Arts guide

Arts assessment criteria: Year 1Criterion C: Thinking creativelyMaximum: 8At the end of year 1, students should be able to:i. identify an artistic intentionii. identify alternatives and perspectivesiii. demonstrate the exploration of ideas.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: i. identifies a limited artistic intention 5–6 ii. identifies limited alternatives and perspectives iii. demonstrates limited exploration of ideas. 7–8 The student: i. identifies an adequate artistic intention ii. identifies adequate alternatives and perspectives iii. demonstrates adequate exploration of ideas. The student: i. identifies a substantial artistic intention ii. identifies substantial alternatives and perspectives iii. demonstrates substantial exploration of ideas. The student: i. identifies an excellent artistic intention ii. identifies excellent alternatives and perspectives iii. demonstrates excellent exploration of ideas.Arts guide 41

Arts assessment criteria: Year 1Criterion D: RespondingMaximum: 8At the end of year 1, students should be able to:i. identify connections between art forms, art and context, or art and prior learningii. recognize that the world contains inspiration or influence for artiii. evaluate certain elements or principles of artwork.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: 5–6 i. identifies limited connections between art forms, art and context, or art and prior learning 7–8 ii. demonstrates limited recognition that the world contains inspiration or influence for art iii. presents a limited evaluation of certain elements of artwork. The student: i. identifies adequate connections between art forms, art and context, or art and prior learning ii. demonstrates adequate recognition that the world contains inspiration or influence for art iii. presents an adequate evaluation of certain elements of artwork. The student: i. identifies substantial connections between art forms, art and context, or art and prior learning ii. demonstrates substantial recognition that the world contains inspiration or influence for art iii. presents a substantial evaluation of certain elements of artwork. The student: i. identifies excellent connections between art forms, art and context, or art and prior learning ii. demonstrates excellent recognition that the world contains inspiration or influence for art iii. presents an excellent evaluation of certain elements or principles of artwork.42 Arts guide

Assessed curriculumArts assessment criteria: Year 3Criterion A: Knowing and understandingMaximum: 8At the end of year 3, students should be able to:i. demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate languageii. demonstrate knowledge of the role of the art form in original or displaced contextsiii. use acquired knowledge to inform their artwork.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: 5–6 i. demonstrates limited knowledge of the art form studied, including concepts, processes, and limited use of appropriate language ii. demonstrates limited knowledge of the role of the art form in original or displaced contexts iii. demonstrates limited use of acquired knowledge to inform his or her artwork. The student: i. demonstrates adequate knowledge of the art form studied, including concepts, processes, and adequate use of appropriate language ii. demonstrates adequate knowledge of the role of the art form in original or displaced contexts iii. demonstrates adequate use of acquired knowledge to inform his or her artwork. The student: i. demonstrates substantial knowledge of the art form studied, including concepts, processes, and substantial use of appropriate language ii. demonstrates substantial knowledge of the role of the art form in original or displaced contexts iii. demonstrates substantial use of acquired knowledge to inform his or her artwork.Arts guide 43

Arts assessment criteria: Year 3Achievement level Level descriptor 7–8 The student: i. demonstrates excellent knowledge of the art form studied, including concepts, processes, and excellent use of appropriate language ii. demonstrates excellent knowledge of the role of the art form in original or displaced contexts iii. demonstrates excellent use of acquired knowledge to inform his or her artwork.44 Arts guide

Arts assessment criteria: Year 3Criterion B: Developing skillsMaximum: 8At the end of year 3, students should be able to:i. demonstrate the acquisition and development of the skills and techniques of the art form studiedii. demonstrate the application of skills and techniques to create, perform and/or present art.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: 5–6 i. demonstrates limited acquisition and development of the skills and techniques of the art form studied 7–8 ii. demonstrates limited application of skills and techniques to create, perform and/or present art. The student: i. demonstrates adequate acquisition and development of the skills and techniques of the art form studied ii. demonstrates adequate application of skills and techniques to create, perform and/or present art. The student: i. demonstrates substantial acquisition and development of the skills and techniques of the art form studied ii. demonstrates substantial application of skills and techniques to create, perform and/or present art. The student: i. demonstrates excellent acquisition and development of the skills and techniques of the art form studied ii. demonstrates excellent application of skills and techniques to create, perform and/or present art.Arts guide 45

