Abstract
This descriptive-correlational study determined the level of creative engagement as part of humanities teaching in the outcome-based education. This focuses on the dimension of student engagement and creativity in the context of a new approach to teaching and learning primarily through the arts. This study captures student creative engagement supported by their personal reflection after the course term. There were eight (8) classes utilized with 134 students. Results showed that the level of students’ creativity in art appreciation was “high” and it was also “high” when they were grouped as to sex. Creative engagement in art appreciation was considered “highly influential” and it was “highly influential” when they were grouped as to sex. No significant difference was noted in the level of the students’ creative engagement and development of creativity. There was a moderate and positive correlation between the level of the students’ creative engagement and influence of creative engagement in art appreciation classes to their development of creativity. The most highly valued creative engagement practices of students in art appreciation are: “I have developed an appreciation for the local arts;” “I have deepened my sensitivity of myself, my community and the society,” and “Inclusion of art activities demonstrated my understanding of art appreciation.
Highlights
The Commission on Higher Education (CHED) Retooling for University Professors has emphatically challenged tertiary teachers to enhance their teaching of humanities
Creative Engagement Practices that are Highly Valued by the Students Using the rank, the most highly valued creative engagement practices of students in art appreciation are: I have developed an appreciation for the local arts in Rank 1, I have deepened my sensitivity of myself, my community and the society in Rank 2, and, Inclusion of art activities demonstrated my understanding of art appreciation in Rank 3
2) Creative engagement in art appreciation classes highly influenced their development of creativity
Summary
The Commission on Higher Education (CHED) Retooling for University Professors has emphatically challenged tertiary teachers to enhance their teaching of humanities The researchers, in their response to address such challenges in teaching art appreciation, saw the need to achieve the outcome-based education demand. The researchers utilized art appreciation students and engaged them into creative activities for the whole term to address some learning outcomes stated in the course syllabus. Greater emphasis is still put on artistic expression apart from developing art appreciation They are expected to work effectively and independently in multidisciplinary and multi-cultural teams. As part of teaching art appreciation, students are exposed to a variety of activities They are given opportunities to view different art works, understand, enjoy, and most of all analyze them using the different art theories. They are given the chance to express themselves through their own unique interpretations of how they perceive works of art
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