Effects of an Art Intervention Program Using Ambiguous Image-Text Interactions on Creative Thinking

Vered Heruti, Nira Mashal

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined whether creative thinking improves by utilizing an intervention program based on three types of ambiguous image-text interactions within artwork: (1) ambiguous text, (2) negation, and (3) semantically unrelated image-text. Participants (79) were divided into three groups: “ambiguous-negation-unrelated” group exposed to stimuli 1 + 2 + 3, “ambiguous-unrelated” group exposed to stimuli 1 + 3, and the control group unexposed to any intervention. The metaphor generation test (MGT) and Tel-Aviv creative test (TACT) were given pre- and post-intervention. The results showed the “ambiguous-negation-unrelated” intervention group scored higher on the TACT post-intervention, as compared to pre-intervention, a finding not observed among the “ambiguous-unrelated” and control groups. Furthermore, both art intervention groups generated more utterances overall (literal, conventional, and novel metaphors) in the MGT post-intervention, as compared to pre-intervention. These outcomes suggest this artwork intervention that utilized ambiguous image-text interactions and included theoretical discussion and reflective analysis can enhance divergent thinking.

Original languageEnglish
Number of pages18
JournalEmpirical Studies of the Arts
DOIs
StateAccepted/In press - 2023

Bibliographical note

Publisher Copyright:
© The Author(s) 2023.

Keywords

  • ambiguity
  • art intervention program
  • creativity
  • divergent thinking
  • image-text interactions
  • metaphors
  • multimodality

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