Arts assessment criteria: Year 3Criterion C: Thinking creativelyMaximum: 8At the end of year 3, students should be able to:i. outline a clear and feasible artistic intentionii. outline alternatives, perspectives, and imaginative solutionsiii. demonstrate the exploration of ideas through the developmental process to a point of realization.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: 5–6 i. presents a limited outline of an artistic intention, which may lack clarity or feasibility 7–8 ii. presents a limited outline of alternatives, perspectives, and imaginative solutions iii. demonstrates limited exploration of ideas through the developmental process, which may lack a point of realization. The student: i. presents an adequate outline of a clear and/or feasible artistic intention ii. presents an adequate outline of alternatives, perspectives, and imaginative solutions iii. demonstrates adequate exploration of ideas through the developmental process to a point of realization. The student: i. presents a substantial outline of a clear and feasible artistic intention ii. presents a substantial outline of alternatives, perspectives, and imaginative solutions iii. demonstrates substantial exploration of ideas through the developmental process to a point of realization. The student: i. presents an excellent outline of a clear and feasible artistic intention ii. presents an excellent outline of alternatives, perspectives, and imaginative solutions iii. demonstrates excellent exploration of ideas through the developmental process to a point of realization.46 Arts guide

Arts assessment criteria: Year 3Criterion D: RespondingMaximum: 8At the end of year 3, students should be able to:i. outline connections and transfer learning to new settingsii. create an artistic response inspired by the world around themiii. evaluate the artwork of self and others.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: 5–6 i. presents a limited outline of connections and may transfer learning to new settings 7–8 ii. creates a limited artistic response that is possibly inspired by the world around him or her iii. presents a limited evaluation of the artwork of self and others. The student: i. presents an adequate outline of connections and occasionally transfers learning to new settings ii. creates an adequate artistic response that is inspired by the world around him or her to some degree iii. presents an adequate evaluation of the artwork of self and others. The student: i. presents a substantial outline of connections and regularly transfers learning to new settings ii. creates a substantial artistic response that is considerably inspired by the world around him or her iii. presents a substantial evaluation of the artwork of self and others. The student: i. presents an excellent outline of connections with depth and insight, and effectively transfers learning to new settings ii. creates an excellent artistic response that is effectively inspired by the world around him or her iii. presents an excellent evaluation of the artwork of self and others.Arts guide 47

Assessed curriculumArts assessment criteria: Year 5Criterion A: Knowing and understandingMaximum: 8At the end of year 5, students should be able to:i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminologyii. demonstrate understanding of the role of the art form in original or displaced contextsiii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: 5–6 i. demonstrates limited knowledge and understanding of the art form studied, including concepts, processes, and limited use of subject‑specific terminology ii. demonstrates limited understanding of the role of the art form in original or displaced contexts iii. demonstrates limited use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork. The student: i. demonstrates adequate knowledge and understanding of the art form studied, including concepts, processes, and adequate use of subject‑specific terminology ii. demonstrates adequate understanding of the role of the art form in original or displaced contexts iii. demonstrates adequate use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork. The student: i. demonstrates substantial knowledge and understanding of the art form studied, including concepts, processes, and substantial use of subject- specific terminology ii. demonstrates substantial understanding of the role of the art form in original or displaced contexts iii. demonstrates substantial use of acquired knowledge to purposefully inform artistic decisions.48 Arts guide

Arts assessment criteria: Year 5Achievement level Level descriptor 7–8 The student: i. demonstrates excellent knowledge and understanding of the art form studied, including concepts, processes, and excellent use of subject‑specific terminology ii. demonstrates excellent understanding of the role of the art form in original or displaced contexts iii. demonstrates excellent use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.Arts guide 49

