Abstract

The need to develop better pedagogical methods to impact learners at different levels has risen, driven by technological advancements. National governments, in response to research or critical evaluations, have instituted curriculum changes to enhance creative learning, especially among younger learners. The use of imagination in the Arts though supported by evidence of benefits has been implemented with mixed results in some contexts. The purpose of the study is to examine the effectiveness of imagination in the Arts education from the perspectives of students, teachers, and supervisors in elementary schools in the State of Kuwait. To achieve this purpose, data was collected from elementary school children, teachers, and supervisors. The research adopted mixed methods of both quantitative and qualitative approaches. Quantitative data was analysed using descriptive, and inferential statistics utilising SPSS version 24. Qualitative data was transcribed, translated, coded, and thematically analysed using NVIVO version 12. Results show that the teaching approach of the majority of teachers in the Arts ( 60% ) is based solely on the current curriculum, with little emphasis on imagination. Despite teachers and students acknowledging the importance of the Arts education majority of elementary students still do not demonstrate an interest in the use of classroom . imagination in the A large percentage of elementary students surveyed did not like attending the Arts classes 48%, and more than 76% of the pupils found difficulty creating images. Given that the current Kuwaiti curriculum does not require the implementation of imagination, supervisors found it difficult to enforce, other than recommending it as a preferable approach in teaching. The findings from this research contend that promoting imagination in the Arts education is an essential learning component for Kuwaiti elementary students and argues for its explicit inclusion and effective implementation in the newly revised state curriculum.