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The Effects of Experiential Learning Processes in Art on Creative Thinking Among Preservice Education Majors : = A Systematic Literature Review.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Experiential Learning Processes in Art on Creative Thinking Among Preservice Education Majors :/
Reminder of title:	A Systematic Literature Review.
Author:	lee Esola, Lindsay.
Description:	1 online resource (246 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
Subject:	Teaching methods. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30396337click for full text (PQDT)
ISBN:	9798379470654

The Effects of Experiential Learning Processes in Art on Creative Thinking Among Preservice Education Majors : = A Systematic Literature Review.
lee Esola, Lindsay.

The Effects of Experiential Learning Processes in Art on Creative Thinking Among Preservice Education Majors :A Systematic Literature Review. - 1 online resource (246 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: B.

Thesis (Ph.D.)--The Pennsylvania State University, 2022.

Includes bibliographical references

This systematic literature review concerns the impact of experiential learning and creative thinking on artistic growth and self-efficacy of preservice education majors; and reveals connections and gaps in cross-disciplinary theory, research, and practices of teaching creativity. Observing preservice education majors' hesitancy toward art making, underdeveloped creative thinking skills, and an overall negative self-belief in their artistic ability raises pedagogical questions about fostering artistic growth and the problem of bridging the gap between theory and practice. This review identified, analyzed, and assessed empirical research about experiential learning and creative thinking in art education. The systematic review found that experiential learning and constructivist teaching methodologies enable creative thinking. This finding demonstrates that teacher interventions, which incorporate scaffolding, multiple representations, and interdisciplinary connections, enabled preservice education students to gain confidence in their creative capabilities and to enhance their artistic growth.The results from this study show that an experiential learning-inspired interventionist art program for preservice education majors can significantly impact their self-efficacy, and subsequently enhance their creative capabilities and dispositions. An increase in creative self-efficacy among future and practicing teachers has a strong positive impact on the self-efficacy of their students, thereby continuing the momentum of reciprocal growth. When a teacher believes in creative potential and feels comfortable incorporating and teaching for creativity, the benefits for their students are profound and visible, and bring the cycle of learning full circle.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379470654Subjects--Topical Terms:

595505
Teaching methods.
Index Terms--Genre/Form:

542853
Electronic books.

The Effects of Experiential Learning Processes in Art on Creative Thinking Among Preservice Education Majors : = A Systematic Literature Review.
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520 $a This systematic literature review concerns the impact of experiential learning and creative thinking on artistic growth and self-efficacy of preservice education majors; and reveals connections and gaps in cross-disciplinary theory, research, and practices of teaching creativity. Observing preservice education majors' hesitancy toward art making, underdeveloped creative thinking skills, and an overall negative self-belief in their artistic ability raises pedagogical questions about fostering artistic growth and the problem of bridging the gap between theory and practice. This review identified, analyzed, and assessed empirical research about experiential learning and creative thinking in art education. The systematic review found that experiential learning and constructivist teaching methodologies enable creative thinking. This finding demonstrates that teacher interventions, which incorporate scaffolding, multiple representations, and interdisciplinary connections, enabled preservice education students to gain confidence in their creative capabilities and to enhance their artistic growth.The results from this study show that an experiential learning-inspired interventionist art program for preservice education majors can significantly impact their self-efficacy, and subsequently enhance their creative capabilities and dispositions. An increase in creative self-efficacy among future and practicing teachers has a strong positive impact on the self-efficacy of their students, thereby continuing the momentum of reciprocal growth. When a teacher believes in creative potential and feels comfortable incorporating and teaching for creativity, the benefits for their students are profound and visible, and bring the cycle of learning full circle.
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