Arts assessment criteria: Year 5Criterion B: Developing skillsMaximum: 8At the end of year 5, students should be able to:i. demonstrate the acquisition and development of the skills and techniques of the art form studiedii. demonstrate the application of skills and techniques to create, perform and/or present art.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: 5–6 i. demonstrates limited acquisition and development of the skills and techniques of the art form studied 7–8 ii. demonstrates limited application of skills and techniques to create, perform and/or present art. The student: i. demonstrates adequate acquisition and development of the skills and techniques of the art form studied ii. demonstrates adequate application of skills and techniques to create, perform and/or present art. The student: i. demonstrates substantial acquisition and development of the skills and techniques of the art form studied ii. demonstrates substantial application of skills and techniques to create, perform and/or present art. The student: i. demonstrates excellent acquisition and development of the skills and techniques of the art form studied ii. demonstrates excellent application of skills and techniques to create, perform and/or present art.50 Arts guide

Arts assessment criteria: Year 5Criterion C: Thinking creativelyMaximum: 8At the end of year 5, students should be able to:i. develop a feasible, clear, imaginative and coherent artistic intentionii. demonstrate a range and depth of creative-thinking behavioursiii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: 5–6 i. develops a limited artistic intention that is rarely feasible, clear, imaginative or coherent 7–8 ii. demonstrates a limited range or depth of creative-thinking behaviours iii. demonstrates limited exploration of ideas to shape artistic intention that may reach a point of realization. The student: i. develops an adequate artistic intention that is occasionally feasible, clear, imaginative and/or coherent ii. demonstrates an adequate range and depth of creative-thinking behaviours iii. demonstrates adequate exploration of ideas to shape artistic intention through to a point of realization. The student: i. develops a substantial artistic intention that is often feasible, clear, imaginative and coherent ii. demonstrates a substantial range and depth of creative-thinking behaviours iii. demonstrates substantial exploration of ideas to purposefully shape artistic intention through to a point of realization. The student: i. develops an excellent artistic intention that is consistently feasible, clear, imaginative and coherent ii. demonstrates an excellent range and depth of creative-thinking behaviours iii. demonstrates excellent exploration of ideas to effectively shape artistic intention through to a point of realization.Arts guide 51

Arts assessment criteria: Year 5Criterion D: RespondingMaximum: 8At the end of year 5, students should be able to:i. construct meaning and transfer learning to new settingsii. create an artistic response that intends to reflect or impact on the world around themiii. critique the artwork of self and others.Achievement level Level descriptor 0 1–2 The student does not reach a standard described by any of the descriptors below. 3–4 The student: 5–6 i. constructs limited meaning and may transfer learning to new settings ii. creates a limited artistic response that may intend to reflect or impact on 7–8 the world around him or her iii. presents a limited critique of the artwork of self and others. The student: i. constructs adequate meaning and occasionally transfers learning to new settings ii. creates an adequate artistic response that intends to reflect or impact on the world around him or her iii. presents an adequate critique of the artwork of self and others. The student: i. constructs appropriate meaning and regularly transfers learning to new settings ii. creates a substantial artistic response that intends to reflect or impact on the world around him or her iii. presents a substantial critique of the artwork of self and others. The student: i. constructs meaning with depth and insight and effectively transfers learning to new settings ii. creates an excellent artistic response that intends to effectively reflect or impact on the world around him or her iii. presents an excellent critique of the artwork of self and others.52 Arts guide

Assessed curriculumeAssessmentStudents seeking IB MYP course results for MYP arts courses complete an ePortfolio in which they candemonstrate their achievement of subject group objectives. The portfolio is marked by the student’steacher(s), following the school’s internal standardization of tasks and judgments against the criteria foryear 5. Successful results can contribute to students’ attainment of the IB MYP certificate.A process of external moderation assures accurate and consistently applied standards, as set forth in theGuide to MYP eAssessment.Arts guide 53

