Drawing ability and performance on creativity tests among Hong Kong children

Abstract

Objectives: This study explored the relationship between children’s drawing ability and their performance on creativity tests in Hong Kong Chinese context.

Methods: A sample of 279 primary school students (117 boys and 162 girls) in Grade 4, 5, and 6, from three primary schools were tested on their creativity with drawing tasks (Test of Creative Thinking – Drawing Production; TCT-DP) and verbal tasks (Wallach-Kogan creativity tests). Seven art teachers were invited to nominate students who have high drawing ability.

Results: The study demonstrated that student’s performance on the two creativity tests was relatively independent of drawing ability. However, students who evaluated themselves as having high ability to draw scored significantly higher on the TCT-DP. Children at age 11 obtained higher score than children at age 9 and 10 on both creativity tests but the scores declined after the age of 11. No significant age differences were found. Boys scored significantly higher on the TCT-DP whereas girls scored significantly higher on the verbal tests. Children who joined extra-curricular activities involving drawings showed significantly higher scores on the verbal tests.

Discussion: The results demonstrate that drawing ability is independent of performance on creativity tests. It is important not to confuse the two, especially when assessing children’s talents.