[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588470-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588470-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","stimulating-originality-of-paintings-in-elementary-school-children-vol-6-issue-2-2013-abstract","STIMULATING ORIGINALITY OF PAINTINGS IN ELEMENTARY SCHOOL CHILDREN - Vol. 6 - Issue 2 - 2013 Abstract","","A study examines how originality in elementary school children’s paintings can be stimulated through structured artistic activities. Originality is treated as the capacity to generate new, unconventional and surprising ideas, evaluated through divergent-thinking concepts and an originality assessment framework. A 2-step formative experiment ran during 2012-2013 with 12 second-grade students, using 12 experimental topics and techniques to elicit original outputs. Results support the hypothesis but show difficulties transferring techniques to new contexts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/stimulating-originality-of-paintings-in-elementary-school-children-vol-6-issue-2-2013-abstract/588470/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/stimulating-originality-of-paintings-in-elementary-school-children-vol-6-issue-2-2013-abstract/588470.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the paper’s main aim?","Question",{"text":63,"@type":64},"It studies ways to stimulate originality in elementary school students through artistic activities, especially painting and collage techniques.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the formative experiment conducted?",{"text":68,"@type":64},"The research used a 2-step formative experiment: an initial baseline test in October 2012 followed by 12 learning situations using different topics and techniques during the 2012-2013 school year.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the researchers find about originality and technique transfer?",{"text":72,"@type":64},"The hypothesis is confirmed, particularly during the experiment, but children faced difficulties transferring learned techniques to new contexts.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588470,1792209216,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 6, Number 2, 2013  \nSTIMULATING ORIGINALITY OF PAINTINGS IN ELEMENTARY  \nSCHOOL CHILDREN  \nMaria Eliza Dulamă, Mihai-Bogdan Iovu, Lucreţia Sbînca  \nAbstract: the aim of this paper is studying ways in which originality of elementary school students can be stimulated through the use of artistic activities. The paper is theoretically grounded in considering originality as the capacity to deliver new ideas, ingenious, unconventional, unusual and shocking solutions (Mihaela Roco, 2004; H. Jaoui, 1975; Al. Roşca, 1981; Margaret A.  \nBoden, 1992) compared to previous existing models. The research hypothesis states that if children are involved in learning situations in which they use different painting and collage techniques, then they are stimulated to deliver original outputs. The empirical research was carried on during the school year 2012-2013. The sample consisted from 12 children enrolled in 2nd grade at a school from Sălaj County. 12 topics were proposed. Therefore, children were involved in 12 experimental situations where they used different techniques. In the end, our hypothesis confirms, especially during the experiment, but children have difficulties in transferring the techniques in new contexts.  \nKey words: divergent thinking, plastic education, level of originality, scale for originality assessment  \n1. Introduction  \nThis study started from the assumption that children enrolled in elementary school tend to deliver similar paintings during the Plastic education class. As we are interested in stimulating their originality during elementary education, we designed a formative experiment for the particular class. Objectives were as follows:  \n1) designing, analyzing and testing assessment tools for measuring originality;  \n2) analyzing the influence of topic on the level of originality;  \n3) analyzing the influence of teacher on the level of originality;  \n4) analyzing the influence of peers on the level of originality;  \n5) analyzing the influence of technique on the level of originality. For this study 168 outputs from 12 children were analysed (14/student) .  \nTheoretical background  \nIn different dictionaries, the term ‘originality is used with several different meanings: the ability of being original, unique, new; out of the ordinary, unusual, odd, eccentric, extravagant [9] . There are consider original (authentic) deliverables (papers, theories, ideas etc.) having a non-repeated value [10] . A specific writing or artistic work is original if it did not use any model and it has been created for the first time, being the first issue [7] . Similar meanings are primitive and authentic, unusual, extravagant, bizarre, eccentric. There are original ideas, theories etc. that are told for the first time by someone or entirely belong to someone [7] .  \nThe Big Dictionary of Neologisms (2000) emphasizes that something is original when it is “in the primitive form, uncopyed, and untranslated”. Art people and scientists creating a work of great value are considered being original [10]; poets, musicians composing something new and personal are also considered original [7] .  \nJ.P. Guilford considers originality as one of the elements of divergent thinking. It is the capacity to deliver new ideas, unconventional, unusual and shocking solutions; the originality index is given by the statistical sparcity of the answer (1967) .  \nWith respect to children’s creativity in visual arts, several studies were carried one in testing several  \nhypothesis: if children are given new information on the possibilities to vary upon a given model, they generate more original outputs [1]); if preschoolers are asked to fulfil several requirements in drawing, then they generate original outputs [5] [6]; if preschoolers are given strict indications and are closely monitored by a person with at least medium competency in visual arts, then they develp drawing and painting abilities and learn new techniques in a shorter period of time [4] . The a","cbCaiqx4cjGVeaTC","https://ap.wps.com/l/cbCaiqx4cjGVeaTC","pdf",685681,"English","# Introduction\n# Theoretical Background\n# Method\n## Research Design\n## Sample\n## Procedure","[{\"question\":\"What is the paper’s main aim?\",\"answer\":\"It studies ways to stimulate originality in elementary school students through artistic activities, especially painting and collage techniques.\"},{\"question\":\"How was the formative experiment conducted?\",\"answer\":\"The research used a 2-step formative experiment: an initial baseline test in October 2012 followed by 12 learning situations using different topics and techniques during the 2012-2013 school year.\"},{\"question\":\"What did the researchers find about originality and technique transfer?\",\"answer\":\"The hypothesis is confirmed, particularly during the experiment, but children faced difficulties transferring learned techniques to new contexts.\"}]","STIMULATING ORIGINALITY OF PAINTINGS IN ELEMENTARY SCHOOL CHILDREN - Vol. 6 - Issue 2 - 2013 Abstract | PDF",1792065314,25]