Creativity and cognition some implications for arts education

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Abstract
This study explored the relationships between creativity and cognitive skills, and the implications for arts education. The primary hypotheses were (a) that the creative arts career orientation is a valid personality construct, correlating with multiple domains of creative behavior; (b) that this orientation would be correlated with certain cognitive skills, including logical, divergent, and creative thinking; and (c) that these skills are themselves correlated with creative behaviors. Sixty‐five high school seniors were given the ACT Interest Inventory, several tests of logical, insightful, divergent, and creative thinking, and a modified version of the Creative Behavior Inventory. Results included significant correlations of the arts orientation with five domains of creative behawior and three cognitive skills. However, these skills were only correlated with two domains of creative behavior (literature and art). Discussion centered on fundamental implications for methods of arts education.