I don' t think there is exact research on the commonalities of social learning theory, new conceptualizaitaons of creativity, and self-efficacy, but maybe there is something I will find my way to. Anyway, I am going to start here:
Bandura, A. (1985). Social Foundations of Thought and Action: A Social Cognitive Theory. Upper Saddle River, NJ: Prentice Hall.
Bandura, A. (1985). Social Foundations of Thought and Action: A Social Cognitive Theory. Upper Saddle River, NJ: Prentice Hall.
This is a book I have to order, and I hope it is not too hard to read; it might be. It is a psychology textbook that costs millions of dollars, but I'm sure it is at the heart of what I have in mind.
Freedman, K. (2010). Rethinking Creativity: A Definition of Contemporary Practice. Art Education, 63(2), 8-15.
Freedman, K. (2010). Rethinking Creativity: A Definition of Contemporary Practice. Art Education, 63(2), 8-15.
We had this article assigned to us sometime in the "Issues" class, I believe, and it means a lot more to me now. I am more interested now in ideas of "creativity" being beyond self-expression and more like what we might call "innovation"; I found the idea of creativity as "an ability to view unseen possibilities and implement them step-by step" especially surprising. This seems identical to me to Bandura's idea of self-efficacy.
Pajares, F. (1997). Current Directions in Self-Efficacy Research. In M Maehr and P.R.Pintren (Eds.) Advances in Motivation and Achievement. Greenwich, CONN: JAI Press, pp.1-49.
Pajares, F. (1997). Current Directions in Self-Efficacy Research. In M Maehr and P.R.Pintren (Eds.) Advances in Motivation and Achievement. Greenwich, CONN: JAI Press, pp.1-49.
This seems like a resource I have to have; a lot of self-efficacy research has been done with athletics and music education, but not art education. Music education makes sense to me, as it is so performance based, but I am interested in the internal voice, as Moen (2009) puts it--that internal voice that may help or prevent a student from taking their artwork into their own realm.
Pajares, F. (2002). Overview of Social Cognitive Theory and of Self-Efficacy. Retrieved 11/07/11 from https://www.emory.edu/EDUCATION?mpf/eff.html
Pajares, F. (2002). Overview of Social Cognitive Theory and of Self-Efficacy. Retrieved 11/07/11 from https://www.emory.edu/EDUCATION?mpf/eff.html
A primer on social learning theory and self-efficacy--which is different from self-esteem. Self-esteem is how you feel about yourself; self-efficacy is the belief that you can accomplish a specific task. For me, it is this building up of accomplished tasks that leads to change (reciprocal determinism) and ultimately new possibilities for a student's future. I would like to explore how art-making is related to "planning the next few steps" as, at the same time, it also demands one remain flexible to what is actually happening in the work itself. (Is there any way to prove this relationship with "life" itself? Do I need to?)
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Another million-dollar textbook. Will I even understand it? Vygotsky is the other "creator", if you will, of social learning theory. Social learning theory is the teaching method I want to espouse for the art studio; to inarguably lead the way for classes based on project-learning, collaboration, compassion, communication and critical thinking--all those twenty-first century learning buzzwords. (I happen to go along with them whole-heartedly, by the way.)
Zimmerman, E. (2009). Reconceptualizing the Role of Creativity in Art Education Theory and Practice. Studies in Art Education, 50(4), 382-399.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Another million-dollar textbook. Will I even understand it? Vygotsky is the other "creator", if you will, of social learning theory. Social learning theory is the teaching method I want to espouse for the art studio; to inarguably lead the way for classes based on project-learning, collaboration, compassion, communication and critical thinking--all those twenty-first century learning buzzwords. (I happen to go along with them whole-heartedly, by the way.)
Zimmerman, E. (2009). Reconceptualizing the Role of Creativity in Art Education Theory and Practice. Studies in Art Education, 50(4), 382-399.
Zimmerman's work in particular seems to bring together the ideas of social learning theory, creativity, and the needs for twenty-first century learners. Reconceptualizing the role of creativity--and recognizing it as a skill our students will need (whether you define creativity as divergent learning, flexibility, or whatever, or all these things) makes the artroom an equal place in the schoolhouse. The only thing is, I believe, is the teacher must be very good at seeing and teaching these skills ("cognitive complexity, affective intensity, personal vision, engaging and persisting, problem finding/problem solving" through the medium of art. Some of my most personally felt aspects of creativity are self-reflective processes and motivation.
Work in progress: Cridland, Francesca, doctoral dissertation on influence of a visual arts program on self-efficacy and achievement. University of Tasmania, Australia.
Work in progress: Cridland, Francesca, doctoral dissertation on influence of a visual arts program on self-efficacy and achievement. University of Tasmania, Australia.
Do I have the courage to write to this person and ask for clues? I have an e-mail address!
A map will still follow--I'll have time tomorrow to use my AI at school.
A map will still follow--I'll have time tomorrow to use my AI at school.
Am I supposed to be writing versions of my question as well? Okay, well, that is for the morning also. Tomorrow is an easier day for me.
Hi Janice,
ReplyDeleteIncluding your research question in your posts will allow other readers to quickly assess the relationship between what you're doing and your research's intent. Thanks for demonstrating the way each of these sources relates to your work.