A Mixed Methods Model for Studying Critical Thinking and Creative Development in Art Students

• In Event: Advances in Arts Education Research

Abstract

The study employed a convergent mixed method design to examine the link between student mindsets about critical thinking and creative abilities and a critical thinking task in a sample of sixty-nine students learning photography from September 2016-June 2017. Quantitative data included self-report scales in critical and creative thinking and a critical thinking task. Qualitative data included photovoice interviews. Results indicate that the more a student endorsed critical thinking dispositions, they more likely they were to also perceive themselves as creatively self-efficacious and have a growth mindset about their creative abilities. Photovoice interviews revealed that students stressed the hard work of developing their creativity, which did not necessarily come naturally. Scholarly significance of this arts-based learning research will be discussed.

Authors

• Elaine Perignat, Drexel University

• Jen Katz-Buonincontro, Drexel University

• Richard Hass, Thomas Jefferson University