
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