AppendicesRelated concepts in artsRelated concept DefinitionAudienceBoundaries An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiencesComposition and how the audience–artist relationship affects and influences the arts.Expression The parameters that define a personality, a culture, an environment, civil law,Genre a skill set or a belief structure. The concept of boundaries can include: themes,Innovation issues and concepts; the imagined or physical boundary between performanceInterpretation space and audience; the subversive or provocative nature of the arts; the dividing line between what is real and what is fictional; private and public space; theNarrative relationships between characters.Play The intentional organization or contrast, balance, arrangement or awareness of the elements and principles of art for a particular purpose in the creation of art. These may include tension and release, repetition and variety, unison and harmony, sound and silence, theme and variation, and dynamics and energy. The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or play that shows what you think or feel. Expression facilitates the communication of an idea. Different artistic expressions that create a style when grouped by the same use of techniques, in a distinctive manner regarding theme, content or practice. An altered interpretation or the experimentation of ideas, techniques and media. It ensures originality and creativity by new ways of presenting ideas and unusual use of media. The invention of new functions and ways of working. The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist’s creative work and artistic expressions. An artist’s distinctive personal version expressed by stylistic individuality. A spoken, written or visual account of connected events; a story, which may be fictional or non-fictional. The narrative may manipulate the viewpoint of the audience: bias is persuasive narrative designed to deliver a particular mandate, brief or point of view. Play can occur in an artistic process or product. In process, play is experimentation— playing with ideas, characters, and techniques. This may be structured or free play. Improvisation is a structured approach to play, which often has the elements of a game and may involve particular rules. In product, play can be a collective creation of a theatre piece or a pre-existing piece of theatre that is authored and documented and that is transformed into live action.54 Arts guide

Related concepts in artsRelated concept DefinitionPresentationRepresentation The choice of medium, tool, and exhibition or performance space that contributesRole to audience understanding of the meaning or purpose of the art piece.Structure The description, depiction or portrayal of a person, group, place or item in a particular way or as being of a certain nature. An image or likeness.StyleVisual culture The development, adoption and portrayal of a character. The performer has to consider how to communicate the character’s psychology, emotions and physicality. This is concerned with examining situations, issues, concepts and texts from the perspective of a role. Different approaches, ideas and texts can be used to create and portray a character. The individual roles of instruments can be harmonic, rhythmic or melodic. This refers to the shape, timing and organization of the art and the factors that determine how a piece or performance is shaped. It takes into consideration form, function, narrative, melody, harmony, contrast, focus and the construction of smaller parts to create a whole. A type of art characteristic of a group of people, person or period of time and belonging to a shared tradition or set of conventions. Art conforming to an established form. A field of study that generally includes some combination of cultural studies, art history, critical theory, philosophy, and anthropology, by focusing on aspects of culture that rely on visual images.Arts guide 55

AppendicesArts glossaryTerm DefinitionArtistic Growth in an individual’s knowledge, skills, processes and attitudes needed fordevelopment working with the arts.Artistic intention The intended or planned outcomes or goals for the artwork.Artistic processes The infinite number of ways that art is made and presented.Audience An individual or group who receive and/or respond to art.Construct Create an understanding about something; to infer and interpret facts, an opinion,meaning an idea or an event that has been read, viewed or listened to.Context The facts or circumstances that surround an event or situation.Medium and tool The materials and implements used in the creation of a piece of art. These may be physical and/or digital.Personal A feature of the work that is unique to the individual.signaturePoint of The end point in the student’s work (final product) in the context of a unit of workrealization or task. The work may not be completely finished, but an end point has been reached in the context in which it has been produced.Process journal A tool that allows students to manage and record the processes of their own art experience and artistic development.Process work Planning, experimenting, brainstorming, research, visual reflection, written reflection, rough drafts and any other evidence that indicates steps taken throughout the process of working, and choices made towards the realization of the finished artwork.Product The artwork that is the end point of the student’s work.Production The staging of performance work for presentation to an audience. Production elements are set, lights, costume, make-up, sound, and stage management.Recognize The ability to identify through patterns or features.Skill An ability that has been acquired by training and/or experience.Specialized Terminology and vocabulary specific to a particular art discipline, art form, genrelanguage and/or style.Technique The form used to show a skill. The particular way a skill is performed.The elements of Line, shape, space, form, colour, texture and value.art56 Arts guide

Arts glossaryTerm DefinitionThe principles Rhythm, movement, contrast, emphasis, balance, harmony, variety, unity, patternof art and proportion.Transfer Convey the passing from one place, person or thing to another; transfer learning from one situation to another.Arts guide 57

