Integrating Arts Education System Enhancing Students’ Level of Creativity: A Case Study in Beijing, China

Abstract

Student’s experience, perception, and evaluation of art, as well as its aesthetics and connection to creativity, appear particularly difficult to comprehend. In this regard, there has not yet been investigates the relationship between arts education subjects and student’s level of creativity specifically focusing on primary school students in Beijing, China. This paper concentrates on analysing the relationship between Visual Arts subjects and creativity, which has not been formally addressed in Chinese education system in Beijing. The significance of creativity's intrinsic connection to research and practice has been repeatedly demonstrated. The results of this study could assist educational stakeholders in enhancing the Arts and Design curriculum. This study used a qualitative research approach by asking students a series of questions in semi-structured interviews to see how students' creativity was affected by the inclusion of arts education. Ten educators and two professionals in the field were interviewed in semi-structured focus groups at different schools in Beijing, China, to discuss their thoughts on the arts curriculum's effect on students' imaginative capacities. The findings will result in a shift in the university curriculum toward a greater appreciation for the significance of Visual Arts courses in fostering higher-level creative thinking. This paper includes recommendations for both educational policymakers and educators, such as allowing creativity-enhancing instruction as separate courses to become an integral part of the design educational process and no longer considered as the not essential of the design curricula and providing students with more opportunities to use creative skills and creative thinking techniques to solve real-world design problems. The paper concludes with implications and suggestions for further research.