The Effects of a Fine Art Program on Feelings about School, Figural Creativity, and Engagement in the School Environment

The benefit of a fine arts enrichment program in terms of feelings about school, figural creativity, and school well-being, is analyzed. Participants were 500 students (50 gifted) from public schools. Three measures were used to enable a multimodal approach involving the self-report Peruvian version of FAS scale, the TCT-DP, and the AAS scale. Data analysis involves descriptive-correlational and comparative analysis in terms of feelings about school, figural creative performance, and self-determination in the school environment. Discussion includes variables related to the cognitive, conative, and social affective dimensions. Suggestions for emotional support and talent development of students are included.