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Feeling Artsy? Here's How Making Art Helps Your Brain

Malaka Gharib

Credit: Meredith Rizzo/NPR

A lot of my free time is spent doodling. I'm a journalist on NPR's science desk by day. But all the time in between, I am an artist — specifically, a cartoonist.

I draw in between tasks. I sketch at the coffee shop before work. And I like challenging myself to complete a zine — a little magazine — on my 20-minute bus commute.

I do these things partly because it's fun and entertaining. But I suspect there's something deeper going on. Because when I create, I feel like it clears my head. It helps me make sense of my emotions. And it somehow, it makes me feel calmer and more relaxed.

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Making Art Is Good For Your Health. Here's How To Start A Habit

That made me wonder: What is going on in my brain when I draw? Why does it feel so nice? And how can I get other people — even if they don't consider themselves artists — on the creativity train?

It turns out there's a lot happening in our minds and bodies when we make art.

"Creativity in and of itself is important for remaining healthy, remaining connected to yourself and connected to the world," says Christianne Strang , a professor of neuroscience at the University of Alabama Birmingham and the former president of the American Art Therapy Association .

This idea extends to any type of visual creative expression: drawing, painting, collaging, sculpting clay, writing poetry, cake decorating, knitting, scrapbooking — the sky's the limit.

"Anything that engages your creative mind — the ability to make connections between unrelated things and imagine new ways to communicate — is good for you," says Girija Kaimal . She is a professor at Drexel University and a researcher in art therapy, leading art sessions with members of the military suffering from traumatic brain injury and caregivers of cancer patients.

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Can poetry keep you young science is still out, but the heart says yes.

But she's a big believer that art is for everybody — and no matter what your skill level, it's something you should try to do on a regular basis. Here's why:

It helps you imagine a more hopeful future

Art's ability to flex our imaginations may be one of the reasons why we've been making art since we were cave-dwellers, says Kaimal. It might serve an evolutionary purpose. She has a theory that art-making helps us navigate problems that might arise in the future. She wrote about this in October in the Journal of the American Art Therapy Association .

Her theory builds off of an idea developed in the last few years — that our brain is a predictive machine. The brain uses "information to make predictions about we might do next — and more importantly what we need to do next to survive and thrive," says Kaimal.

When you make art, you're making a series of decisions — what kind of drawing utensil to use, what color, how to translate what you're seeing onto the paper. And ultimately, interpreting the images — figuring out what it means.

Make This: "How To Start An Art Habit" Zine

This zine covers the basics of starting an art habit. Print it out here , and carry its inspiration wherever you go. ( Folding directions courtesy of The Oregonian ).

"So what our brain is doing every day, every moment, consciously and unconsciously, is trying to imagine what is going to come and preparing yourself to face that," she says.

Kaimal has seen this play out at her clinical practice as an art therapist with a student who was severely depressed. "She was despairing. Her grades were really poor and she had a sense of hopelessness," she recalls.

The student took out a piece of paper and colored the whole sheet with thick black marker. Kaimal didn't say anything.

"She looked at that black sheet of paper and stared at it for some time," says Kaimal. "And then she said, 'Wow. That looks really dark and bleak.' "

And then something amazing happened, says Kaimal. The student looked around and grabbed some pink sculpting clay. And she started making ... flowers: "She said, you know what? I think maybe this reminds me of spring."

Art Studio Helps Adults With Disabilities Turn Their Passion Into A Career

Through that session and through creating art, says Kaimal, the student was able to imagine possibilities and see a future beyond the present moment in which she was despairing and depressed.

"This act of imagination is actually an act of survival," she says. "It is preparing us to imagine possibilities and hopefully survive those possibilities."

It activates the reward center of our brain

For a lot of people, making art can be nerve-wracking. What are you going to make? What kind of materials should you use? What if you can't execute it? What if it ... sucks?

Studies show that despite those fears, "engaging in any sort of visual expression results in the reward pathway in the brain being activated," says Kaimal. "Which means that you feel good and it's perceived as a pleasurable experience."

She and a team of researchers discovered this in a 2017 paper published in the journal The Arts in Psychotherapy . They measured blood flow to the brain's reward center, the medial prefrontal cortex, in 26 participants as they completed three art activities: coloring in a mandala, doodling and drawing freely on a blank sheet of paper. And indeed — the researchers found an increase in blood flow to this part of the brain when the participants were making art.

This research suggests making art may have benefit for people dealing with health conditions that activate the reward pathways in the brain, like addictive behaviors, eating disorders or mood disorders, the researchers wrote.

It lowers stress

Although the research in the field of art therapy is emerging, there's evidence that making art can lower stress and anxiety. In a 2016 paper in the Journal of the American Art Therapy Association , Kaimal and a group of researchers measured cortisol levels of 39 healthy adults. Cortisol is a hormone that helps the body respond to stress.

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They found that 45 minutes of creating art in a studio setting with an art therapist significant lowered cortisol levels.

The paper also showed that there were no differences in health outcomes between people who identify as experienced artists and people who don't. So that means that no matter your skill level, you'll be able to feel all the good things that come with making art.

It lets you focus deeply

Ultimately, says Kaimal, making art should induce what the scientific community calls "flow" — the wonderful thing that happens when you're in the zone. "It's that sense of losing yourself, losing all awareness. You're so in the moment and fully present that you forget all sense of time and space," she says.

And what's happening in your brain when you're in flow state? "It activates several networks including relaxed reflective state, focused attention to task and sense of pleasure," she says. Kaimal points to a 2018 study published in the journal Frontiers in Psychology , which found that flow was characterized by increased theta wave activity in the frontal areas of the brain — and moderate alpha wave activities in the frontal and central areas.

So what kind of art should you try?

Some types of art appear to yield greater health benefits than others.

