A Comparison of Creative Strategies in Teaching Undergraduate Students in the Visual Arts and Design

Abstract

In higher education, the visual arts are generally considered to provide a creative milieu for students. The corollary, as frequently assumed, is that students undertaking visual arts education are themselves creative people. However, even if they are, can this ability be enhanced? The hypothesis for this paper was that the systematic teaching of creativity using established strategies could alter self-perceptions of, and increase individual creative ability. A cohort of 79 first year undergraduate design students were surveyed before and after completing a course in creative thinking in terms of their perception of their own creativity. In addition, they were asked to rate the usefulness of nine strategies employed in the course for teaching creativity. Their perceptions of the learning experience were then compared with the individual mark they received for the course. Results showed a significant difference in the usefulness of strategies and that, after completing the course, students believed they had enhanced their creative abilities. Unfortunately, overall, only a moderate correlation was found between perceptions of creativity and assessed course achievement. Importantly, differences were observed based on teacher performance. It appears that students' perceptions of their own creativity, and their ability to produce more creative outcomes, can be enhanced by taking a specific course on the subject if it is taught appropriately.