Creative self-expression in Secondary Art Education, Malta

Abstract

This qualitative study focuses on the art component of Cultural Accretion, (ALM- Art, Literature and Music) taught to the lower forms in Maltese state schools. The aim of the research is to better explore if and how the subject promotes creative self-expression: what helps and on the contrary, to try to identify factors which might hinder such a form of expression. The history behind the notion of self-expression itself is looked into so as to trace the origins of the idea and its evolution in modern and contemporary art education and modern theory, particularly that of identity and the controversial 'teachable' element of creativity. The research is based on the data collection gathered via semi-structured interviews conducted with twelve ALM art teachers in girls' and boys' local state schools. The aim behind the interview questions is to analyse the effect/s of factors such as timetable scheduling, time allocation, and teachers' perceptions on the importance of teaching the basic elements, skills, and techniques in relation to creative self-expression, and the nurturing of it. Furthermore, the role and its importance, if any, of self-expression is also questioned by inquiring about methods of assessment, stimuli used, teaching methodology and approaches, and expectations. Based on the feedback provided by the interviewees, I have attempted to propose further challenges towards an ALM which enhances, or further enhances, creative self expression in the students' process/es of work given the circumstances within which the art component is taught.