Re-discovering the arts: The impact of engagement in a natural environment upon pre-service teacher perceptions of creativity

Abstract

Australian national statements describing a quality 21st century education prioritize creativity and sustainability as essentials for global and economic survival and for individual wellbeing. However, data gathered from 114 pre-service teachers commencing undergraduate study indicates their limited experience and skills in the arts, and lack of confidence in their personal creativity. 88 of the group experienced 3 weeks’ of arts workshops in a safe natural context, a Japanese Garden. Groups used the natural environment as a stimulus and resource for group problem solving. The study findings indicate that many respondents had experienced a lack of contact with nature during their formal years of schooling (Jones, 2011), and that immersive learning experience in safe natural environments had positive impacts upon their wellbeing and perceptions of personal creativity. Respondents reported deep absorption and ‘flow’ experiences (Csikszentmihalyi, 1997), more positive perceptions of their personal creativity, the removal of barriers to group problem solving and enhanced confidence in the arts.