Abstract:
This research aimed at looking at the possibilities of using brainstorming as a teaching
method to arrive at a transformative approach to teaching with the set goal of making individual Artists more creative persons on graduation. A number of literature were reviewed on the essence of creative skills, possible approaches to teaching and the influence of creative exercises. The problem identified in this research is the seemingly non-creative approach to teaching and the issue of seeming graduation of non- creative individuals in Nigeria. Moreover, the lack of job opportunities in Nigeria requires a
drastic overhaul of the teaching approaches with a vlew of making the individual graduate more creative persons. On graduation, such individuals would have had an all-round development and would eventually be able to employ themselves and employ others in their small-scale studios. The entire students of Fine and Applied Arts in three tertiary institutions in Delta State formed the population of this study. Samples of ten students in each institution were drawn from the population. Part "A of the research involved creative exercise, using the experimental group (i.e. the students subjected to creative exercise without a brainstorming session) and the control group (i.e. the students
subjected to creative exercise after brainstorming). Part "B" of the research involved testing the sampled students for creativity without brainstorming session and later subjecting the same sampled group of students to creativity exercise after brainstorming.The pre-test and post- test experiments organized by the researcher and the sampled students enabled the sampled students rank the themes of the research in the order in which they were affected by brainstorming session. The pie chart was then used to present the percentages arrived at by the ranking of the themes done by the students. The research is based on quasi-experimental research, which is aimed at determining the effect of treatment on sample. The hypotheses relating to increase in psycho-motor and affective experiences were rejected, while the hypotheses concerning cognitive experiences and choice of themes were retained.
