HOW DO ART LESSONS AND CLUBS DEVELOP STUDENTS’ CREATIVE SELF-REALIZATION AT SCHOOL?

Introduction

One of the main things that are left unaccomplished in school education is self-creative realization of the child. Fine Arts' could assist in fostering this creativity, though the Ministry of Education tends to disregard the potential value added in the long-run. This paper aims at evaluating the impact of art lessons and clubs in moulding and nurturing the capabilities of the students. It helps in developing self-esteem, confidence, effective interpersonal relationship and other positive effects on the students (Moorefield-Lang, 2008; Catterall, 2002). However, cultivating an understanding of how art education impacts that creativity is a difficult thing. In that vein, the current research seeks to fill the above-mentioned gap so as to enhance understanding of the existing educational practices and policies. I am an example of a person, who could not develop creativity due to poor education; therefore I am willing to show the role of creativity in education and what needs to be changed for students' successful development.

Methods

In a bid to answer the research question, which is: “How do art lessons and clubs foster creative self-actualization among students at school? Data was gathered through questionnaires and interviews.  In total, the survey included 89 schoolchildren living in Aktobe. As Bell and Waters state (2014), this method effectively collects responses similar to those of other subjects with the goal of describing, comparing, and even correlating such data. Google^* Forms was utilized for its convenience and functionality; survey results were then summed up in Excel. Surveys are convenient but not very useful to answer questions that require provision of explanation, in other words, only 'What? ', 'Where? ', 'When?' and 'How?' questions can be well answered through surveys. To overcome these limitations interviews were kept to gain in-depth information. Compared to cross-sectional questionnaires, interviews are more fluid, which provides opportunities to investigate an individual's motives or emotions, as well as such details as tone of voice and facial expression (Bell & Waters, 2014). While time-consuming and subject to some prejudice, interviews yield qualitative results that are otherwise unattainable.

Using both survey and interviews afforded a mixed-methods research design, gathering quantitative information with large coverage and qualitative data with depth to investigate the effects of art lessons and clubs on students' Self-actualization of creativity.

Results

This research analyze the consequences of creative clubs on students across various schools in Kazakhstan by carrying out interviews. Self-completed questionnaires were filled in by ninety students who participated in the survey that was designed to compare the creative environment of various educational contexts. 46.1 % described their education level as 11th grade, while 23% as being in 9th grade, Other grades were also represented though the percentages were slightly different. Thus, 36% of the students were in the twelfth grade, the third largest percentage of students 23% were in the eleventh grade, whereas only 9% were in the tenth grade. In terms of satisfaction with artistic activities, 5% had ranked it at 3, 29% at 2, and 46% at 3. 39. 3% of the respondents described the relationship between creative clubs and self-realization as very good, 36% found it helpful, and 15 percentals found it rather useful, 50 percentals were unsure or found it unhelpful. 7% rated it 3. Interview carried out showed that through the four research questions, the teachers had a dominant impact in the students creativity. It was possible to identify the specifics of creative self-organization in schools, and their influence on students’ mastering of creative values.
Therefore, this work confirms the presence of strong correlation between art clubs and forming of the self-realization creativity. Thus, the necessity of the teachers and schools to create an environment that would encourage creativity among children is underlined.

Conclusion

This study explain how art club and art lessons facilitate creative self-actualization of students in a quantitative method of 89 students and 3 in-depth interview. Teachers also provide guidance for students, and many opportunities are found in.
It is important that there be structured art programs that will enhance talents, confidence and encourage independence while enhancing team work. Subsequently, it observed that the responses provided by the older students were more developed than those of younger students, which could be attributed to the fact that the former group had a better understanding of creativity’s significance. In the article, authors have mentioned that the education intervention leads the enhanced self-consciousness and learning motivation. Arts education requires full investment to develop students’ creative potential learners. It is therefore clear the that support of school resources and Skilled professionals affects the efficiency of art programs. They include; These realization helps maximize their effectiveness. However, it is necessary to state that the given study has been conducted under limitations linked to high dynamics and TiC’s complexity, as well as a restricted number of respondents. A general discussion and conclusion of the study provides the following recommendations: More research with larger samples is required.

^*По требованию Роскомнадзора информируем, что иностранное лицо, владеющее информационными ресурсами Google является нарушителем законодательства Российской Федерации – прим. ред.