Kaimal says modeling clay, for example, is wonderful to play around with. "It engages both your hands and many parts of your brain in sensory experiences," she says. "Your sense of touch, your sense of three-dimensional space, sight, maybe a little bit of sound — all of these are engaged in using several parts of yourself for self-expression, and likely to be more beneficial."

A number of studies have shown that coloring inside a shape — specifically a pre-drawn geometric mandala design — is more effective in boosting mood than coloring on a blank paper or even coloring inside a square shape. And one 2012 study published in Journal of the American Art Therapy Association showed that coloring inside a mandala reduces anxiety to a greater degree compared to coloring in a plaid design or a plain sheet of paper.

Strang says there's no one medium or art activity that's "better" than another. "Some days you want to may go home and paint. Other days you might want to sketch," she says. "Do what's most beneficial to you at any given time."

Process your emotions

It's important to note: if you're going through serious mental health distress, you should seek the guidance of a professional art therapist, says Strang.

However, if you're making art to connect with your own creativity, decrease anxiety and hone your coping skills, "by all means, figure out how to allow yourself to do that," she says.

Just let those "lines, shapes and colors translate your emotional experience into something visual," she says. "Use the feelings that you feel in your body, your memories. Because words don't often get it."

Her words made me reflect on all those moments when I reached into my purse for my pen and sketchbook. A lot of the time, I was using my drawings and little musings to communicate how I was feeling. What I was doing was helping myself deal. It was cathartic. And that catharsis gave me a sense of relief.

A few months ago, I got into an argument with someone. On my bus ride to work the next day, I was still stewing over it. In frustration, I pulled out my notebook and wrote out the old adage, "Do not let the world make you hard."

View this post on Instagram left this (very common saying) on the back of the x1 bus going downtown, for anyone A post shared by malaka🥀gharib (@malakagharib) on Jul 10, 2019 at 5:54am PDT

I carefully ripped the message off the page and affixed it to the seat in front of me on the bus. I thought, let this be a reminder to anyone who reads it!

I took a photo of the note and posted it to my Instagram. Looking back at the image later that night, I realized who the message was really for. Myself.

Malaka Gharib is a writer and editor on NPR's science desk and the author of I Was Their American Dream: A Graphic Memoir .

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Top 7 Benefits of Art Education for Critical Thinking

If you're an art student, you understand how dynamic art education is! Art is a learning that comes in various forms. For a long time, there has been a great value in art education in enhancing analytical skills.

Studies show that developing thinking skills through visual art is an excellent approach to developing critical thinking skills in students. When an image is perceived, it develops a critical thinking ability in students, which has been proven to nurture analytical skills.

Like assignment writing services , art education relies on critical thinking as its foundation, aiming to assist students in producing high-quality work. In this article, we will delve into the significance of art education and its role in fostering creativity and critical thinking among students. Importance of Art Education to Develop Critical Thinking

Art education is a dynamic field with numerous essential elements that contribute to the broader educational landscape. Beyond aiding students in acquiring analytical skills, art education provides a multitude of benefits. It's accurate to assert that art and critical thinking are interconnected.

To cultivate analytical skills and articulate them through visual expression, art education becomes indispensable. This parallels the necessity of college paper writers , crucial for enhancing writing skills during your college journey, enabling success in exams and assignments.

Let's explore the myriad advantages that art education offers, including the development of creativity, critical thinking, emotional intelligence, and proficiency in various disciplines.

1. Creativity and Critical Thinking

Art has its base in various forms; it could teach painting, drawing sketches, or anything else.

Whatever it is, art education lies in enhancing creativity, a skill that must be in today's changing world. When you encourage students to engage in such creative experiments, you allow them to explore the creativity and unique perspective art education offers.

It goes hand in hand with critical thinking as well. When students indulge in any form of art, they are prompted to analyze, interpret, and critique the artwork.

This practice enhances their ability to assess information, form their viewpoint, and make an informed judgment about it. The whole process builds a thoughtful perspective in both complex and interconnected ways.

2. Cognitive and Emotional Development

Art students are liable to build strong cognitive and emotional skills. With the creation of art, they enhance the skills of observation, pattern recognition, and reasoning.

They can abstract these concepts into a form, holding their thinking ability accountable to form perspective and thoughts. When further enhanced, these skills grow into an ability to solve problems and analyze.

Emotional development is yet another aspect that art education touches. Art is a power of expression. Through it, students can explore their creativity and mental health.

3. Promoting Cultural Understanding

Art is a unique ability to promote a country's or regional cultural understanding among the students. They will learn to have an appreciation for the work they perform.

Art education touches on various cultures and periods, and students gain insight into the value and histories surrounding the art. It has no language barrier, communication issues, or anything. It allows the student to go beyond their understanding and into the world of imagination to understand and appreciate the art.

Students learning art education learn about different artists and their backgrounds. This learning allows them to develop empathy and open-mindedness. They can appreciate the diversity of art and recognize the themes that connect the universe.

It goes against the stereotypes and fosters a culture of respect in cultures and celebrates them rather than fear. This equips them with global empathy and respect for different traditions and viewpoints.

4. Integration in Curriculum

Including art in the school or education curriculum is an excellent approach to maximizing its benefits. While art is seamlessly woven into any subject, students experience firsthand connection with the knowledge.

Students studying art from a specific time can enhance their knowledge of history and gain insight into a political-social context. Art has also proven to be beneficial for science education.

This approach allows students to learn art in their own curriculum and helps enhance their learning ability.

It helps them build connections between the disciples and the complexities of real-world challenges. By integrating art, the school can prepare its students to become innovative thinkers who can apply creative and critical skills in various contexts.

5. Embracing Versatility

Painting, drawing, sculptures, painting, photography, and other art education forms can experiment with various materials and approaches. Students could be learning digital art, fine art, or ceramics, but one thing in common is their ability to explore.

Art is not limited to a particular aspect and has various forms. Students who are involved in art education can select from a wide range of course approaches and learn about them.

