The Effects of Visual Arts Pedagogies on Children's Intrinsic Motivation, Creativity, Artistic Skill, and Realistic Drawing Ability

Chad‐Friedman, Emma; Lee, Yoona; Liu, Xiaodong; Watson, Malcolm W.

doi:10.1002/jocb.228

Cited by 8 publications

(5 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Apart from being a tool for organizing the managed information, concept mapping helps students to build new knowledge structures and a meaningful acquisition of concepts (Aguilar-Tamayo, 2015). Concerning the choice of pictures for curricular content creation, Chad-Friedman et al (2018) observed that visual-arts pedagogies have a positive effect on students, as well as on the promotion of intrinsic motivation, creativity, and artistic skills. In this research, during program intervention, participants acknowledged high levels of concentration during task accomplishments.…”

Section: Discussionmentioning

confidence: 99%

Content and language integrated learning through wall display

Ramos

Barrios

2020

View full text Add to dashboard Cite

Since the learning of curricular content via foreign languages (L2) might be demotivating to non-Anglo-Saxon pupils, this study aims at researching and digging on the motivational differences displayed by students towards the Natural Science subject taught in English at a Spanish bilingual school. Yet having stated the problem of motivation under investigation, the central hypothesis relies on the idea that certain content and language integrated learning (CLIL) techniques –Wall Display– would slightly increase motivation in students, as well as better attitude towards the subject matter. The sample size of research is formed by 43 second-grade bilingual primary students, where half of the participants receive training and the other half do not. The research design is quasi-experimental, and an adapted questionnaire on motivation is implemented as a pretest and postest instrument for data-gathering and outcomes. Concerning the reporting of findings, the statistical significance levels remain similar in the pretests (> .05) and dissimilar after program implementation (< .05), benefiting the trained group. Thus, because of its visual, manipulative, and distinct dynamic, the stated conclusion is that displaying increases learners’ motivation towards subject matter instructed in L2.

show abstract

Section: Discussionmentioning

confidence: 99%

Content and language integrated learning through wall display

Ramos

Barrios

2020

View full text Add to dashboard Cite

show abstract

“…Children's artistic abilities can begin at an early age. The therapeutic or healing benefits for some psychological disorders in children occur because the process of carrying out such creative activities can release the child's energy and negative emotions (Suhanjoyo & Sondang, 2020;Chad-Friedman et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing an autistic child assessment model through art therapy on concentration ability in inclusive early childhood education: A case study in Indonesia

Utaminingsih,

Madubala,

Fajrie

et al. 2024

Multidiscip. Sci. J.

View full text Add to dashboard Cite

The aim of this study is to produce a product in the form of an assessment model for autistic children through art therapy to improve their concentration ability in inclusive early childhood education schools. This research is conducted as a Research and Development (R&D) exploration employing the ADDIE model, which involves (1) analyzing the need for implementing assessments in the field, (2) designing assessment models based on the results of field analysis, (3) developing the assessment model through validation and revision towards a product that is ready for trial, (4) implementing assessment models for autistic children in five inclusive early childhood education schools in Surakarta to test the feasibility of the model, and (5) evaluating to determine the final product. The population consists of autistic students from inclusive early childhood education schools in Surakarta. Research instruments include interviews/observations, questionnaires, tests, and product validation instruments. Data analysis was conducted to observe the mean difference between the two samples using a t-test. Based on the independent sample test, a significance value (2-tailed) of 0.019 was shown. In other words, autistic children who undergo assessment with an art therapy approach exhibit better concentration skills compared to autistic children who undergo assessment without the application of the art therapy approach.

show abstract

“…Therefore, there is a strong association between creativity and self-concept. Several empirical studies support the integration of creative thinking skills into the subject curriculum by teachers, to help students comprehend and internalize curriculum knowledge while also helping them learn and employ creative thinking skills, thereby inspiring their creative performance (Chad-Friedman, Lee, Liu, & Watson, 2018).…”

Section: Creativity and Self-conceptmentioning

confidence: 99%

“…This enables students to not only achieve subject knowledge, but also indulge in self-exploration and self-appreciation. In addition, studies have shown that integrating creative thinking skills into the self-concept curriculum can help students improve their cognitive and affective creativity at different levels (Chad-Friedman et al, 2018;Ziadat & Ziyata, 2016), while also constructing the developmental stage of self-concept that is suited to their development (Kanhai & Singh, 2017).…”

Section: The Present Studymentioning

confidence: 99%

Creative Thinking Counseling Teaching Program can Improve the Creativity, Creative Tendency, and Self‐Concept of Grade 7 Students: A Quasi‐Experimental Study

Huang

Lin

et al. 2021

Journal of Creative Behavior

View full text Add to dashboard Cite

We developed a Creative Thinking Counseling Teaching Program (CTCTP) for Grade 7 students using the self-concept of the counseling curriculum as the primary development axis and investigated how this program influences creativity, creative tendency, and self-concept. We adopted a non-equivalent control group pre-test-post-test quasi-experimental design. Of 133 participants, the experimental group (67 students) received an eight-week CTCTP, involving a 45-minute class per week; the control group (66 students) participated in general counseling. Research instruments included the NTCT-Figural Exercises (NTCT-Figural), The Williams Assessment of Creative Tendency (WACT), and Elementary School Student Self-Concept Scale (SCS). Personal reflection learning sheets, learning achievement assessment, and course feedback forms were used to qualitatively analyze the learning effectiveness and feasibility of the teaching program. Results showed that the experimental group had significantly higher scores than the control group for creativity, creative tendency, and self-concept. Further mediation analysis showed that the effects of the teaching experiment were not the result of mutual mediation effects. Students' feedback on the CTCTP learning process suggested that it had a positive effect on the development of students' creativity, creative tendency, and selfconcept, while also meeting their learning needs. We propose recommendations for application in teaching practice and future research.

show abstract

The Effects of Visual Arts Pedagogies on Children's Intrinsic Motivation, Creativity, Artistic Skill, and Realistic Drawing Ability

Cited by 8 publications

References 28 publications

Content and language integrated learning through wall display

Content and language integrated learning through wall display

Developing an autistic child assessment model through art therapy on concentration ability in inclusive early childhood education: A case study in Indonesia

Creative Thinking Counseling Teaching Program can Improve the Creativity, Creative Tendency, and Self‐Concept of Grade 7 Students: A Quasi‐Experimental Study

Contact Info

Product

Resources

About