Supporting data for “Pathways for Cultivating Creativity in Chinese Art Education”

This study addresses the insufficient cultivation of creativity during the transitional period from the pre-schematic to schematic stages in Chinese elementary art education. Grounded in Viktor Lowenfeld’s "Stages of Creative and Mental Growth" theory, the research explores a creativity development pathway tailored to the Chinese educational context. Combining literature analysis and empirical investigation, a year-and-a-half teaching intervention was conducted with 50 students aged 6–8 from a primary school in Ningbo. The study reconstructs Lowenfeld’s creativity evaluation framework into a localized system encompassing four dimensions: self-expression, formal exploration, cultural understanding, and social interaction. Results demonstrate significant student progress across all dimensions, with notable improvements in personalized expression and collaborative skills. While Lowenfeld’s theory offers innovative pedagogical strategies for Chinese art education, its application reveals limitations due to cultural disparities and sample constraints. As the first systematic adaptation of Lowenfeld’s framework to the schematic transition phase in Chinese primary art education, this research fills a critical gap in the field. It provides theoretical and practical insights for art education reform, promoting the holistic development of children’s creativity.