top
Articles
  • Creative Thinking in Drawing Production: The Impact of Visual Arts Training on Creativity of Preschool Teachers in Hong Kong   [CCE 2013]
  • Author(s)
  • Suzannie Kit Ying Leung
  • ABSTRACT
  • In the years of curriculum reform in Hong Kong, educators aim to nurture creative children. Indeed, creative children have to be nurtured by creative teachers. The creativity of the teacher's own self is a critical key, facilitating children's ability to think and act creatively. The purpose of this study was to inves-tigate the effectiveness of visual arts training and its impact on the creativity of preschool teachers in Hong Kong. Through this study, the value of designing a visual arts teacher training programme was examined with respect to enhancing preschool teachers' creativity. To assess the creativity of preschool teachers, the Test for Creative Thinking - Drawing Production (TCT-DP) was adopted to compare the creativity of two groups of preschool teachers using their drawings as examples of their creativity. One group of preschool teachers (N= 23) had visual arts training while the other group (N= 24) did not. The results showed that the group of preschool teachers who had visual arts training (mean= 40.26; SD= 11.57) performed better on the creativity assessment tool than the group of preschool teachers who had no visual arts training (mean= 36.33; SD = 13.13). The findings of this study suggest that visual arts training should be highly recom-mended in the preschool teacher training programmes for enhancing teachers' creativity and as an important component of their professional development.
  • KEYWORDS
  • Visual Arts; Creativity; Teacher Training Programmes
  • References
  • [1]
    Ben-Michael, M. (1991). Identification of gifted (achieving and underachieving) Turkish and Moroccan elementary school stu-dents. Paper presented at the 9th World Conference on Gifted and Talented Children, July 27 - August 2, 1991, The Hague.
    [2]
    Chae, S. (2003). Adaptation of a picture-type creativity test for pre-school children. Language Testing, 20(2), 178-188.
    [3]
    Chan, D. W. (2004). Creativity and its enhancement: From theory to practice. Journal of Youth Studies, 7 (2), 3-18.
    [4]
    Chan, D. W., & Chan, L. K. (2007). Creativity and drawing abilities of Chi-nese students in Hong Kong: Is there a connection? New Hori-zons in Education, 55(3), 77-94.
    [5]
    Clark, G., & Zimmerman, E. (2004). Teaching talented art students: Principles and practices. New York: Teachers College, Columbia University.
    [6]
    Clement, R. (1992). The classroom reality of drawing. In D. Thistlewood (Ed.), Drawing: Research and development (pp. 121-129). Es-sex, UK: Longman.
    [7]
    Curriculum Development Council. (2000). Learning to learn: The way forward in curriculum development. Hong Kong: Curriculum Development Council.
    [8]
    Curriculum Development Council. (2006). Guide to the pre-primary cur-riculum. Hong Kong: Curriculum Development Council.
    [9]
    Education and Manpower Bureau. (2006). Key statistics for kin-dergarten education. Available online at:
    http://www.emb.gov.hk/index.aspx?langno=1&nodeid=1037 (accessed 31 August 2006).
    [10]
    Education Commission. (2000). Learning for life-learning through life: Reform proposals for the education system in Hong Kong. Hong Kong: Education Commission.
    [11]
    DeBono, E. (1970). Lateral thinking: A text-book of creativity. London: Ward Lock Educational.
    [12]
    Gardner, H. (1980). Artful scribbles: The significance of chil-dren’s drawings. New York: Basic Books.
    [13]
    Goves-Jacka, R. (1990). Creativity in aboriginal students and the implications for language teaching. Honours Thesis, E. Cowan University, Perth, W.A., Australia.
    [14]
    Herrman, W. (1987). Auswirkungen unter-schiedlicher Trainingsstile auf
    [15]
    Leistungsmotivation und Furcht vor Mißerfolg, Selbstachtung und Selbstkonzept, Aggressives Verhalten sowie Kreativität. Unveröff. Diplomarbeit, Psychol. Institut II, Universität Hamburg.