We now live in a world where transdisciplinary is highly valued, so in this context, flexibility becomes priceless. Art education provides a medium for students to explore their field of want and interest and get educated in it.

6. Exploring Career Opportunities

Along with developing analytical and emotional skills, art education has its own roots in defined career paths. Contrary to the stereotype in our society that fine art only leads to struggling artists, it opens the door to various career paths.

Students interested in art and a graduate degree can practice various occupations. When studying art, students exhibit their work and explore other avenues of art like art education, art therapy, museum curation, graphic design, art conservation, and more.

When more refined, this skill allows them to be a successful worker in this field. Further, art students are also creative, critical thinkers, and visual communicators. These skills are highly demanded in the world.

7. Personal Achievement

While studying art has benefits and advantages, like helping in critical thinking and developing analytical skills, it is also about personal fulfillment. Students are on their journey to self-discovery and are on a road of continuous growth.

Art education provides students with an opportunity to learn about themselves and about art.

They get a feeling of fulfillment from creative, beautiful, and thought-provoking pieces. Art allows you to explore your own areas of identity, passion, and values.

Other than subject matter, art education also teaches students to learn more about themselves, the culture, work, and the values behind the artwork. This leads them to a path of personal fulfillment and self-expression that goes beyond traditional education.

In conclusion, art education is a medium that enhances various aspects of human development in students. It allows them to develop their critical thinking ability. It leads them to nurture their analytical skills through visual expression. Further, it's mentioned to be a great way to enhance creativity and promote emotional intelligence.

By including art education in the regular curriculum, students learn to be more self-aware and authentic to art's value, from cultural appreciation to its impact. Students are equipped with the tools they need to thrive in the world, like innovation, empathy, and knowledge.

In this article, we mentioned the top 7 benefits of studying art and how it positively impacts a student's mindset and creates positive learners in life.

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Anna Melnykova, "Palace of Labor (palats praci), architector I. Pretro, 1916", shot with analog Canon camera, 35 mm Fuji film in March 2022.

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Your Brain on Art: Enhancing Neuropsychological Capabilities

How art stimulates your brain to make it better..

Posted February 12, 2024 | Reviewed by Monica Vilhauer

Art is a catalyst for enhancing brain function and mental health.
It bolsters observation skills and analytical thinking.
It has the capacity to enhance empathy and improve memory.
Viewing art can lessen stress and induce feelings of relaxation.

Thomas M. Mueller Photography by permission

Collectors collect art, which, in turn, serves as a powerful catalyst for enhancing brain function and mental health. Here, I explore the mechanisms that underlie this process, supported by academic research and hypothetical frameworks.

Firstly, interpreting visual art requires the brain to analyze complex visual stimuli, recognize patterns, and decipher concepts. This examination can bolster observation skills and analytical thinking (Zeki, 1999). Further, viewing art can enhance critical thinking (Bolwerk et al., 2014). Neuroimaging studies also support this type of cognitive engagement. They reveal increased activity in brain areas associated with visual processing and interpretation when individuals are exposed to art (Kawabata and Zeki, 2004).

Secondly, since art conveys emotion , it has the capacity to enhance empathy. Rezaei et al. (2023) recently reported that art education increases empathy among medical students. Confirmatory evidence was demonstrated earlier as well. Mangione et al. (2018) found that exposure of medical students to art “empirically confirms what many have intuitively suspected for years: exposure to the humanities is associated with both important personal qualities (tolerance of ambiguity, empathy, and wisdom ) and prevention of burnout .”

Thirdly, viewing art can lessen stress and induce feelings of relaxation. Ulrich et al. (1991) reported that exposure to aesthetically pleasing visual art lowered cortisol, a significant stress hormone . At the same time, brain activity would be expected to shift from stress-prone regions to those associated with pleasure and relaxation.

Fourthly, even memory can be improved when engaging with art. Recalling historical context, personal experiences, or specific details about the artwork exercises the brain's memory functions. Bone et al. (2023) found that receptive art (viewing art as opposed to participating in it) can enhance memory. This would involve brain regions such as the hippocampus, which is critical for memory processing.

Lastly, art appreciation often occurs within social contexts, such as collector's homes, museums and galleries. In these venues, discussions about art can improve communication skills and foster social connections (Perkins et al., 2021). Thus, the shared art experience can facilitate deeper understanding and communication among individuals who participate in art appreciation. This highlights the social benefits of the arts.

In conclusion, art appreciation extends beyond aesthetic enjoyment, significantly impacting brain function and mental health. Through cognitive enhancement, stress reduction, memory improvement, and social connectivity, art appreciation emerges as a valuable tool for fostering mental well-being and cognitive resilience . The body of academic research supporting these benefits underscores its importance to collectors when they collect art and how necessary it is to integrate art and cultural experiences into daily life and educational curricula to harness these positive outcomes.

Zeki, S. (1999). Inner Vision: An Exploration of Art and the Brain. Oxford and New York: Oxford University Press.

Bolwerk, A., Mack-Andrick, J., Lang, F. R., Dörfler, A., & Maihöfner, C. (2014). How art changes your brain: Differential effects of visual art production and cognitive art evaluation on functional brain connectivity. PLOS ONE , 9(7), e101035.

Kawabata, H., & Zeki, S. (2004). Neural correlates of beauty. Journal of Neurophysiology , 91(4), 1699-1705.

