A comparison regarding the application of different methods for determining the effect of mythology-based stories on creativity in the drawings of children within the 10-12 years old age group


Thesis Type: Postgraduate

Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey

Approval Date: 2012

Student: BAŞAK DANACI

Supervisor: SEMA BİLİCİ

Abstract:

The aim of this study is to perform a comparison regarding story-telling method and combined arts education method in determining the effect of mythology-based stories on creativity in the drawings of children within the 10-12 year old age group. The study was performed according to an experimental method. In this method, drawing projects on Midas with the Golden Touch were prepared by a study group based on the story-telling method together with combined arts education method, and by a control group by a study group based solely on the story-telling method. These studies were evaluated by a committee of experts formed according to the criteria for evaluating creativity in 6th grade. In order to assess the changes in the students' level of knowledge before and after the use of these methods, a preliminary test in the first 5 minutes of the course and a final test in the first 5 minutes of the last course were applied to both groups. The criteria on creativity and the preliminary-final test results were obtained and processed in an electronic environment by an expert in the field. The study group includes thirty 6th grade students from the Ankara province of National Education Foundation Primary School. The study was performed using a quantitative research model. In determining the effect of mythology-based stories on creativity in the drawings of children within the 10-12 year old age group, it was found based on the study's results that employing and providing a story-telling method together with the history of art discipline of the combined arts education method had a positive effect on the student's creativity. In addition, based on the preliminary-final tests performed on the second stage of the study, a significant increase in the level of knowledge was identified within the study group, while a similar significant increase was not identified for the control group. Also, a significant increase in knowledge was not observed in the final test of both the study and the control group.