The effect of guided imagery on creative responses of non-art majors in a central Illinois community college.

摘要

This investigation, using guided imagery as a treatment, assessed creative responses of non-art majors. Creative thinking scores from the Torrance Tests of Creative Thinking, Figural Form B, were used. A total of 55 students from Illinois Central College, East Peoria, Illinois, comprised the sample for this study. Two Introduction to Art classes, with one as the experimental group, and one Introduction to Economics class were used.;The primary purpose of this study was to examine the usefulness of guided imagery as compared to more structured methods for encouraging creativity. The study utilized posttest scores as an indicator of the effect of guided imagery on subjects' creative response on the Torrance test. It was assumed that the expression-based group, when taught in a space conducive to multi-sensing including music, relaxation, and centering, would demonstrate increased scores on the Torrance Test variables: Fluency, Originality, Abstractness of Titles, Elaboration, Resistance to Premature Closure, and the thirteen Creative Strengths. The increase in scores could be interpreted as benefits of the guided imagery approach for teaching.;The results of this study indicate that the treatment had limited statistical influence on the creativity test scores. Gains were reported on only two of the Creative Strengths: Movement or Action and Richness of Imagery.