Rezaei, S., Childress, A., Kaul, B., Rosales, K. M., Newell, A., & Rose, S. (2023). Using Visual Arts Education and Reflective Practice to Increase Empathy and Perspective Taking in Medical Students. MedEdPORTAL: The Journal of Teaching and Learning Resources , 19 . https://doi.org/10.15766/mep_2374-8265.11346

Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M. A., & Zelson, M. (1991). Stress recovery during exposure to natural and urban environments. Journal of Environmental Psychology , 11 (3), 201-230. https://doi.org/10.1016/S0272-4944(05)80184-7

Jessica K. Bone, Daisy Fancourt, Jill K. Sonke & Feifei Bu (2023) Participatory and Receptive Arts Engagement in Older Adults: Associations with Cognition Over a Seven-Year Period, Creativity Research Journal, DOI: 10.1080/10400419.2023.2247241

Perkins, R., Mason-Bertrand, A., Tymoszuk, U. et al. (2021) Arts engagement supports social connectedness in adulthood: findings from the HEartS Survey. BMC Public Health 21, 1208. https://doi.org/10.1186/s12889-021-11233-6

Mangione , S., Chakraborti, C., Staltari, G. et al. Medical Students’ Exposure to the Humanities Correlates with Positive Personal Qualities and Reduced Burnout: A Multi-Institutional U.S. Survey. J GEN INTERN MED 33, 628–634 (2018). https://doi.org/10.1007/s11606-017-4275-8

Shirley M. Mueller, M.D., is a neuroscientist board certified in neurology and psychiatry. She is also an avid collector. Combining these two disciplines, she wrote Inside the Head of a Collector: Neuropsychological Forces at Play.

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Using Art to Promote Deeper Thinking and Understanding

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At the beginning of this now completed school year I shared my goals with students and their parents. I wanted my students to identify as artists, developing confidence and an individual style. I wanted their knowledge about art, media and visual communication to help them to become more informed creators and consumers of culture. I wanted them to grasp how art is involved and integrated with many other human pursuits throughout time. Finally, I also wanted them to develop tools to help them express their values and understandings.

Learning to draw and shade, apply paint, use a glue gun, carve and print from linoleum are all important artistic skills and good things to know, but what do they help learners to understand? And how can they show what’s going on in their heads to their teachers and their peers? This is where reflection and metacognition come in. Metacognition basically means thinking about and learning from how you think in order to share with others and take on challenges with tools you already have and can improve. It’s reflective, but also future-driven. A metacognitive thinker asks, now what? How can I apply this?

That’s where the art studio classroom provides opportunities for making thinking visible and opens pathways to real understanding:

Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts. Visible Thinking also emphasizes documenting thinking for later reflection.” – Making Thinking Visible, Ron Ritchhart and David Perkins

The nuances of my goals may change and shift – responding to the talents, needs and curiosities and passions of my students. However, the dispositions I look to cultivate and strengthen remain. The true measure of my curriculum and their learning lies in the ability of ALL my students to articulate their learning, making it visible, and applying it to their lives.

Since we are artists working on and learning about art in a studio classroom it makes sense that we share our work periodically with our peers to get structured feedback.

Artists also share selections of their work as well as explain their process in a living ever-alterable body called a Portfolio . I explain with students WHAT a Portfolio is: “a purposeful collection of work that demonstrates efforts, progress, and achievement in one or more areas over time”. And I let them know exactly WHY it’s important in our class: “You take ownership of your work and tell the story of your own learning rather than leaving that to others. It gives you a chance to reflect on who you are as an artist, where you came from and how you got here.”

Students in my class built their own portfolios in Google Slides and were instructed to choose works that show any of the following:

Growth (technically or conceptually over time; how does one stage compare to another)
Struggle/Challenges (you engaged and persisted in something that was out of your comfort zone)
Visual/Technical Excellence (It just looks awesome! How so? Refer to the Principles of Design or Menu of Compositional Qualities )
Breakthrough (achieved something that surprised you, even after many frustrations and “failures”)

For each selected work they wrote a short reflection or statement explaining Forms (what you made, how you made it), Methods (how did you make it – steps, techniques, procedures), Purposes (why you made this piece the way you did and why you chose it to represent the criteria above).

It’s important to realize that the learning and reflecting on learning is ONGOING throughout the year. We don’t just wait until May to reflect in our process – struggles, successes, etc. If we do, it’s impossible to capture what was happening in September or October. Instead students respond to prompts given during and immediately after working on projects that require both technical and conceptual skills. That way, they can refer to them (and my feedback and comments) later, with perspective, as they choose which projects to highlight in their portfolios for specific reasons.

It’s also necessary for art students to look at the work of and listen to the thoughts of a wide range of artists, past and present in order to connect their ideas, struggles and tendencies to others. KQED’s Art School E-Book on the Elements of Art helps students contextualize and expand their classroom learning. They can return to the interviews with artists as well as lessons to round out their portfolios.

What follows are excerpts of student reflections with links to their portfolios:

“I used to think in art you continuously had to follow guidelines and work at a constant pace to complete your work. Now I realize that a part of art is being your own self and while we had to follow guidelines, art was all about yourself, your passions, and your creativity. You can do what you want, when you want at your own pace and own methods. My thinking changed when we did our first semester final when we really were in charge of what we wanted to do.” – Adam B.

“This year I realized that some art isn’t just creative images, they’re statements. I found out that art is just another way to express how you feel about a certain topic. Sometimes topics are very controversial to talk about so making art about it is very powering without even saying a word and letting others interpret the art however they want” – Jordon B.

“I feel like art can change the world through the message it portrays and as artists, we have the power to change and evolve the way others think through the works we produce Art can hold various meanings to other people whether it may be in the form of music, dance, poetry, drawing or other ways but in the end, good art should always leave the viewer with an emotional change and impression. I Used to Think that all good art just needed to be physically appealing ; Now I Think that all good art should be defined by whether it makes you feel a certain way; my thinking changed when I saw the impact of art pieces created by other people.” – Rija R

Ultimately to learn what someone knows and understands involves a conversation, or dialogue, as my colleague, Todd Elkin , has put it. I can think of few better ways to dialogue with my art students than to hear from them in their own voices what their year in art class has meant to them.

