This paper reports a research study into the effects of rich,sustained visual arts instruction on 103inner city 9-year-olds in two major US cities. We use the lenses of social learning theory, theories of motivation and self-efficacy, and recentresearch on artistic thinking to investigate the programs' effects on children's self-beliefs and creative thinking. The study enlisted a pre -- post measure,treatment-comparison group design along with structured observations of participant andcomparison group classrooms. The arts students made significant comparative gains on a selfefficacy scale and on an 'originality' subscale of a standard creativity test. These effects are attributed to children's engagement in art and to the social organization of instruction includingreinforcing peer and student -- adult relationships. Relationships between self-efficacy beliefs andtendencies to think originally are explored.
Title: Learning In the Visual Arts and the Worldviews of Young Children
Publication date 2007-12-01
Publication Year 2007
James S. Catterall
, Kylie A. Peppler
Cambridge Journal of Education
North America / United States (Midwestern) / Missouri / St. Louis County / St. Louis
, North America / United States (Western) / California / Los Angeles County / Los Angeles
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