Running Head: THE EFFECT OF PLAY ON SUBSEQUENT CREATIVITY1

THE EFFECT OF PLAY ON SUBSEQUENT CREATIVITY 2

Cassandra L. ReeseAugust 10, 2010Research in EducationThe Effect of Play on Subsequent CreativityDr. Edward Snyder

The Effect of Play on Subsequent Creativity IntroductionPlay is an elusive concept; both in its ability to be defined as well as to be researched (Whitebread, Coltman, Jameson & Lander, 2009). Many theorists and researchers including Johan Huizinga (1950), Jean Piaget (1962), Jerome Bruner and colleagues (1976), and others have long sought to not only clarify the essence of play, but to also understand its effect on development and well-being, as well as its ability to promote creative thinking (Ginsburg, 2007; Howard-Jones, Taylor & Sutton, 2002). Carl Rogers identified the first characteristic of a successfully creative person as having the ability to play (as cited in Gude, 2010). Along those same lines, is it possible that play can facilitate ones creative abilities (Russ, 2003)? Indeed, previous research in this area has found substantial statistical evidence supporting this notion (Dansky & Silverman, 1973, 1975; Lieberman, 1977; Vandenberg, 1981). However, will this link between play and creativity sustain as the elementary student progresses into adolescence where self-consciousness reigns and play is no longer a primary focus? Research has found that when rules are imposed on play, children lose some of the creativity-enhancing benefits (Ginsburg, 2007). Students at this age can face their own set of rules or apprehensions for exploring creative interests including a desire to please the teacher, not understanding the purpose of creating, fearing judgment for inaccurate solutions, and fearing non-conformity amongst their peers (Gude, 2010). Yet, by playfully creating, it is possible that art can become a less self-conscious act where students are able to look within rather than outside themselves for answers (Szekely, 1996). The purpose of this study is to examine the effect of unstructured play, prior to beginning a project, on the creativity of the subsequent project for tenth-grade adolescents. A previous study designed by Howard-Jones, Taylor and Sutton (2002) examined an equivalent effect among 6-7 year olds. One group of students was instructed to have free-play with salt dough while the other copied text from the board. Following this task, both groups were asked to create a collage of a creature using the materials provided on the table. The results of their study showed evidence that the nature of a preceding task, structured versus unstructured, can affect the creativity of a students subsequent task when judged by an independent panel. Specifically, in judging creativity, the dependent variables included an overall rating of creativity; the numbers of colors used; and the number of pieces used in the collage. Results showed significant subsequent effect in all three aspects. The intention of this study is to assess comparable variables in a similar project among tenth-grade art students. However, rather than using salt dough, clay will be substituted. Additionally, the collage project will be modified to include the creation of an imaginary landscape. For the sake of consistency, the students overall rating of creativity will scored using Amabiles Consensual Assessment Technique. This technique consists of having an independent panel of judges subjectively rate the creativity levels of the students artworks (as cited in Howard-Jones et al., 2002).

Review of LiteratureMany theorists including Huizinga (1950), Piaget (1962), Bruner and colleagues (1976), and others have long sought to clarify the essence of play, as well as to understand plays ability to promote creative thinking. Piaget theorized that play can enable children to find associations between previously unrelated ideas (as cited in Danksy & Silverman, 1973). Following the play theories of Piaget (1962), Dansky & Silverman (1973) completed studies in which their findings supported the notion that an increase in playful activity would promote an increase in associative fluency. Associative fluency is the measure of ones ability to generate alternative uses for conventional objects. The study involved 90 preschool-aged children in one control group, with no previous interaction with objects; and two experimental groups of both free play and imitation play with various objects. Results showed that subjects in the free-play group generated significantly more nonstandard uses for the objects versus subjects who did not receive this opportunity. There was little difference between subjects whom imitated the play of others versus subjects with no previous play opportunity. Though this study proved an increase in associative fluency, it could not be determined whether it facilitated an increase or decrease in the actual creative abilities of the subjects.Dansky & Silverman (1975) conducted a similar study in this area with subject groups interacting with unrelated objects prior to the assessment. The study involved 36 preschool-aged children in three experimental groups including free play, imitated play and intellectual play. Results were comparable to the previous study in that subjects in the free-play group generated significantly more standard and nonstandard uses for the unrelated objects versus the other two groups. Findings from both studies directed Dansky & Silverman to theorize that playful activity can create an attitude, or mindset, which will allow children to generate imaginative associations. It was later hypothesized and statistically confirmed by Pellegrini (as cited in Howard-Jones et al., 2002) that it was the transfer of an exploratory mindset that allowed the subjects to achieve higher levels of associative fluency. In Pellegrinis studies, children treated with adult-led exploratory questioning were more effective at associative fluency than children engaged in free play (Pellegrini, 1981).Bruner, Jolly and Genova (as cited in Whitebread et al., 2009) conducted a similar experiment with children by either allowing free play with the objects, or teaching children how to use the objects. The focus of the study centered on childrens problem-solving abilities. What was found was that although children from each group performed with the same levels of immediate success, there was a difference in the way the children approached the problem. Children from the taught group acquired an all or nothing disposition by giving up quickly if they were unable to immediately succeed; whereas children from the play group were more likely to work longer and develop strategies if their first attempt failed. Vandenberg (1981) also found comparable results in a similar study regarding play and problem solving. In Vandenbergs study, children whom engaged in the free play treatment performed significantly better in difficult problem solving than children from the non-play treatment.Beretta & Privette (as cited in Howard-Jones et al., 2002) also experimentally explored the notion of unstructured play; however, it was taken one step further to determine whether structured play versus flexible play had an effect on creative thinking. Rather than simply focusing on associative fluency, creativity was determined using Torrance Tests of Creative Thinking that included scores for over-all creative thinking, fluency, flexibility and originality. In comparison to findings by Dansky & Silverman (1973, 1975), though children in the flexible play group received higher scores in creative thinking, the scores were primarily comprised on higher originality of thinking rather than fluency or flexibility. Based on their findings, Beretta & Privette suggested for students to engage in creative types of activities directly following free play experiences. While findings by Beretta & Privette (1990) have confirmed a link between unstructured play and creative thinking for children, it remains unknown if this link will sustain into adolescence where self-consciousness reigns and play is no longer a primary focus. Research has found that when rules are imposed on play, children lose some of the creativity-enhancing benefits (as cited in Ginsburg, 2007). Students at this age can face their own set of rules or apprehensions for exploring creative interests including a desire to please the teacher, not understanding the purpose of creating, fearing judgment for inaccurate solutions, and fearing non-conformity amongst their peers (Gude, 2010). Yet, by playfully creating, it is possible that art can become a less self-conscious act where students are able to look within rather than outside themselves for answers (Szekely, 1996). Based on a previous study by Howard-Jones, Taylor and Sutton (2002), the proposed study will attempt an experimental test of causal relationship between play and creativity. The purpose of this study is to examine the effect of unstructured play, prior to beginning a project, on the creativity of the subsequent project for tenth-grade adolescents.

MethodsStatement of ProblemThe purpose of this study is to examine the effect of unstructured play, prior to beginning a project, on the creativity of the subsequent project for tenth-grade adolescents.ParticipantsSite. Millcreek School District is a public school located within the city of Erie, Pennsylvania. McDowell Intermediate High School includes both freshman and sophomores (Millcreek, 2009).Population. Millcreek School District includes 7,500 students in seven elementary schools, three middle schools, one intermediate high school and one senior high school. The demographics of McDowell Intermediate High School include 95% White, 2% African American, 2% Hispanic, 1% Asian/Pacific Islander and