Giftedness and Creativity: Current Studies of Brazil and Portugal
Coordinator: Fernanda Hellen Ribeiro Piske
Many researchers have focused on the importance of creativity in gifted education. However, gifted students do not always develop their creativity during classes, on the contrary, most time they have repetitive classes that do not stimulate their creative potential. In this sense, the proposal of this symposium is to present how creativity has been developed during the teaching of gifted students in Brazil and Portugal. The researches that will be presented during this symposium have the purpose of highlighting the possibilities of a creative and innovative teaching aimed at attending to each dimension of the development of these students, including social, emotional and cognitive aspects.
Career Pathways to Achieve Musical Excellence
Daniela Coimbra; José Cruz; Leandro S. Almeida
Interest in people who demonstrate exceptional mastery in their own fields is shared by researchers in the most diverse areas of knowledge, in the attempt to discover which factors are responsible for attaining and maintaining superior levels of performance. This subject has been explored throughout history with particular regard to eminent scientists, athletes and artists, and there has been some consensus vis-à-vis the psychological characteristics (how they are) of these individuals, as well as the strategies (what they do) they use to push though their limits, develop skills and achieve optimal performance levels. Studies in Musical Performance and Psychology of Music have produced important results regarding techniques for excellent performance, but studies centred on the characteristics of musicians of excellence and their paths towards developing excellence have been less enthusiastic. The aim of this work is to present a case study on the career pathways of two Portuguese musicians of excellence. Criteria of excellence identification were defined and analysis of in depth data on the personal and professional pathways of each participant was carried out. The results indicated that although the two musicians had different career pathways, both studied abroad, showed high degrees of discipline and persistence to endure great amounts of practice, moved towards a more effective practice with experience and ambition to become better musicians. The analysis also led to the identification of psychological characteristics such as conscientiousness, curiosity, open-mindedness, and, above all, a desired to experiment and to create a unique sound and interpretation.
Perception about the Importance of Creativity in Teaching the Gifted Students
Fernanda Hellen Ribeiro Piske
Working with creativity can make the difference in gifted education, however, this attribute is still little worked during the classes of these children. Therefore, this research aims to investigate the perceptions of two mothers, five teachers, two school directors, a pedagogue and two gifted students of an elementary school in Brazil about the importance of creativity during classes of these children. The method used was qualitative and exploratory with semi-structured interviews and questionnaires. The results point out that for the twelve participants creativity is related to the different capacity of creation and imagination, another way of seeing the world, something intrinsic in all people, something beneficial and that awakens the interest of gifted students, the awakening of feelings and emotions, among other definitions. The conclusion is that there is unanimity regarding the importance of creativity and the participants highlighted that the environment is fundamental for creativity to be developed. According to the participants, the main ways to develop creativity are: Working with challenging and varied teaching strategies that promote reflection and that are in accordance with the special needs of gifted students, there must be activities and projects, for example robotics, where these students can interact and have good interpersonal relationships to meet their social and emotional difficulties, among other ways to develop creativity. This way it is essential that teachers offer creative practices during the classes of gifted children.
Intelligence and Verbal Creativity: A Study about Brazilian Gifted Cildren
Carla Luciane Blum Vestena; Samarah Perszel Freitas; Cristina Costa-Lobo
Different aspects are analyzed during the evaluation of high abilities/gifted people: interests, abilities, capacities, creativity, leadership, personality and other. Wechsler (1950) said intelligence is just a personality expression and his tests have this objective. However, we realized besides complexity of the variability of answers, a lot of children with indication to high abilities/giftedness were creative to solve problems during the Wechsler Abbreviated Scale Intelligence (WASI). Although discussion about association between intelligence and creativity is old, wide and inconclusive, the objective of this work is to think about interface of these two aspects during the high abilities/giftedness psycho educational evaluation. Sample was 36 children with indication to high abilities/giftedness between 6 and 10 years old, being 9 girls and 27 boys. Data were collected between October 2015 and June 2016 and the analyses were content analysis. We chose the analysis of intra questions in vocabulary test. After, data were divided in a scale of answers classified as: very creative, creative and a few creative. Results were some gifted children emit answers with high level of complexity associated to verbal creativity. We consider that verbal answers during high abilities/giftedness evaluation involve high level of complexity and it is necessary to pay attention on it. Other studies about verbal creativity, intelligence and high abilities/giftedness are important.
Potential of Creativity and Cognitive Process in Childhood
Cristina Costa-Lobo; Mafalda Sousa; Daniela Costa Coimbra; Ana Campina; Carla L. Blum Vestena; Jessica Cabrera Cuevas
The aggregation of creativity potential and cognitive processes has been advocated as necessary for the implementation of pedagogical scenarios that promote meaningful learning. The purpose of this study is to verify the extent to which creative potential is related to cognitive processes, to signal the implications of creative potential training for educational responses, to analyze whether cognitive performance in convergent thinking tests and in creative thinking tests increases or Decrease with age / year of schooling of children, verifying that, if there are differences, they are related to the cognitive nature of the tests. The data discussed refer to information obtained from a non-probabilistic convenience sample, consisting of 30 students attending the Portuguese Basic Education, in a public context, in the north of the country. Data collection took place between December 2015 and April 2016. The main results highlight that the tests that evaluate cognitive processes centered on the comprehension and the reasoning are strongly correlated with each other and are practically unrelated to the tests that evaluate the cognitive processes of creativity. When correlated the results obtained in the tests of creative thought, it was verified the existence of a higher correlation between the results of these tests than between the results of these tests and the results of the tests of IQ. It should be noted that there are different coefficients depending on the type of thought and the type of content. Although the results are not totally enlightening in some domains, it is possible to affirm that there is practically nonexistent relationship between the cognitive processes evaluated by ECCOs and the creative potential evaluated by EPoC. In this way, the results are satisfactory and encouraging for work and investment in the subject, and this subject is of interest in psychoeducational intervention and a priority in research on the potential of creativity and the level of cognitive processes. This study has contributed to the early identification of learning difficulties as well as to the creation of future interventions, both psychologically and educationally.
