The Effects of Experiential Learning Processes in Art on Creative Thinking among Preservice Education Majors: A Systematic Literature Review
Open Access
- Author:
- Esola, Lindsay Lee
- Graduate Program:
- Art Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- August 10, 2022
- Committee Members:
- Graeme Sullivan, Major Field Member
Karen Keifer-Boyd, Program Head/Chair
Aaron Knochel, Chair & Dissertation Advisor
Karen Keifer-Boyd, Major Field Member
Suzy Scherf, Outside Unit, Field & Minor Member - Keywords:
- Experiential learning
Creative thinking
Artistic Growth
Self-Efficacy
Preservice Education Majors - Abstract:
- 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.