The Torrance Tests of Creative Thinking (TTCT) was developed in 1966 and renormed five times: in 1974, 1984, 1990, 1998, and 2008. The total sample for all six normative samples included 272,599 kindergarten through 12th grade students and adults. Analysis of the normative data showed that creative thinking scores remained static or decreased, starting at sixth grade. Results also indicated that since 1990, even as IQ scores have risen, creative thinking scores have significantly decreased. The decrease for kindergartners through third graders was the most significant.

The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of Creative Thinking.

(1993). Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science. Studies in Science Education: Vol. 22, No. 1, pp. 85-142.

Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science

Some research has shown that creativity test scores are independent from IQ scores, whereas other research has shown a relationship between the two. To clarify the cumulative evidence in this field, a quantitative review of the relationship between creativity test scores and IQ scores was conducted. Moderating influences of IQ tests, IQ score levels, creativity tests, creativity subscales, creativity test types, gender, age, and below and above the threshold (IQ 120) were examined. Four hundred forty-seven correlation coefficients from 21 studies and 45,880 participants were retrieved. The mean correlation coefficient was small (r = .174; 95% CI = .165 - .183), but heterogeneous; this correlation coefficient indicates that the relationship between creativity test scores and IQ scores is negligible. Age contributed to the relationship between intelligence and creativity the most; different creativity tests contributed to it secondly. This study does not support threshold theory.

Can Only Intelligent People Be Creative? A Meta-Analysis.

The purpose of this study was to investigate teachers and students perceptions about characteristics which either stimulate or inhibit the development of creativity in the classroom environment. Interviews were conducted with seven Connecticut public school teachers and 31 students (grades 3 and 4). The findings suggest that both teachers and students believe that a classroom environment which enhances creativity provides students with choices, accepts different ideas, boosts self‐confidence, and focuses on students’ strengths and interests. On the other hand, in an environment which inhibits creativity, ideas are ignored, teachers are controlling, and excessive structure exists.

Teacher and student perceptions of creativity in the classroom environment.

There is disagreement among researchers about whether IQ tests or divergent thinking (DT) tests are better predictors of creative achievement. Resolving this dispute is complicated by the fact that some research has shown a relationship between IQ and DT test scores (e.g., Runco & Albert, 1986; Wallach, 1970). The present study conducted meta-analyses of the relationships between creative achievement and both IQ and DT test scores. The analyses included 17 studies (with 5,544 participants) that established the correlation coefficients between IQ and creative achievement and 27 studies (with 47,197 participants) that established the correlation coefficients between DT test scores and creative achievement. Marginal, but statistically significant, Fisher's Z-transformed correlation coefficients were revealed. The analysis found a significantly higher relationship between DT test scores and creative achievement (r = .216) than between IQ test scores and creative achievement (r = .167). The differences in the correlation coefficients were explained by differences in DT tests, creative achievement types, predicted time periods, and creativity subscales. The significant independent moderator effect for different DT tests indicates that the Torrance Tests of Creative Thinking (TTCT) predict creative achievement better than any other DT test included in this study. Among the creative achievement types, music is predicted the best by IQ and all others are predicted best by DT tests. Among the time periods evaluated, the relationship between DT test scores and creative achievement had the highest correlation at the period of 11–15 years.

Meta‐Analyses of the Relationship of Creative Achievement to Both IQ and Divergent Thinking Test Scores

Two speakers describe various methods to encourage creativity in the music classroom, also providing examples of creative activities that can be provided to students. The major contribution of an imaginative, skilled and trained music teacher in developing creativity in the classroom is highlighted.

William Geen

Papers

Creativity in the Classroom