ISSN: 2226-6348
Open access
Student’s experience, perception, and evaluation of art, as well as its aesthetics and connection to creativity, appear particularly difficult to comprehend. In this regard, there has not yet been investigates the relationship between arts education subjects and student’s level of creativity specifically focusing on primary school students in Beijing, China. This paper concentrates on analysing the relationship between Visual Arts subjects and creativity, which has not been formally addressed in Chinese education system in Beijing. The significance of creativity's intrinsic connection to research and practice has been repeatedly demonstrated. The results of this study could assist educational stakeholders in enhancing the Arts and Design curriculum. This study used a qualitative research approach by asking students a series of questions in semi-structured interviews to see how students' creativity was affected by the inclusion of arts education. Ten educators and two professionals in the field were interviewed in semi-structured focus groups at different schools in Beijing, China, to discuss their thoughts on the arts curriculum's effect on students' imaginative capacities. The findings will result in a shift in the university curriculum toward a greater appreciation for the significance of Visual Arts courses in fostering higher-level creative thinking. This paper includes recommendations for both educational policymakers and educators, such as allowing creativity-enhancing instruction as separate courses to become an integral part of the design educational process and no longer considered as the not essential of the design curricula and providing students with more opportunities to use creative skills and creative thinking techniques to solve real-world design problems. The paper concludes with implications and suggestions for further research.
Bolin, P. E., & Blandy, D. (2003). Beyond Visual Culture: Seven Statements of Support for Material Culture Studies in Art Education. Studies in Art Education, 44(3), 246–263. https://doi.org/10.1080/00393541.2003.11651742
Botella, M., Zenasni, F., & Lubart, T. (2018). What are the stages of the creative process? What visual art students are saying. Frontiers in Psychology, 9(NOV). https://doi.org/10.3389/fpsyg.2018.02266
Bowen, D., Kisida, B., & Roeder, P. (2019). Investigating causal effects of arts education experiences: Experimental evidence from Houston’s Arts Access Initiative. Houston Education Research Consortium, 7, volume 7, issue 4. https://kinder.rice.edu/research/investigating-causal-effects-arts-education-experiences-experimental-evidence-houstons-arts%0Ahttps://kinder.rice.edu/sites/g/files/bxs1676/f/documents/Investigating Causal Effects of Arts Education Experiences Final_0.pdf
Dou, D., & Shek, D. T. L. (2021). Predictive Effect of Internet Addiction and Academic Values on Satisfaction With Academic Performance Among High School Students in Mainland China. Frontiers in Psychology, 12(December).
https://doi.org/10.3389/fpsyg.2021.797906
Esquivel, G. B. (1995). Teacher Behaviors that Foster Creativity. Educational Psychology Review, 7(2), 185–202.
Getzels, J. W., & Csikszentmihalyi, M. (1976). Concern for discovery in the creative process. The Creativity Question, 161–165.
Gulzar, M. A., Ahmad, M., Hassan, M., & Rasheed, M. I. (2021). How social media use is related to student engagement and creativity: investigating through the lens of intrinsic motivation. Behaviour and Information Technology, 0(0), 1–11. https://doi.org/10.1080/0144929X.2021.1917660
Horng, J.-S., Hong, J.-C., Chanlin, L.-J., Chang, S.-H., & Chu, H.-C. (2005). Correspondence Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(July), 352–358.
Jin, L., & Cortazzi, M. (2006). Changing practices in chinese cultures of learning. Language, Culture and Curriculum, 19(1), 5–20. https://doi.org/10.1080/07908310608668751
King, D. L., & Delfabbro, P. H. (2018). Internet gaming disorder: Theory, assessment, treatment, and prevention. In Internet gaming disorder: Theory, assessment, treatment, and prevention. Elsevier Academic Press.
Li, C., & Mendoza, M. G. C. (2022). Integrating Arts Education for Learning Result: A Bright but Tough Way. OALib, 09(09), 1–8. https://doi.org/10.4236/oalib.1109231
Lozano, R., Lozano, F. J., Mulder, K., Huisingh, D., & Waas, T. (2013). Advancing Higher Education for Sustainable Development: international insights and critical reflections. Journal of Cleaner Production, 48, 3–9. https://doi.org/https://doi.org/10.1016/j.jclepro.2013.03.034
Luo, N., & Lau, C.-Y. (2020). Community-Based Art Education in China: Practices, Issues and Challenges. International Journal of Art & Design Education, 39(2), 445–460. https://doi.org/https://doi.org/10.1111/jade.12287
Malik, M. J., Ahmad, M., Kamran, M. R., Aliza, K., & Elahi, M. Z. (2020). Student use of social media, academic performance, and creativity: the mediating role of intrinsic motivation. Interactive Technology and Smart Education, 17(4), 403–415. https://doi.org/10.1108/ITSE-01-2020-0005
Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (2021). Difficulties in implementing 21st century skills competence in vocational education learning. International Journal of Evaluation and Research in Education, 10(4), 1229–1236. https://doi.org/10.11591/ijere.v10i4.22028
Suryanto, H., Warring, S., Kartikowati, R. S., Rorimpandey, W. H., & Gunawan, W. (2021). Study creativity with diverse social skills to support the learning process in future education. Journal of Diversity in Learning (JDIL), 1(2), 85–89. https://www.journalofdiversity.com/index.php/jdil/article/view/21
Wang, B., & Greenwood, K. M. (2013). Chinese students’ perceptions of their creativity and their perceptions of Western students’ creativity. Educational Psychology, 33(5), 628–643. https://doi.org/10.1080/01443410.2013.826345
Yenawine, P. (2013). Visual thinking strategies: Using art to deepen learning across school disciplines. Harvard Education Press.
Yingyi, Q. (2020). Qian Yingyi: What’s Missing in Chinese Education? Creativity. Caixin. https://www.caixinglobal.com/2020-08-05/qian-yinyi-where-does-creativity-come-from-101589143.html
Zhao, Z., Liu, Z., Gao, L., Pan, D., & Song, J. (2020). Comparison of Art Education Between China and Foreign Countries: Taking Educational Ideas as an Example. 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020), 416, 965–968. https://doi.org/10.2991/assehr.k.200316.212
In-Text Citation: (Zhongbin, 2023)
To Cite this Article: Zhongbin, Z. (2023). Integrating Arts Education System Enhancing Students’ Level of Creativity: A Case Study in Beijing, China. International Journal of Academic Research in Progressive Education and Development, 12(2), 2462–2472.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode