This article aims to analyze the perceptions of sixth grade teachers from municipal educational institutions in the commune of Valparaíso (Chile) when applying the four criteria from divergent thinking to assess creativity (fluency, flexibility, originality and elaboration) within the Visual Arts study program. The methodology responds to a mixed model integrating the qualitative and quantitative methods. The sample was made up of 33 teachers who conduct the Visual Arts subject. The results of the qualitative analysis show that the main difficulties to assess creativity are four: lack of sensory development in students, inadequate infrastructure, time to develop evaluation tools, the need for updating and specialization in the artistic field. The quantitative outcomes indicate that there are no significant differences in the evaluation of the four creativity criteria, nor in gender variables, specialization and years of classroom experience.
Keywords:
Creativity, Evaluation Visual Arts, Teaching Staff, Primary School Students
Aguilera Cortés, C., Aroca Toloza, C., de la Fuente-Mella, H., & Lay Raby, N. D. (2023). Perceptions of art education teachers evaluating creativity in visual arts among sixth-grade elementary students in valparaíso, chile. Revista Enfoques Educacionales, 20(2), 105–129. https://doi.org/10.5354/2735-7279.2023.73003
