Field-Based Art Class: Impact on Creative Personality of Pre-Service Early Childhood Teachers

Abstract

Purpose: To explore how a field-based art class affects the creative personality of pre-service early childhood teachers. Method: Mixed method descriptive study of students majoring in early childhood education at J University (N=63). Research tools included a test for creative personality developed by Ha (2000). A corresponding sampling "t" test was utilized to review the effectiveness of the methods. In addition, reflective writings were introduced to analyse any qualitative aspects because they aimed not only at assessing the quantitative effect through pre-and postplanning of a single group, but also at having an opportunity to know more about experiences of the would-be teachers. Results: The art classes, designed through extensive discussions among experts. included sharing and appreciation of works, museum tours, art activities applicable to the field, mock classes, and on-site classes for children. Findings demonstrate positive impacts on the creative personality of the would-be teachers: Patience/obsession, humour, self-confidence, and curiosity were displayed among the subjects in a significant manner, while imagination, openness, self-motivation and independence did not show significant differences. Conclusion: The journals proved to be a meaningful tool to reflect on change of perspective, self confidence and attitude towards an art subject, greater curiosity in the exploration-expression-appreciation processes, developing an open mind to accepting individual differences in children, consideration of preparation about art class reflecting children's interest, patience and coping in unexpected real-class situations. Each journal presented positively the combined experiences associated with a creative personality. The findings suggest that such approaches applied to a field centred children's art class could be relevant to other fields of study for would-be preschool teachers.