In 2010, the USCO World Conference on Arts Education was successfully held on a theme of ‘Building Creative Capacities for the 21st Century’ in Seoul. The Root-Bernstein couple who had the opening keynote speech, saying “the 21st century deman... In 2010, the USCO World Conference on Arts Education was successfully held on a theme of ‘Building Creative Capacities for the 21st Century’ in Seoul. The Root-Bernstein couple who had the opening keynote speech, saying “the 21st century demands renewed attention to creative imagination,” addressed that “success is based not only on what you know or how much you know, but on your ability to think and act creatively.” Also, they stressed that “solutions to intractable problems such as global warming, hunger, poverty, systemic injustice and eradicable disease will require thinkers and doers who can bring to bear new combinations of knowledge and know-how in economic, political and cultural arenas.” Finally, Root-Bernstein called on the public and private to put efforts together on social and cultural welfare improvement to solve those problems(Maeil Business News, 2010). With the needs of creativity education, the revised curriculum of 2009 emphasizes cultivation of creative talents based on character education. The arts curriculum also presents its aim as developing ability to express and communicate the feelings and thoughts creatively (MEST: Ministry of Education and Science Technology, 2011). The arts curriculum is a decent subject for creativity education as it helps students think up with ideas freely and boost the ability to express a subject creatively. Thus, to manage the future society, what is needed is the education that helps creative thinking, not the one that follows the old knowledge and way of thinking. Hence, this research developed a design class using the CPS(Creative Problem Solving) model as a method of teaching for implementation of creativity education in arts, and tried to examine the effects on creative expression of 3rd graders in a middle school where the model was applied. The purpose of this study is to investigate the effects of application of CPS model on creative expression of 3rd grader in a middle school’s public advertisement design class and the possibility of using CPS model in arts class. This research suggested a teaching-learning program to induce creative expression based on problem-solving process in public advertisement design class. The steps of CPS model were modified and supplemented when it was applied in public advertisement design class. We analyzed the creative expression, CPS model and design education in middle school based on related publications and precedent studies, with the recognition of middle school students’ characteristic and educational objectives on the revised curriculum of 2009. Also, we selected a proper chapter in Mijinsa publisher’s middle school arts textbook, which reflected the purpose of this research, and applied the teaching-learning guidance for public advertisement design class using CPS model to subjects. For this research, 59 students of 3rd grade in A middle school located in Yongsan-gu, Seoul were studied as two groups, one with 28 students as the experimental group and the other with 31 as the control group, and the experimental group took the class for 8 times from September 14th to October 21st, 2014. Before the experiment, the experimental and control groups were confirmed as a homogeneous group with the statistical analysis of homogeneity test in degree of interest in arts and understanding and experience in visual design. The experimental group was studied with the 8-time design class that used CPS model, while the control group was studied with the 6-time design class by traditional teaching. In this research, Lowenfeld’s creativity evaluation criteria (1993), arts achievement standards and levels based on the revised curriculum of 2009 (Kim, Eun-Joo, 2008), and study on developing evaluation measure of design creativity (Yoon, Seong-Yeon, 2013) were modified and adapted as references to evaluate the creative expression of 3rd graders in middle school. For a fair evaluation, the works of subjects were scored by three people as this researcher and two art teachers. The evaluated works proved the difference in creative expression between experimental and control groups by statistical data. The collected data was processed by a statistics program called SPSS(Statistical Package for Social Science) Ver 20.0, and the frequency analysis, X2 and t-test of independent samples were conducted by it. The data was examined within the significance level of p<0.05, p<0.01, and p<0.001. Here is the summary of results on this research. First, as a result of homogeneity test of two groups of subjects, the experimental and control groups were proved as a homogeneous group, not having a statistically significant difference. Second, the experimental group showed more positive change in each evaluation criterion on creative expression and its sub-areas including theme expression, expression method, and modeling elements and principles than control group through the analysis of results on experimenting public advertisement design class with CPS model. The overall average (experimental group: M=3.54, SD=0.72, control group: M=2.51, SD=0.78) was also calculated higher in experimental group than control group with a statistically relevant difference. Third, through a post questionnaire survey, understanding of class contents, satisfaction, class participation, learning process and helpfulness of materials in public advertisement design class were evaluated higher in experimental group with a statistically relevant difference. Thus, it was statistically confirmed that learners in experimental group showed positive change on satisfaction, participation, interest and etc. in the contents and process of the public advertisement design expression class. Fourth, by the self-evaluation and class satisfaction evaluation, the students in experimental group showed positive reaction to idea thinking, expressiveness, participation and satisfaction in the process of public advertisement design class using CPS model. In conclusion, creative expression of middle school 3rd graders in public advertisement design class using CPS model showed relevant change, and it was statistically proved that the learners had positive reaction to the process of class as well. Thus, it was found out that the application of CPS model is effective on improving problem-solving ability and creative expression of learners in design class of art subject. Various studies and efforts will be required to achieve more systematic and constant application of creative problem-solving teaching-learning program not only in design class but also in various arts areas.
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