ENHANCING PAINTING SKILLS AND CREATIVITY AMONG VOCATIONAL STUDENTS THROUGH DESIGN-BASED LEARNING (DBL)
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This quasi-experimental study examined the effects of a 12-week Design-Based Learning (DBL) art program on first-year preschool education major vocational students at Guangxi Vocational College of the Performing Arts. Twenty students participated in weekly sessions focused on line control, form proportion, light-shadow texture, color expression, composition perspective, and thematic creative practice. A painting skill assessment rubric (line control, proportion and perspective, composition, light-shadow value, color use, texture rendering, craftsmanship) and the Consensual Assessment Technique (CAT) for artistic creativity (novelty, appropriateness) reviewed by experts were used. Data were collected with a pre-test/post-test design and analyzed using paired-samples t tests; changes in score dispersion and stepwise skill mastery were also considered.
Results showed substantial gains in painting skills (42.60￫77.20) and artistic creativity (40.30￫75.10), together with reduced variability across students and a progressive upward trend in phased skill assessment, indicating more consistent and step-by-step performance after the intervention. The findings support DBL as an effective student-centered, iterative, and context-oriented approach that fosters the integrated development of technical skills and creative expression in vocational painting education. Practical implications for lesson planning, skill training, and creativity cultivation in vocational art classes are discussed.
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