The Effects of Creative Thinking Activities in Visual Arts Instruction on Junir High School Students

• Main Authors: Pei Fen Hsieh, 謝佩芬
• Other Authors: 魏炎順
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/43361924048452422123

碩士 === 國立臺中教育大學 === 美術學系碩士班 === 98 === Abstract This research aims to probe into the effects of creative thinking activities in visual arts instruction on junior high school students’ creative thinking ability. The present study was conducted with the quasi-experimental method, nonequivalent pretest-posttest control group design. Two second-grade classes in a public junior high school in Taichung City participated in the study. The experimental group, consisting of 32 students, received creative thinking instruction in visual arts; the control group, consisting of 29 students, received regular visual arts instruction. The experiment started from March 2010 to May 2010. Both two groups were instructed by the researcher. The instruction was conducted two periods of class every week and lasted for ten weeks. This study applied quantitative analysis of the Creativity Assessment Packet, intending to examine the effects of creative thinking activities in visual arts instruction on the students’ divergent thinking, divergent feeling and learning response. In addition, the participant observation method was applied. Classroom observation records, worksheets, feedback questionnaires, the interview guide and teacher reflections were administered to collect data. The results of this study were summarized as follows: 1.Creative thinking instruction in visual arts promoted the students’ divergent thinking. 2.Creative thinking instruction in visual arts improved the students’ divergent feeling. 3.Students in the experimental group held a positive attitude toward the instruction.