THE DEVELOPMENT OF CREATIVE THINKING SKILLS FOR THE CHOREOGRAPHY OF THA CHALOM COMMUNITY LEGEND USING GPAS 5 STEPS APPROACH WITH MATTAYOM SUKSA 2 STUDENTS AT WATLAMSUWANNARAM MUNICIPALITY SCHOOL

Abstract

The development of dance education on the topic of choreography creation for the performance entitled “Tha Chalom Community Legend” using GPAS 5 Steps approach is an active learning management method emphasizing learner autonomy in constructing knowledge through a 5-step learning process, including observation and information gathering, analysis and summary, practice and review, communication and presentation, and evaluation to enhance social service value. The objectives of this research were: 1) to develop a set of Thai dance learning activities focusing on choreographic creation for the performance of Tha Chalom Community Legend, utilizing the GPAS 5-Step approach to enhance students’ creative thinking skills; 2) to compare the effects of Thai dance learning activities focusing on choreographic creation for the performance of Tha Chalom Community Legend, using the GPAS 5-Step approach, on students’ creative thinking skills before and after the implementation; 3) to examine student satisfaction after participating in Thai dance learning activities focusing on choreographic creation for the performance of Tha Chalom Community Legend.

The sample group consisted of 24 students from Mathayom Suksa 2/1 in this study selected via purposive sampling. The research Instruments included 1) a set of performing art learning activities on dance choreography for “Tha Chalom Community Legend” showcase, using the GPAS 5-Step Process covering duration of 20 hours; 2) a creative thinking skill assessment form and 3) a student satisfaction evaluation form. Statistical methods employed in this study were the calculation of mean scores, standard deviation (S.D.), dependent t-test and the assessment of content validity of the creative thinking skills assessment instrument.

The research found that: 1) the developed learning activity package consisted of seven sets, with a suitability mean score of 4.78 and an IOC value of 0.90, confirming its validity.  2) The result regarding learning achievement after the implementation of this present learning activities that the mean score after the implementation ( = 45.17, S.D. = 3.99) was higher than the score of pre-implementation ( = 27.83, S.D. = 3.99) at the .05 statistical significance. In addition, creative thinking skills of students participated in this study was found at a very good level ( = 13.59, S.D. = 1.49). In addition, 3) student satisfaction with the learning activities ( = 4.54, S.D. = 0.72).

According to the results of this present study, it could be concluded that learning management using GPAS 5 Steps effectively promotes active learning and knowledge construction throughout actual hand-on practice with connection to local community of Tha Chalom. This process can applied as a prototyped model for further development of learning management to foster creativity in education with integration of local learning curriculum. Further studies should consider using a control group design to make more solid comparison of creativity development across between GPAS 5 Steps and traditional methods.