Tonia Stoltz Graduated in Pedagogy at Tuiuti University of Paraná (1987), in Arts Education at Faculty of Musical Education of Paraná (1984), Master of Education at Federal University of Paraná (1992), PhD in Education (Psychology of Education) at Pontifícia Universidade Católica (2001), postdoctoral fellow by Archives Jean Piaget, in Geneva, Switzerland (2007) and postdoctoral fellow by Alanus Hochschule, Germany (2011-2012). She had CNPq productivity Scholarship n. 311402/2015-1.
Daniela Coimbrahas a degree in music education from the Porto Polytechnic Institute and gained her MA and PhD in music psychology from the University of Sheffield.Her Ph.D. thesis examined young singers' preparation for performance and their subsequent assessment. Post-doctoral researcher CITAR) at the Portuguese Catholic University, and Royal College of Music, with a grant from the Portuguese Foundation for Science and Technology. Since 2002, lecturer at the Superior School of Music and performing Arts at Porto and presently president of the Scientific Council of the Porto Superior School of Music.
Fernanda Hellen Ribeiro Piske
Fernanda Hellen Ribeiro Piske is a Ph.D. student in Education of Federal University of Parana (UFPR), in the line of Cognition, Learning and Human Development. Master in Education at Federal University of Parana. Specialist in Special Education and Inclusive Education at Uninter International University Center. Member of the Research Group: Creativity and Giftedness (UFPR). Her scientific researches are related to Creativity, Affectivity, Social-Emotional Development, Teacher Training, Human Rights, Special Education, especially with reference to the area of High Abilities / Giftedness. She organized important books about Creativity and Giftedness in three languages, English, Spanish and Portuguese. Some of the books are: Creativity at School: “Development of potentials, Giftedness and talents”; “Giftedness: Creativity and Emotion”; “Giftedness and Creativity: identification and specialized service”.
Carla Luciane Blum Vestena
Carla Luciane Blum Vestenahas a degree in Pedagogie and Masters in Geography from the University of Universidade Federal do Paraná [Parana State University]. She has a Doctorate in Education, specialty of Educational Psychology, in Universidade Estadual Paulista [Paulista State University] Unesp-Marília, São Paulo. She is Professor of Educational Psychology at the Departament of Education of the Universidade Estadual do Centro-Oeste [Midwestern State University] UNICENTRO-Guarapuava Campus, Brazil. She is an Academic Visitor from Brazil (2016-2017), with a post-doctoral project in collaboration with Dr. Emma Flynn from the Durham University - UK and a fellowship from the Brazilian government agencies CAPES and Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Paraná [Araucaria Foundation in Support of Scientific and Technological Development of the State of Paraná]. She coordinates research projects and guides a group of researchers in the fields of cognition and learning, development moral, environmental perception with focus in differents contexts socioculturais and, more recently, giftedness and excellence in learning and performance situations. In his fields of research, he supervised doctoral and master's theses. She is the author of works, among books, chapters of books and articles, published in Brazil and abroad, in particular in Spain and Portugal. Integra the Editorial Board of several magazines of Psychology and of Education, in the country. She is a member of several national and international scientific associations. She has held several institutional positions, having been Chairperson of the Post-graduate Programme of Education (2013/15).
Cristina Costa-Lobohas a degree in Psychology from the University of Coimbra, a Masters in Psychology and a PhD in Psychology, both from the University of Minho. She has been working in the context of higher education since 2006. She develops research on emerging cognition, giftedness, creativity, emotional intelligence, and learning outcomes in higher education contexts. She has participated in research projects funded in the fields of psychology, computer engineering, electrotechnical engineering and education; Is a founding partner and vice-president of the General Assembly of the Portuguese Association for the Development of the Career (APDC) and partner of the Association for the Development of Educational Psychology Research (ADIPSIEDUC); is a reviewer of the European Journal of Engineering Education (ISI), the International Conference on Information Technology Based Higher Education and Training and the Portucalense Law Journal; Is the author and co-author of several articles published in international conferences and refereed journals; Coordinates the international relations of the Department of Psychology and Education of the Portucalense University; Coordinates the Master's course in Special Education of the Department of Psychology and Education of the Portucalense University; Directed more than two dozen scientific research works, at master's and doctoral level; Is periodically constituent member of the Jury evaluation of doctoral and master's degrees; Is a member of the Scientific Council of Universidade Portucalense; Is director of the Department of Psychology and Education of the Portucalense University, at Oporto, Portugal.