AppendicesMYP command terms for artsCommand term DefinitionCreateCritique Evolve from one’s own thought or imagination, as a work or an invention.Demonstrate Provide a critical review or commentary, especially when dealing with works of art or literature. (See also “Evaluate”.)Develop Make clear by reasoning or evidence, illustrating with examples or practicalEvaluate application.Explore Improve incrementally, elaborate or expand in detail. Evolve to a more advancedFormulate or effective state.Identify Make an appraisal by weighing up the strengths and limitations. (See alsoOutline “Critique”.)PresentUse Undertake a systematic process of discovery. Express precisely and systematically the relevant concept(s) or argument(s). Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature. Give a brief account or summary. Offer for display, observation, examination or consideration. Apply knowledge or rules to put theory into practice.58 Arts guide

AppendicesSelected readingBaldwin, P and Fleming, K. 2002. Teaching Literacy Through Drama: Creative Approaches. London, UK.Routledge Falmer.Bronson, PO. 11 February 2007. “How not to talk to your kids: The inverse power of praise”. New York Magazine.Collins, J and Nisbet, A, (eds). 2010. Theatre and Performance Design: A Reader in Scenography. London, UK.Routledge.Craft, A. 2003. “The limits to creativity in education: Dilemmas for the educator”. British Journal of EducationalStudies. Vol 51, number 2. Pp 113–127.Csikszentmihalyi, M. 1996. Creativity: Flow and the Psychology of Discovery and Invention. New York, New York,USA. HarperCollins.Deakin Crick, R. 2009. “Inquiry-based learning: Reconciling the personal with the public in a democratic andarchaeological pedagogy”. The Curriculum Journal. Vol 20, number 1. Pp 73–92.Duncum, P and Bracey, T, (eds). 2001. On Knowing: Art and Visual Culture. Christchurch, New Zealand.Canterbury University Press.Ellis, S. 2009. “Creative Learning Assessment (CLA): A framework for developing and assessing children’screative learning”. In Proceeding of the international conference “Can creativity be measured?” Brussels,28–29 May 2009. Centre for Literacy in Primary Education. http://ec.europa.eu/education/lifelong-learning-policy/doc/creativity/report/cla.pdf.Evans, A and Carnaghan, C. 2009. Edexcel A2 Drama and Theatre Studies. London, UK. Pearson Education Ltd.Georgii-Hemming, E and Westvall, M. 2010. “Music education—a personal matter? Examining the currentdiscourses of music education in Sweden”. British Journal of Music Education. Vol 27, number 1. Pp 21–33.Govan, E, Nicolson, H and Normington, K. 2007. Making a Performance: Devising Histories and ContemporaryPractices. London, UK. Routledge.Green, SK and Hale, CL. 2011. “Fostering a lifelong love of music: Instruction and assessment practices thatmake a difference”. Music Educators Journal. Vol 98, number 1. Pp 45–50.Hallam, S. 2010. “The power of music: Its impact on the intellectual, social and personal development ofchildren and young people”. International Journal of Music Education. Vol 28, number 3. Pp 269–289.Hartigan, P. 2012. “Using theater to teach social skills. Researchers document improvements for children withautism”. Harvard Education Letter. Vol 28, number 1.Jackson, N. 2005. Assessing students’ creativity: Synthesis of higher education teacher views. York, UK.The Higher Education Academy.Jalongo, MR. 2003. “The child’s right to creative thought and expression”. Childhood Education. Vol 79,number 4. Pp 218–228. A position paper of the Association for Childhood Education International.Kaufman, JC and Sternberg, RJ, (eds). 2010. The Cambridge Handbook of Creativity. New York, New York, USA.Cambridge University Press.Arts guide 59

