Project Based Learning (PBL) is regarded as a core competence in professional art education. However, students that are used to traditional instruction-oriented education find it difficult for them to think and explore independently in a PBL curriculum. Creative thinking was integrated into the curriculum of an art program in order to offer these students opportunities to acquire tools for assisted thinking, enhance their thinking capacity, and help them learn more efficiently in a PBL process. Through integrating creative thinking instruction and PBL, this research intends to examine if and how PBL promotes the creativity of students in an art program.
Action research was employed as the research method in this project, with 15 grade-6 students in an art talent program at an elementary school in New Taipei City as objects of the study. The action research consisted of two 12-week cycles of creative thinking instruction integrated in a PBL art program to examine the impacts of PBL in an integrated creative thinking program on the creativity of the students in an art talent program of an elementary school.
The findings indicate that the scores in the pre-test are better than post-test of Torrance Tests of Creative Thinking, showing notable percentage increases on the scales of Fluency, Flexibility, Originality, Elaboration, and Openness. Moreover, there was significant increase in overall CI percentage. The consensual assessment conducted by the collaborative teachers indicated that after the two cycles of improvement through PBL integrated with creative thinking instruction, the creativity of the students’ works showed significant increases in creativity. In addition, from the observations of the students’ behavior in the PBL-based activities integrated with creative thinking instruction, and from interviews with the students, , it was discovered that the students showed to be adventurous, challenging, curious, and imaginative during the process.