Fostering Creativity in Ninth-Grade Art Education: Designing Teaching Strategies Based on the Curriculum

Document Type : Original Article

Authors

1 Department of Art Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

2 M.A. in Philosophy of Art, Department of Philosophy of Art, Faculty of Art and Architecture, Bu-Ali Sina University, Hamedan, Iran.

10.48310/edup.2026.21597.1448

Abstract

ABSTRACT

Background and Objectives: As creativity becomes crucial in today's world, art education's role in nurturing it grows more important. This study examines the barriers to fostering creativity in ninth-grade art classes in Iran and proposes practical solutions to transform art classrooms into spaces that encourage creative development.

Materials and Methods: Using a mixed-methods approach, this research was conducted in Markazi Province during the 2023-2024 academic year. Data were collected through interviews with 18 art teachers and questionnaires from 220 ninth-grade students, analyzed through thematic analysis and descriptive statistics.

Findings: Results showed 71% of students desire creative freedom, while only 19% prefer technical approaches. Teachers identified key obstacles as: dependency on pre-made designs, student demotivation, inadequate evaluation systems, limited teaching time, and insufficient resources. Recommended strategies include process-focused activities, group projects, enhanced teacher training, and technology integration.

Conclusion: Significant gaps exist between students' creative needs and current educational structures. Essential reforms include shifting to process-oriented evaluation, updating teacher training programs, and providing ongoing teacher support. Implementing these changes can effectively transition art education from memorization to creativity cultivation, though broader studies are needed to validate these findings across different contexts.

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Main Subjects

Teacher Education Policy
Volume 7, Issue 4
December 2025

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History

  • Receive Date: 24 November 2025
  • Revise Date: 11 February 2026
  • Accept Date: 15 February 2026

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