I owe so much to my fellow educators who have shared their ideas and learnings with me. We do not succeed alone – as many of my students also noted in their reflections – I did not invent all the ideas I implement. I am but one of the experts in the room…

And to all my students past and present: thanks for keeping me on my toes and excited everyday!

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What's the Connection Between Art and Brain Development?

Art by Elizabeth Sewell, rendering of the brain captured in greens, oranges, and reds, with flowers and on a purple background.

Researchers with the Adolescent Brain Cognitive Development Study (ABCD Study) are studying the teen brain to learn more about how it grows and functions—including the connection between creating art and brain development. In the Fall 2020 issue of ChildArt magazine , researchers describe how creating art when you’re young may influence how your brain develops. Artists and scientists describe how their early artistic experiences inspired the work they do today.

Artwork comprised of light yellows, lights greens, and greys by Dr. Nora Volkow

Art on the brain As NIDA’s Director Dr. Nora Volkow says, “Research already suggests that getting training in the arts, or practicing an art, strengthens parts of a person’s brain. The ABCD Study will help us answer many questions, such as: Does practicing or playing music during adolescence have an effect on a person’s grades? Do arts like drawing or drama have effects on well-being?”

ABCD Study researchers are using aptitude tests and brain scans to see how different influences affect young people’s brain development and general health.

Starting with art Some of the contributors to ChildArt describe how making art when they were younger had important consequences for their adult lives. The painter Craig Alan , who as a child loved to draw with crayons (on his parents’ walls!), was stressed in college from balancing classwork, soccer, and social life. To help improve his grades, he signed up for a pottery class—and, he says, “it ended up changing my whole perspective on learning.” It also set him on the path to becoming a successful artist.

Dr. John Iversen of the University of California, San Diego, is a scientist and a drummer. In an interview for ChildArt , he says, “My own drumming experience has certainly motivated many of the scientific questions I’m passionate about, such as how the brain perceives and makes rhythms, and how this relates to language and attention skills.” Drs. Iversen and Tim Brown are taking a deep dive into the ABCD Study data to explore the connections between having early experiences with music, and teen health and development.

Artwork by Vicky V, ABCD study participant.

When art meets science The ChildArt issue also shows how early artistic experiences can influence careers in science and health care, and how art can help us during times of stress.

Dr. Hina Inam, the first female heart surgery resident at the Aga Khan University Hospital in Karachi, Pakistan, describes how her childhood love of drawing—and attending the International Child Art Foundation’s (ICAF) World Children’s Festival in 1999—“plays an important role in who I am today.” She explains: “Art has … taught me patience, made me focus, and made me passionate. All these qualities have helped me grow in my career, too. Now my canvas is the human heart, and stitches are my paints.”

Artwork by Kamila D. ABCD Study participants. Artwork of the brain, sign reads "Wear a Mask".

The art experience In ChildArt , some of the young people who participate in the ABCD Study describe their experiences with making art. When asked how art has helped during the COVID-19 pandemic, Emma C. says, “Art relaxes me; it helps me take my mind off things and allows me to re-center myself … this allows me to appreciate everything I see around me much more deeply.” Another participant, Kamila D., notes that “art is a way of expression and escape from negativity … art simply makes me feel better and precise about the way I see my environment.”

The Fall 2020 issue of ChildArt magazine is a combined effort from the National Institutes of Health, ICAF, and the National Endowment for the Arts. The issue also features art by some of the ABCD Study participants.

Arts Education Matters: We Know, We Measured It

Though the arts receive relatively little attention from policymakers and school leaders, exposing young people to art and culture can have a big impact on their development. The problem is that almost no one is bothering to study and document the extent to which the arts and culture can affect students. Instead, policymakers, researchers, and schools are typically focused on what is regularly and easily measured: math and reading achievement. This leads defenders of the arts to attempt to connect the arts to improved math and reading scores—a claim for which there is almost no rigorous evidence. Other arts advocates believe that the benefits cannot and need not be measured.

But the important effects of art and cultural experiences on students can be rigorously measured. In fact, we recently conducted two studies that used random-assignment research designs to identify causal effects of exposure to the arts through museum and theater attendance. In the museum study , we held a lottery with nearly 11,000 students from 123 Arkansas, Missouri, and Oklahoma schools, roughly half of whom were assigned to visit Crystal Bridges of American Art in Bentonville, Ark., while the other half served as the control group. In the live-theater study , we conducted a lottery to offer free tickets to roughly half of the 700 Arkansas students applying to see “Hamlet” or “A Christmas Carol” at a professional theater in Fayetteville.

Education Week Commentary asked leading educators and advocates to discuss the arts in K-12 education. Some of the contributors assert that the arts are a bridge between traditional academic subjects and the creative skills necessary to thrive in a global, 21st-century economy. Others argue for the critical part the arts play in child development.

Regular contributing artists illustrate the package , which continues online with a video that explores the role of the arts in classroom engagement.

This special section is supported by a grant from The Wallace Foundation . Education Week retained sole editorial control over the content of this package; the opinions expressed are the authors’ own, however.

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How Engaging With Art Affects the Human Brain

At a pair of related AAAS events, experts described new insights into how engaging with art — either as an observer or creator — affects the brain.

"The Arts and the Brain: What Does Your Brain See? What Does Your Brain Hear?," the fourth and final event in the 2013 Neuroscience and Society speaker series sponsored by the AAAS Scientific Responsibility, Human Rights and Law Program and the Dana Foundation, took place 24 October in the AAAS Auditorium.

On the same day, a new exhibit called "Beauty and the Brain Revealed" opened in the AAAS Art Gallery. The exhibit was inspired by a show Gary Vikan curated as director of the Walters Art Museum in Baltimore.

Six years ago, Vikan, a self-described "neuroscience junkie," met Ed Connor, director of the Zanvyl Krieger Mind/Brain Institute at Johns Hopkins University, who was studying monkeys' responses to aesthetic stimuli. When Connor said that he planned to study humans' responses to similar stimuli, "it occurred to me that we could do that in a museum," Vikan said.

