This study uses a quasi-experimental, nonequivalent control group design and aims to investigate the effects of the application of cooperative learning to visual arts curriculum on the creativity and drawing performance of the the lower graders. Subjects are students from two second grade classes in an elementary school in Tainan City. One class represents the experimental group, while the other one is the control group. Each of the classes is given instruction for twenty sessions of classes in ten weeks. The experimental group receives cooperative learning based on STAD. The control group receives seperate learning. This study incorporates quantitative and qualitative approaches. Two assessment tools are conducted, which include ¡§New Creativity Test for Use with Students in Taiwan¡¨ developed by Dr. Ching-Chi Wu, and the ¡§Rating Scale for the drawing performance of the the lower graders ¡¨ designed by the author. Quantitative data are analyzed by ANCOVA and MANCOVA. Qualitative data processed by content analysis are gathered from teacher's classroom anecdotes, student works of curriculum, student feedback about the instruction , and vedio records of teaching process. The results of this study indicate that in the aspect of creativity, application of cooperative learning to visual arts curriculum increases the lower grader¡¦s verbal creativity in terms of flexibility as well as the figural creativity regarding fluency, flexibility and elaboration. In the aspect of drawing performance, application of cooperative learning to visual arts curriculum significantly improved the lower grader¡¦s drawing performance on ¡§content¡¨, ¡§illustrate¡¨, ¡§image ¡¨and ¡¨ color¡¨. The possibility of applying cooperative learning to the visual arts curriculum for the lower grade in the elementary school is recognized.students in the experimental group show positive acknowledgement and feedbacks to the whole instruction. Conclusions for practical application and suggestions for further research are discussed.

This study uses a quasi-experimental, nonequivalent control group design and aims to investigate the effects of "Creative Picture Books Instruction" on the creativity and art performance of the fourth graders. Subjects are students from two fourth grade classes in an elementary school in Kaohsiung City. One class represents the experimental group, while the other one is the control group. Each of the classes is given picture books instruction for twenty sessions of classes in four months. The experimental group receives creative picture books instruction based on ATDE (Asking, Teaching, Doing, Evaluation) teaching model developed by Dr. Lungan Chen. The control group receives general picture books instruction. This study incorporates quantitative and qualitative approaches. Two assessment tools are conducted, which include ¡§New Creativity Test for Use with Students in Taiwan¡¨ developed by Dr. Ching-Chi Wu, and the ¡§Rating Scale for the illustration of picture book¡¨ designed by the author. Quantitative data are analyzed by ANCOVA and MANCOVA. Qualitative data processed by content analysis are gathered from teacher's classroom anecdotes, interviews, student reflection logs, student feedback about the instruction, parents' feedback, and student works of picture books. The results of this study indicate that creative picture books instruction shows positive effects on the fourth grader¡¦s verbal creativity, figural creativity and drawing performance. Four findings are listed as follows: 1) Creative picture books instruction increases the fourth grader¡¦s verbal creativity in terms of fluency and flexibility as well as the figural creativity regarding flexibility and elaboration. 2) The fourth grader¡¦s drawing performance in graphics skills as well as the sense of style and personal creativity is improved after the creative picture books instruction. 3) The Creative picture books instruction helps the student to learn the various forms of visual art. Also, the uses of diverse creative thinking worksheets inspire the student¡¦s creativity and drawing performance, extend their understanding of the learning materials in depth and help in self-reflection and learning from others. 4) After the creative picture books instruction, students in the experimental group show positive acknowledgement and feedbacks to the whole instruction. Conclusions for practical application and suggestions for further research are discussed.