창의적 자기효능감에 긍정적으로 작용하는 예술창작활동의 속성 탐색

초록

This study examined the positive influence of artistic creation activities on the creative self-efficacy of learners in order to explore a multidimensional approach to creativity education. At Seoul’s C University, the Action Communication Teamwork (A.C.T.) course, a general liberal arts class, aims to use creativity to nurture students’ key competencies such as communication skills, teamwork skills, convergence skills, and problem-solving skills. In the class, students can develop competencies that they want to cultivate on their own by conducting artistic creation activities with other team members using art-based content through “Action Learning,” a learner-oriented class format. To determine whether there were any changes in the creativity level of students after the class, I measured pre- and post-class test scores using the creative self-efficacy scale. The trends of creative self-efficacy of 560 students who took the A.C.T. course from the first semester of 2017 to the first semester of 2018 were statistically significant. Based on this result, I conducted FGIs (focus group interviews) for qualitative analysis to more deeply examine which factors and processes of the artistic creation activities positively affected the participants’ creative self-efficacy. As a result, “opportunity to be creative,” “anxious because it is a new but pleasant experience of elevating myself to a higher level,” “long-term and staged education,” and “intimate communication and sharing with peers” were identified as the most influential factors. As such, we intend, through this study, to contribute to expanding the paradigm of creativity education by exploring the features of artistic creation activities that positively affect creative self-efficacy.

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