Selected readingKay Beattie, D. 1997. Assessment in Art Education. Provo, Utah, USA. Brigham Young University.Kershaw, B and Nicholson, H, (eds). 2011. Research Methods in Theatre and Performance. Edinburgh, Scotland,UK. Edinburgh University Press.Kozma, R. 2009. “Transforming education: Assessing and teaching 21st century skills: Assessment call toaction”. In Scheuermann F and Björnsson, J (eds), The Transition to Computer-based Assessment: NewApproaches to Skills Assessment and Implications for Large-scale Testing. European Commission’s JointResearch Centre.Lavina, A. nd. “Cultural predispositions and creativity in the curriculum”.Lehrer, J. 2012. Imagine: How Creativity Works. New York, USA. Houghton Mifflin Harcourt.Mackey, S and Cooper, S. 2000. Drama and Theatre Studies. Cheltenham, UK. Stanley Thornes (Publishers) Ltd.Mamet, D. 2010. Theatre. New York, New York, USA. Faber & Faber.McWilliam, E and Taylor, P. 2011. “Learning in and for the 21st century workplace”. Adult Learning: EmergingChallenges and Opportunities Conference presentation slides, Singapore, 5–6 November.Morris, I. 2009. Teaching Happiness and Well-Being in Schools: Learning to Ride Elephants. London, UK.Continuum International Publishing Group.Nicholson, H. 2005. Applied Drama: The Gift of Theatre. Wilson, OM, (ed). 2010. Basingstoke, UK. PalgraveMacmillan.OWP/P Architects, VS Furniture, and Bruce Mau Design. 2010. The Third Teacher: 79 Ways You Can Use Designto Transform Teaching and Learning. New York, New York, USA. Abrams.Pitts, S. 2001. “Whose aesthetics? Public, professional and pupil perceptions of music education”. ResearchStudies in Music Education. Vol 17, number 1. Pp 54–60.Pope, R. 2005. Creativity: Theory, History, Practice. London, UK. Routledge.Prendergast, M and Saxton, J, (eds). 2009. Applied Theatre: International Case Studies and Challenges forPractice. Bristol, UK. Intellect Ltd.Robertson, S. 2011. “Sue Miner: Championing literacy through drama”. Scene Magazine. Issue 1. http://www.ista.co.uk/downloads/SueMiner.pdf.Robinson, K. 2011. Out of Our Minds: Learning to be Creative. Westford, Massachusetts, USA. Capstone Press.Robinson, K. 2009. The Element: How Finding Your Passion Changes Everything. London, UK. Penguin.Robinson, K, (ed). 1989. The Arts in Schools: Principles, Practice and Provision. London, UK. Calouste GulbenkianFoundation.Robson, J and Jaaniste, L. 2010. Growing Future Innovators: A New Approach to Learning Programs for YoungPeople. Mt Lawley, Washington, USA. ARC Centre of Excellence for Creative Industries and Innovation. http://www.cci.edu.au/sites/default/files/alawrence/Growing_Future_Innovators_online_report_Aug_2010.pdfRunco, MA. 1993. “Divergent thinking: Creativity research”. Gifted Child Quarterly. Vol 37, number 1. Pp 16–22.Runco, MA. 1991. Divergent Thinking. Norwood, New Jersey, USA. Ablex Publishing Corporation.Treffinger, DJ. 2011. “Future problem solving program international: Catalyst for talent recognitionand development”. Center for Creative Learning Inc. http://www.fpspi.org/PDF/FPSPI%20Talent%20Development.pdf.60 Arts guide

Selected readingTreffinger, DJ, Young, GC, Selby, EC and Shepardson, C. 2002. Assessing creativity: A guide for educators.Storrs, Connecticut, USA. The National Research Center on the Gifted and Talented, University of Connecticut.Urban, KK. 2004. “Assessing creativity: The test for creative thinking-drawing production (TCT-DP). Theconcept, application, evaluation, and international studies”. Psychology Science. Vol 46, number 3. Pp 387–397.Wagner, T. 2012. Creating Innovators: The Making of Young People Who Will Change the World. New York, USA.Scribner.Wakefield, JF. 1992. Creative Thinking: Problem-solving Skills and the Arts Orientation. Norwood, New Jersey,USA. Ablex Publishing.Online resourceshttp://www.iep.utm.edu/aestheti/http://www.creativeeducationfoundation.org/our-process/what-is-cpshttp://www.celt.iastate.edu/creativity/elements.htmlArts guide 61