An Examination of Fine Arts Experiences of Hispanic Students
Examination of the Relationship Between Fine Arts Experiences and Creative Thinking, Academic Self-Concept, and Academic Achievement
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The study presented in this book examined therelationship between the degree of involvement ofHispanic students in fine arts, creative thinking,academic self-concept, academic achievement inmathematics and reading, and music listening skills.Hispanic students in grades 3, 4, and 5, involved ineither: (a)an intensive fine arts academy, (b)arotational fine arts program, or (c)a minimal finearts program were compared on five measures ofcreative thinking, three measures of academicself-concept, music listening skills, and achievementin mathematics and reading. Significant main effectswere found fo...
The study presented in this book examined the
relationship between the degree of involvement of
Hispanic students in fine arts, creative thinking,
academic self-concept, academic achievement in
mathematics and reading, and music listening skills.
Hispanic students in grades 3, 4, and 5, involved in
either: (a)an intensive fine arts academy, (b)a
rotational fine arts program, or (c)a minimal fine
arts program were compared on five measures of
creative thinking, three measures of academic
self-concept, music listening skills, and achievement
in mathematics and reading. Significant main effects
were found for creative thinking abilities, academic
self-concept, academic achievement in reading and
mathematics, music listening skills, and the degree
of involvement in fine arts. The study also found
practically significant main effects between some of
the areas of creative thinking, TAKS and TAAS reading
and mathematics scores, music listening scores, and
the degree of arts involvement of students.
Significant interactions emerged between method of
instruction, gender, and Creativity and Originality
(areas of creative thinking).
relationship between the degree of involvement of
Hispanic students in fine arts, creative thinking,
academic self-concept, academic achievement in
mathematics and reading, and music listening skills.
Hispanic students in grades 3, 4, and 5, involved in
either: (a)an intensive fine arts academy, (b)a
rotational fine arts program, or (c)a minimal fine
arts program were compared on five measures of
creative thinking, three measures of academic
self-concept, music listening skills, and achievement
in mathematics and reading. Significant main effects
were found for creative thinking abilities, academic
self-concept, academic achievement in reading and
mathematics, music listening skills, and the degree
of involvement in fine arts. The study also found
practically significant main effects between some of
the areas of creative thinking, TAKS and TAAS reading
and mathematics scores, music listening scores, and
the degree of arts involvement of students.
Significant interactions emerged between method of
instruction, gender, and Creativity and Originality
(areas of creative thinking).
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