Perceptions of first teachers' encouraging and discouraging behavior toward visual creative expression: A phenomenological investigation with implications for early experiences

This study investigated the influences of first teachers on encouraging creativity in children. The perceptions of successful artists and visually expressive elementary-school students were sought to answer the following research question: "How do first teachers encourage and/or discourage visual creative expression?"

Patterns of perceptions were generated from data gathered in interviews with 20 nationally recognized artists who have supported themselves financially with their visual media products for at least 10 years. Qualitative research procedures employed in the compilation of fieldnotes and category generation resulted in themes reflecting the struggle between the early intrinsic need for creative expression and first external influences: Self--Early Internal Drive; Family--First Cultivation and Direction; and School--First Public Recognition.

These themes were further analyzed on the basis of the perceptions of four sixth graders who had received recognition for their visual expressions. The young people's school environment was observed, and interviews with their parents, teacher, and principal were conducted.

The findings suggest the following implications for both the family and the school: (1) Early creative expression seemed to be, at first, an integrated and valued part of self and an experimental response to the environment. (2) Family members who encouraged creative expression were those who continued to respect the child's expression of self or, at least, tolerate it. (3) As a result of a de-emphasis of visual creativity in school, the artists and children began to view their art as separate from the school curriculum or family activities unless an adult, as first teacher, encouraged visual expression to again be a natural expression of the individual as it was in their very early years. (4) The struggle between external responses to early visual self-expression was perceived by research participants as an important influence on their creativity. For some, this influence was positive; for others, negative.