    [16]
    Jellen, H. G., & Bugingo, E. (1989). Assessing creative problem solving potential in engi-neering students: The application of the Test for Creative Think-ing - Drawing Production to pentathlon participants. Journal of Studies in Technical Careers, 11, 223-235.
    [17]
    Mkhize, J. N. (1987). Environmental restraints and the effects of "prior activ-ity" on creativity. Unpubl. paper, University of Natal, Pieter-maritzburg, RSA.
    [18]
    Murfee, E. (1995). Eloquent evidence: Arts at the core of learning. Washington, DC: National Assembly of State Arts Agencies.
    [19]
    Nwazuoke, A. I. (1989). Correlates of creativity in high achieving Nigerian children.
    [20]
    Unpubl. doc-toral dissertation, Dep. of Guidance & Counselling, University of Ilorin, Ilorin, Nigeria.
    [21]
    Pdsakrisna, A. (1989). Assessing creative potential of young children in Thailand by using the Test for Creative Thinking - Drawing Production (TCT-DP). Unpubl. master's thesis, Southern Illinois University, Carbondale, IL.
    [22]
    Rao, N., & Li, H. (2009). Quality matters: early childhood education policy in Hong Kong. Early Child Development and Care, 179(3), 233-245.
    [23]
    Ruppert, S. S. (2006). Critical evidence: How the arts benefit student achievement. Washington, DC: Na-tional Assembly of State Arts Agencies.
    [24]
    Scheliga, J. (1988). Musikmachen und die Förderung der Kreativität. Unveröff. Diplomarbeit, Psychol. Institut II, Universität Hamburg.
    [25]
    Schirrmacher, R. (1993). Art and creative development for young children (2nd ed.). Albany, NY: Delmar Publisher Inc.
    [26]
    Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cul-tivating creativity in a culture of conformity. New York: Free Press.
    [27]
    Torrance, E. P. (1962). Guiding creative talent. Engle-wood Cliffs, NJ: Prentice-Hall.
    [28]
    Torrance, E. P. (1965). Re-warding creative behavior: Experiments in classroom creativity. Englewood Cliffs, NJ: Prentice-Hall.
    [29]
    Urban, K. K. (1991). On the development of creativity in children. Creativity Research Journal, 4, 177-191.
    [30]
    Urban, K. K. (2005). Assessing creativ-ity: The test for creative thinking - drawing production (TCT-DP). International Educational Journal, 6(2), 272-280.
    [31]
    Urban, K. K., and Jellen, H. G. (1986). Assessing creative poten-tial via drawing production: The Test for Creative Thinking - Drawing Production (TCT-DP). In A. J. Cropley, K. K. Urban, H. Wagner and W. Wieczerkowski (Eds.), Giftedness: A Continuing Worldwide Challenge (pp. 163-169). New York, NY: Trillium.
    [32]
    Urban, K. K., and Jellen, H. G. (1996). Test for Creative Thinking - Drawing Production (TCT-DP). Lisse, Netherlands: Swets and Zeitlinger.
    [33]
    Wolanska, R., and Necka, E. (1990). Psychometric characteristics of Urban and Jellen's Test for Crea-tive Thinking-Drawing Production (TCT-DP). Poster presented at the 2nd ECHA-conference, Budapest, October 25-28, 1990.

Engineering Information Institute is the member of/source content provider to

http://www.scirp.org http://www.hanspub.org/ http://www.crossref.org/index.html http://www.oalib.com/ http://www.ebscohost.com/ http://www.proquest.co.uk/en-UK/aboutus/default.shtml http://ip-science.thomsonreuters.com/cgi-bin/jrnlst/jlresults.cgi?PC=MASTER&Full=journal%20of%20Bioequivalence%20%26%20Bioavailability http://publishers.indexcopernicus.com/index.php