Abstract
This study explores whether creativity is something that can be nurtured in the art classroom, or if it something that is innate. Through observing my own practice, it seems that students are more creative when they are young (around three or four years of age) versus when they are older (ages eight or nine). Researching to seek evidence to why this happens will help me and other art educators understand the underlying factors that contribute to what Lowenfeld and Brittain (1987) identified and later Davis (1997) and Gardner (1997) discussed as the “U-shaped curve in creativity”. Further, it will help to understand how to focus teaching to promote creativity development in older students. It is essential for art educators to reflect on their practice and gain insight onto themselves and pre-service teachers. This research was approved by the Director of Institutional Compliance & Ethics (International Review Board) Andrew Karberg. Action research was conducted in order to examine best practice for art teachers in promoting new ways of achieving creative outcomes. Through students’ artwork, journal, and questionnaires, third grade and sixth grade students’ participation in creative responses to lessons are compared. This study allowed me to examine how art education can be used to promote, influence, and inspire creative thinking among students.