At the exhibit, which runs through 3 January 2014, attendees wear 3D glasses, look at posters covered with abstract shapes, and identify which shapes they find the most — and least — appealing. They then have the opportunity to compare their results to those of human subjects studied in the lab and with fMRI imaging, as well as those of the thousands of attendees who visited the exhibit in 2010 when it was hosted by the Walters Art Museum.

"Once you circle these little things and come to the end of this little project, you'll be invited to compare where you came out against what the results of this experiment were and are," Vikan said. "What you'll find in this show is that there is an amazing convergence. The people that came to the museum liked and disliked the same categories of shapes as the people in the lab as the people in the fMRIs."

"Art accesses some of the most advanced processes of human intuitive analysis and expressivity and a key form of aesthetic appreciation is through embodied cognition, the ability to project oneself as an agent in the depicted scene," said Christopher Tyler, director of the Smith-Kettlewell Brain Imaging Center, during the related panel discussion.

• LINKS Learn more about "Beauty and the Brain Revealed," now showing in the AAAS Art Gallery

Watch a video of the public discussion "The Arts and the Brain: What Does Your Brain See? What Does Your Brain Hear?"

Embodied cognition is "the sense of drawing you in and making you really feel the quality of the paintings," Tyler explained. For example, viewers appreciate Botticelli's painting "The Birth of Venus" because it makes them feel as though they are floating in with Venus on the seashell. Similarly, viewers can feel the flinging of the paint on the canvas when appreciating a drip painting by Jackson Pollock.

Mirror neurons, cells in the brain that respond similarly when observing and performing an action, are responsible for embodied cognition. "Performing an action requires the information to flow out from the control centers to the limbs," Tyler said. "But observing the action requires the information to flow inward from the image you're seeing into the control centers. So that bidirectional flow is what's captured in this concept of mirror neurons and it gives the extra vividness to this aesthetics of art appreciation."

Artists are known to be better observers and exhibit better memory than non-artists. In an effort to see what happens in the brain when an individual is drawing and whether drawing can increase the brain's plasticity, Tyler's colleague Dr. Lora Likova, a scientist at Smith-Kettlewell, developed a way to capture an individual's drawing during an fMRI scan so that she could study it in congenitally blind individuals. Subjects explored raised-line tactile images with their fingers and spent a week learning to draw from memory alone, Tyler explained.

While congenitally blind people usually don't have activation in the visual area of the brain, in brain scans done after the subjects were taught to draw from memory, "Likova found that the training procedure produced dramatic enhancement of the activation, very specific to the primary visual cortex or what would have been the primary visual cortex in these congenitally blind subjects," Tyler said. "So that's a remarkable form of rapid neural plasticity induced by this unique training procedure."

Nina Kraus, the Hugh Knowles Professor of Communication Sciences, Neurobiology & Physiology, and Otolaryngology at Northwestern University as well as the principal investigator at the Auditory Neuroscience Laboratory , found that playing music also affects the brain. "We have found, and others have found, that musicians have stronger auditory and listening cognitive skills across the lifespan," she said.

Hearing speech in noise is one area in which musicians are uniquely skilled. In standardized tests, musicians across the lifespan were much better than the general public at listening to sentences and repeating them back as the level of background noise increased, Kraus said. "Interestingly, even if you are an older musician and you had hearing loss, your ability to hear in noise is still better than an older person's ability to hear in noise if they have normal hearing," she said.

Most research on the effects of music education has been done on populations that are privileged enough to afford private music instruction so Kraus is studying music instruction in group settings, one in Chicago public schools and another in the Harmony Project in Los Angeles, both in low income areas, to see if those students received similar benefits despite their low socioeconomic status.

Kraus assessed the biological impact of poverty indexed by maternal education. "We found that adolescents with mothers who had less education had more neural noise in the absence of sensory stimulation than kids whose mothers had spent more time in school," Kraus said. "They had more background noise, like static on your radio. And they responded to the signal less. So that's a catastrophic signal-to-noise situation. Moreover, they had less consistent responses to sound."

"We are seeing that kids from lower socioeconomic backgrounds, as measured by maternal education, have an inefficient auditory system that is noisier and poorer at responding to sound," Kraus said. "We are also seeing that after two years of training — one year was not enough — the brains of the kids who are in music have changed so that they are now less impacted by noise. Biologically, their nervous systems have become more efficient machines and this has positive consequences for both reading skills and hearing in noise."

Musicians are also known for their ability to keep rhythm, a skill that is correlated with reading ability and how precisely the brain responds to sound. After one year, students who participated in the group music instruction were faster and more accurate at keeping a beat than students in the control group, Kraus said.

"To sum things up, we are what we do and our past shapes our present," Kraus said. "Auditory biology is not frozen in time. It's a moving target. And music education really does seem to enhance communication by strengthening language skills."

"When you're doing art, your brain is running full speed," Vikan said. "It's hitting on all eight cylinders. So if you can figure out what's happening to the brain on art, you know a whole lot about the brain."

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New evidence of the benefits of arts education

Subscribe to the brown center on education policy newsletter, brian kisida and bk brian kisida assistant professor, truman school of public affairs - university of missouri @briankisida daniel h. bowen dhb daniel h. bowen assistant professor, college of education and human development - texas a&m university @_dhbowen.

February 12, 2019

Engaging with art is essential to the human experience. Almost as soon as motor skills are developed, children communicate through artistic expression. The arts challenge us with different points of view, compel us to empathize with “others,” and give us the opportunity to reflect on the human condition. Empirical evidence supports these claims: Among adults, arts participation is related to behaviors that contribute to the health of civil society , such as increased civic engagement, greater social tolerance, and reductions in other-regarding behavior. Yet, while we recognize art’s transformative impacts, its place in K-12 education has become increasingly tenuous.

