Improving creative thinking skills through project-based learning in tertiary arts management education: A case study in Hong Kong

Improving creative thinking skills through project-based learning in tertiary arts management education: A case study in Hong Kong

• He, Yang Sunnie The Education University of Hong Kong

2023 Annual Conference of Association of Arts Administration Educators (AAAE) (2023: New York, United States)

• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The potential impact of creative thinking and its contribution to successful arts practice has been argued over the last decade. Meanwhile, creative thinking has also been identified as making valuable contributions to arts and management. Cetinkaya (2014) and Kuo, Chen, and Hwang (2014) indicated that the application of creative thinking to management education is highly recommended, which needs to be developed through the learning process and still is a teaching challenge to date. This study implemented the project-based learning (PBL) approach as a treatment for tertiary arts education students over one academic year to examine its effect on their creative thinking disposition. Given this context, this study aimed to determine the improvement of creative thinking skills of art students through PBL in the arts management discipline. Consequently, the research question addressing the three dimensions is proposed and analyzed as to how they interact: creative thinking, project-based learning, and arts management education. Two theoretical frameworks were applied in this study: 1) the Creative Thinking Skills Development Framework from the Australian Council for Educational Research (ACER, 2020) and 2) the Essential Project Design Elements of PBLWorks (2015). The subjects were 52 art students from the Cultural and Creative Arts department at the Education University of Hong Kong. A qualitative approach was employed, while the data on students’ creative thinking skills were obtained from observations, interviews, and reflective journals. The results indicated that the integration of creative thinking and project-based learning could significantly uplift students’ learning outcomes in arts management education as they are in a complementary relationship. It provided opportunities for students in art management learning engagement and several areas of thinking skills development in relation to the current curricula objectives. Copyright © 2023 Association of Arts Administration Educators.

Paper presented at 2023 Annual Conference of Association of Arts Administration Educators (AAAE), New York, United States.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/22f8ff23

2024-10-09