Learning objectives

Psychology and Creativity In recent years much has been done to propose forms of intersection between art and psychology. Among the recognized factors which underlie these intersections, there is the recognition of the value of the cognitive processes that generate the creative path. Students will be able to acquire the necessary knowledge to face the artistic and creative experience and its development with tools and methodologies of the psychology of art according to an experimental and phenomenological approach.

Prerequisites and basic notions

No prerequisites necessary

Program

The creation process is complex and multidimensional. Several aspects are involved in it; among these are the cognitive factors that support the various phases of which the creative process is composed. The course intends to offer students a key to understanding the various definitions that have been given in psychology to the construct of "creativity" with a particular focus on the cognitive aspects involved, the elements characterising an artistic work and the evaluation processes of creative products. In particular, the course aims to provide the following knowledge:
- the theories concerning the construct of creativity
- the different phases of the creative process;
- the cognitive processes involved;
- evaluation practices: the judgement of experts vs. non-experts.
Texts and examination materials
Bibliographical part
De Bono, E. (2011). Essere creativi. Come far nascere nuove idee. I concetti, gli strumenti, le applicazioni del pensiero laterale. Milano: Gruppo24 ore.
Corazza, G. E., Agnoli, S., & Mastria, S. (2022). The Dynamic Creativity Framework.
Bianchi, I., & Branchini, E. (2023). Does thinking in opposites in order to think differently improve creativity?. Journal of Intelligence, 11: 85
Monographic part
Pelowski, M., Markey,P. S., Goller, J., Förster, E. L., & Leder, H. (2019). But, How Can We Make “Art?” Artistic Production Versus Realistic Copying and Perceptual Advantages of Artists. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 462-481.
Kozbelt, A., & Serafin, J. (2009). Dynamic Evaluation of High- and Low-Creativity Drawings by Artist and Nonartist Raters. Creativity Research Journal, 21(4), 349–360.
Chamberlain, R. & Wagemans, J. (2016). The genesis of errors in drawing. Neuroscience and Biobehavioral Reviews, 65, 195–207.
Kaufmann, S. B. (2013). Opening up Openness to Experience: A Four-Factor Model and Relations to Creative Achievement in the Arts and Sciences. The Journal of Creative Behaviour, 47(4), 233–255.
Newman, G. E., & Bloom, P. (2012). Art and Authenticity: The Importance of Originals in Judgments of Value. Journal of Experimental Psychology: General, 141(3), 558-569.
Sowden, P., Pringle, A., & Gabora, L. (2015). The shifting sands of creative thinking: Connections to dual-process theory. Thinking & Reasoning, 21(1), 40-60.
Gilhooly, K. J., Georgiou, G. J., Sirota, M., & Paphiti-Galeano, A. (2015). Incubation and suppression processes in creative problem solving. Thinking & Reasoning, 21(1), 130-146.
Sio, U. N., & Ormerod, T. C. (2015). Incubation and cueing effects in problem-solving: Set aside the difficult problems but focus on the easy ones, Thinking & Reasoning. 21(1), 113-129.
Note: the materials (digitally open access for teaching purposes) will be made available by the lecturer.

Bibliography

Didactic methods

Teaching will take place through lectures in which the topics will be presented. Space will also be left for classroom discussion so that students can acquire a critical understanding of the proposed content.
Lectures will be video-recorded and made available to students on the course page.

Learning assessment procedures

The knowledge and skills acquired will be tested by means of an oral test for both attending and non-attending students.

Evaluation criteria

In particular, the following will be assessed: i) knowledge acquired through the study of examination material; ii) the use of appropriate vocabulary; iii) the ability to expound content in a critical and reflective manner. The examination will cover, compulsorily for all, the study of the textbook and of the two articles indicated in the bibliographical part of the programme, and an article that the student may choose from those indicated in the monographic part.

Criteria for the composition of the final grade

The overall assessment will consist of a maximum of 20/30 points for the bibliographical part; whereas a maximum of 10/30 points will be awarded to the exposition of the article of choice of the monographic part.

Exam language

Italiano