An analysis of creative effect on interdisciplinary practices in art education

The conventional belief that arts education is individual-based and pure no longer holds any meaning. An interdisciplinary approach in this field is becoming more widespread. The consilience between the arts, humanities and social sciences, the arts and the natural sciences, and the arts and art education is recognized as enabling more creativity and thinking skills that are more integrated. Thus, art education has emerged as a core pillar in producing future talents. This study emphasizes the need for interdisciplinary practices for ensuring the creativity enhancement of the learner through art education, which aims to produce creative talents. Therefore, we developed and deployed interdisciplinary practices designed for sixth graders from August 2013 to January 2014. We assessed the learner’s creativity before and after using Language A and figures from the Torrance Tests of Creative Thinking (TTCT) in order to verify its effect on the correlation among five lower creativity factors. The results of the research questions showed a significant effect of interdisciplinary practices on the development of learners’ creativity. Figure A of the TTCT Type A language consisted of five lower factors of creativity: fluency, originality, abstractness of the title, delicacy and premature closure. The five resistance causes to these factors demonstrated a significant difference. Finally, this study maintained that the interdisciplinary practice of an art-based curriculum could promote students’ capacity by fostering creativity and providing the basis for an assessment method in contemporary art education.