Visual Arts Education and the Development of Creative Thinking: A Mixed Methods Investigation of Pedagogical Approaches and Student Outcomes

Abstract

This mixed methods study examines the relationship between visual arts education pedagogical approaches and the development of creative thinking abilities among secondary school students. The research was conducted across 28 schools involving 64 art teachers and 1,847 students over two academic years. The study assessed multiple dimensions of creativity including fluency, flexibility, originality, and elaboration, examining how different instructional approaches influenced creative development. Quantitative data from standardized creativity assessments and portfolio evaluations were complemented by qualitative observations and interviews exploring the creative process and student experiences. Findings reveal that inquiry-based and studio-centered pedagogical approaches significantly outperformed traditional technique-focused instruction in fostering creative thinking, with effect sizes of 0.52 standard deviations for divergent thinking measures. The research identifies critical pedagogical elements including open-ended problem framing, iterative experimentation, reflective practice, and supportive classroom climate as key contributors to creative development. Results demonstrate that visual arts education, when implemented with creativity-focused pedagogy, cultivates transferable creative thinking skills applicable beyond artistic domains. The study contributes theoretical insights regarding the mechanisms of creative development and offers practical guidance for art educators seeking to maximize creativity outcomes.