Beschreibung:
<jats:title>ABSTRACT</jats:title><jats:p>The significance of problem parameters in art education is examined. Problem parameters are delineated by the art instructor in the problem finding stage of the creative process before problem solving occurs. Problem parameters define problems and focus students' creative processes. In the delivery of an assignment, the art teacher presents problem parameters to students and students respond to parameters. A model is proposed illustrating the relationship between the presented problem parameters of art assignments and the creative processes of students. Characteristics of the instructional implementations of parameters are examined: Incomplete Parameters; Overly and Inadequately Restrictive Parameters; and Expanding and Contracting Parameters. Student responses to parameters are explored: Disregarded, Self‐imposed, and Stretched Parameters. The implications of the model in art education are discussed.</jats:p>