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.

This exploratory study compared the effects of two different teaching methods (teacher‐directed vs. choice‐based) on the overall art skills, realistic drawing ability, intrinsic motivation to pursue art, and creativity in art productions in children attending the two art programs. The sample consisted of 83 third graders who completed two art exercises and an intrinsic motivation questionnaire. Using the Consensual Assessment Technique, 20 undergraduate art majors rated each drawing on creativity, overall artistic skill, and realistic drawing ability; these scores showed high‐internal consistency and served as measures for art skills and creativity. Children from the teacher‐directed program scored significantly higher on art skill (M = 3.09) than the children from the choice‐based program (M = 2.53, p =.025). Children from the teacher‐directed program also performed better on realistic drawing (M = 3.7, p =.038) than the children from the choice‐based program (M = 2.99). Art teaching method did not predict intrinsic motivation or creativity. Further analyses showed significant correlations between intrinsic motivation scores and overall art skill (r =.376, p =.002) and realistic drawing skill (r =.335, p =.007). Participating in the teacher‐directed program is associated with higher levels of artistic skill and realistic drawing ability, which are correlated with increased intrinsic motivation.

CHILDREN'S art; INTRINSIC motivation; ART; ART education; TEACHING methods; CREATIVE ability

Journal of Creative Behavior, 2019, Vol 53, Issue 4, p482

0022-0175

Academic Journal

10.1002/jocb.228