In this thesis, I explore the concepts and means through which art education can better understand and encourage creativity as a central aspect of their approach to teaching. More specifically, I seek to respond to the question: How might art educators support and facilitate the development of creativity within their students. To answer this question, two forms of research were utilized. The first portion includes a literature review, conducted to find major concepts associated with creativity and art education. From this research, themes such as processes, interdisciplinary connections, assessment, student declines in creativity, giftedness, if creativity can be taught, threats to creativity in schools, and methods for encouraging creativity emerged. These concepts are elaborated within the literature review. In partnership with this review, a pilot case study was conducted to explore how five different prompts affected the creative process. The researcher created six paintings according to five prompts, each with its own potential for encouraging creativity. During the two month process of painting, I recorded the process in a journal, sketchbook, and through photographic evidence. This data was then evaluated using grounded theory and content analysis to find major concepts that emerged. Conclusions and their implications for teaching will inform my future practice as an art teacher.
Ellsworth, Naomi I., "Encouraging Student Creativity in Art Education" (2016). Honors College. 380.