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Creativity and artistic talent are strongly associ-
ated to specific traits of personality. This opinion
has been advanced by Hammer (1984) following
his research of traits, feelings, and attitudes that
correlate creativity, where several projective
techniques, like Rorschach Test, Thematic Apper-
ception Test (TAT), House-Tree-Person Drawing
Test (HTP), and Unpleasant Concept Test had
been administrated to the high school students
making art. Some students were considered “truly
creative”, another students “merely facile”; they
were tested without researcher's knowledge of
students' classification made by their art profes-
sors. The results were compared for personality
variables. There was a high degree of similarity in
personality pattern of the truly creative individuals.
Reduction in personal spontaneity and retreat into
an observer rather than a participant role was a
typical response. Confidence and determination,
ambition, striving for power and capacity to be-
come aware of conflict, personal uniqueness and
independence, tolerance for suffering and breadth
of emotional horizons, were the traits of creative
young artists personality.
The study of scientists (Taylor, 1959) has re-
vealed some traits in common with artists, such
as general quality of impulse control, repression
of spontaneity, isolation and a low level of inter-
personal involvement in human relations, together
with a devotion to independence and autonomy.
Scientists showed also a liking of toying with
ideas for their own sake, and manipulation of
ideas. According to Abraham Maslow's (1943,
1950, 1954/1987) exploratory study of productive
people like Beethoven, Jefferson, Lincoln, and
Einstein, these people uncovered such qualities
as: a quality of detachment, autonomy in relation
to culture and environment, freshness rather than
stereotype in approach, and openness to mystic
experiences, though not necessarily religious ones,
most of them being consistent with the findings
in the study of creative artists. A French abstract
painter Georges Mathieu determined the creative
process, as a sequence of actions aiming to pass
on from what is conceptual to what is real, then
from real to abstract, and from abstract to pos-
sible. Where is a place for artistic input? Art ap-
plication in mathematics may relate to working
Figure 2. Sam Dailey, “Joy of Winning” (© 2005, S. Dailey. Used with permission). This work was
created in 3D software to recreate an emotional response to winning and losing.
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