A critical challenge for arts education has been a lack of empirical evidence that demonstrates its educational value. Though few would deny that the arts confer intrinsic benefits, advocating “art for art’s sake” has been insufficient for preserving the arts in schools—despite national surveys showing an overwhelming majority of the public agrees that the arts are a necessary part of a well-rounded education.

Over the last few decades, the proportion of students receiving arts education has shrunk drastically . This trend is primarily attributable to the expansion of standardized-test-based accountability, which has pressured schools to focus resources on tested subjects. As the saying goes, what gets measured gets done. These pressures have disproportionately affected access to the arts in a negative way for students from historically underserved communities. For example, a federal government report found that schools designated under No Child Left Behind as needing improvement and schools with higher percentages of minority students were more likely to experience decreases in time spent on arts education.

We recently conducted the first ever large-scale, randomized controlled trial study of a city’s collective efforts to restore arts education through community partnerships and investments. Building on our previous investigations of the impacts of enriching arts field trip experiences, this study examines the effects of a sustained reinvigoration of schoolwide arts education. Specifically, our study focuses on the initial two years of Houston’s Arts Access Initiative and includes 42 elementary and middle schools with over 10,000 third- through eighth-grade students. Our study was made possible by generous support of the Houston Endowment , the National Endowment for the Arts , and the Spencer Foundation .

Due to the program’s gradual rollout and oversubscription, we implemented a lottery to randomly assign which schools initially participated. Half of these schools received substantial influxes of funding earmarked to provide students with a vast array of arts educational experiences throughout the school year. Participating schools were required to commit a monetary match to provide arts experiences. Including matched funds from the Houston Endowment, schools in the treatment group had an average of $14.67 annually per student to facilitate and enhance partnerships with arts organizations and institutions. In addition to arts education professional development for school leaders and teachers, students at the 21 treatment schools received, on average, 10 enriching arts educational experiences across dance, music, theater, and visual arts disciplines. Schools partnered with cultural organizations and institutions that provided these arts learning opportunities through before- and after-school programs, field trips, in-school performances from professional artists, and teaching-artist residencies. Principals worked with the Arts Access Initiative director and staff to help guide arts program selections that aligned with their schools’ goals.

Our research efforts were part of a multisector collaboration that united district administrators, cultural organizations and institutions, philanthropists, government officials, and researchers. Collective efforts similar to Houston’s Arts Access Initiative have become increasingly common means for supplementing arts education opportunities through school-community partnerships. Other examples include Boston’s Arts Expansion Initiative , Chicago’s Creative Schools Initiative , and Seattle’s Creative Advantage .

Through our partnership with the Houston Education Research Consortium, we obtained access to student-level demographics, attendance and disciplinary records, and test score achievement, as well as the ability to collect original survey data from all 42 schools on students’ school engagement and social and emotional-related outcomes.

We find that a substantial increase in arts educational experiences has remarkable impacts on students’ academic, social, and emotional outcomes. Relative to students assigned to the control group, treatment school students experienced a 3.6 percentage point reduction in disciplinary infractions, an improvement of 13 percent of a standard deviation in standardized writing scores, and an increase of 8 percent of a standard deviation in their compassion for others. In terms of our measure of compassion for others, students who received more arts education experiences are more interested in how other people feel and more likely to want to help people who are treated badly.

When we restrict our analysis to elementary schools, which comprised 86 percent of the sample and were the primary target of the program, we also find that increases in arts learning positively and significantly affect students’ school engagement, college aspirations, and their inclinations to draw upon works of art as a means for empathizing with others. In terms of school engagement, students in the treatment group were more likely to agree that school work is enjoyable, makes them think about things in new ways, and that their school offers programs, classes, and activities that keep them interested in school. We generally did not find evidence to suggest significant impacts on students’ math, reading, or science achievement, attendance, or our other survey outcomes, which we discuss in our full report .

As education policymakers increasingly rely on empirical evidence to guide and justify decisions, advocates struggle to make the case for the preservation and restoration of K-12 arts education. To date, there is a remarkable lack of large-scale experimental studies that investigate the educational impacts of the arts. One problem is that U.S. school systems rarely collect and report basic data that researchers could use to assess students’ access and participation in arts educational programs. Moreover, the most promising outcomes associated with arts education learning objectives extend beyond commonly reported outcomes such as math and reading test scores. There are strong reasons to suspect that engagement in arts education can improve school climate, empower students with a sense of purpose and ownership, and enhance mutual respect for their teachers and peers. Yet, as educators and policymakers have come to recognize the importance of expanding the measures we use to assess educational effectiveness, data measuring social and emotional benefits are not widely collected. Future efforts should continue to expand on the types of measures used to assess educational program and policy effectiveness.

These findings provide strong evidence that arts educational experiences can produce significant positive impacts on academic and social development. Because schools play a pivotal role in cultivating the next generation of citizens and leaders, it is imperative that we reflect on the fundamental purpose of a well-rounded education. This mission is critical in a time of heightened intolerance and pressing threats to our core democratic values. As policymakers begin to collect and value outcome measures beyond test scores, we are likely to further recognize the value of the arts in the fundamental mission of education.

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Art Education in the Classroom

The Importance of Art Education in the Classroom

November 30, 2023

Paintbrushes in plastic cups of paint in an Art Education classroom

That deceptively simple, four-word query confronts a topic that’s occupied some of the world’s greatest creators and philosophers since Plato. How we answer this question can have much bigger consequences than whether you get to buy a piece of artwork from Banksy’s online store. The issue of art’s value becomes far more pressing when policymakers and administrators decide how to allocate time and funding for art education in schools.

Art teachers must be ready to advocate for committing the necessary resources to prioritize the value of creativity in the classroom. You may have to explain the importance of art education in a school’s curriculum and present the research to back up those claims. We can become powerful advocates for the power of art and improved student outcomes by investigating the many benefits that come out of integrating more creativity into the school day and improving our classroom strategies .

Why Is Art Education In Schools Important?

Anyone who’s passionate about the arts recalls formative moments of experiencing a work of art pushing through a creative challenge. When we’re exposed to remarkable artworks or have opportunities to create, we find that art is crucial to individual growth and development and can even impact our health.

A literature review from Frontiers in Psychology outlined several studies linking aesthetic experiences with broad improvements in subjects’ emotional states that promote physical and psychological well-being. Giving learners the time, space, and materials for creative expression can lower stress, improve memory, and make them feel more socially connected. Instructors can build their careers on bringing those experiences to students in a variety of settings, like galleries, museums, or events organized by nonprofit and community organizations.

Appreciation for art also makes a significant difference in people’s lives on a macro level. Entire societies may stand to gain from an investment in the arts. Drawing on data from the General Social Survey, researchers from the University of Illinois at Chicago’s Department of Public Administration linked participation as either an audience member or creator to higher levels of civic engagement and social tolerance . This work suggests that children learning how to draw, paint, sing, or just appreciate the works made by others can help us become not just happier and healthier, but also better people. Learn about UF’s Online Master of Arts in Art Education program

How Does Art Education Help Students?

When surveyed by the nonprofit organization Americans for the Arts, members of the U.S. public overwhelmingly agreed that the arts are one aspect of a well-rounded K-12 education . In addition, a recent study conducted in Houston public schools showed that students who participated in arts education see the following benefits:

Improved writing achievement
Reduced disciplinary infractions
More student engagement
Improved college aspirations
No drop in standardized test scores

Yet, participation in the visual and performing arts is often treated as merely supplemental to other aspects of learning. As a result, there are major differences in access to art and music classes across the country.

2019 findings from the National Assessment of Educational Progress showed that eighth graders in the Northeast were much more likely to report being enrolled in a visual arts course than those in the South. Disparities were also tied to race, ethnicity, family income, and whether a school is located in a city, suburb, town, or rural area.

Meanwhile, the Nation’s Report Card shows that U.S. students continue to score lower than many of their peers in Europe and Asia on standardized tests despite years of pressure on educators to close the achievement gap. But seeking to improve student performance in math and reading does not have to come at the expense of art education.

In fact, researchers from the Johns Hopkins University School of Education, argue that instruction becomes more effective when educators integrate creative activities and make them central to academic development. Across disciplines, including STEM, there’s room to reimagine classes with a strong emphasis on drawing, painting, playing music, performing drama, and other creative pursuits. Encouraging students to use their imagination can help them actively engage with new concepts and discover connections between ideas as well as provide advantages for their social and emotional well-being.

One example of effectively integrating arts and creative expression with other fields as a pedagogical strategy can be seen in the collaboration between University of Florida faculty members Susan K. Jacobson, who studies wildlife ecology and conservation, and Robert C. Mueller, who teaches printmaking. The UF professors collaborated on an interdisciplinary project in climate change communication in which groups of graduate students from both the School of Natural Resources and the Environment and the College of the Arts visited the university’s Seahorse Key Marine Laboratory. The students participated in learning activities like scientific lectures, discussions, and making collages before working in small groups to create environmental communication materials for visitors.

As this example shows, students benefit from learning to embrace insights from multiple disciplines, and this can be valuable when they go on to pursue jobs. A 2019 survey from the National Association of Colleges and Employers showed that employers are interested in hiring professionals with skills that can be strengthened through participation in the arts, such as written communication, problem-solving, teamwork, and taking initiative. Art teachers can help students become more well-rounded and capable individuals by teaching them to develop original ideas through creative projects and practices.

The Importance of Art Education in Early Childhood and Beyond

It’s never too soon to introduce kids to the possibilities of creative expression. As outlined in a literature review from the National Endowment for the Arts, a variety of studies demonstrate the value of embedding artistic practice into early childhood education . Imaginative activities for young learners can lead to better skills in social interactions and emotional regulation.

Lessons in the arts introduce K-12 students to problem-solving techniques, which help them to see the world in new ways, and provide access to creative ways of knowing. Kids discover how art can communicate their own ideas and may become interested in creating increasingly realistic depictions and mastering new techniques. By high school, young artists can think critically about their own work and that of others, establishing a unique point of view and a sense of community with other creative individuals.

The National Core Arts Standards provide a framework for advancing students’ artistic understanding . This structure breaks down the developmental stages from Pre K through high school into 10 anchor standards. In each stage, students build creative habits as they learn to:

Generate and conceptualize artistic ideas and work
Organize and develop ideas and work
Refine and complete artistic work
Select, analyze, and interpret artistic work for presentation
Convey meaning through the presentation
Perceive and analyze artistic work
Interpret intent and meaning
Apply criteria to evaluate work
Make art by synthesizing and relating knowledge and personal experiences
Deepen understanding by relating artistic ideas to societal, historical, and cultural contexts

Pediatrician Dr. Perri Klass outlined the benefits of art education in schools in the New York Times, noting improvements for overall motivation, thinking, and academic achievement . An arts-integrated curriculum that asks students to draw or sing as part of the learning process may enhance their ability to recall material such as scientific principles or vocabulary. Foregrounding creativity can be especially effective for students who struggle to retain information from traditional lectures and reading assignments alone.

Art does matter in the classroom, delivering a wide range of advantages for students. Educators can make the most of that potential by equipping themselves to offer creative practice as a central feature in the curriculum and show decisionmakers how these initiatives can achieve transformative results. The University of Florida’s online Master of Arts in Art Education (MAAE) program helps teachers make a difference. This program features courses that prepare educators to work in a variety of learning environments , support students of all ages, incorporate digital tools into their pedagogy, and foster critical thinking.

About the Online Master’s in Art Education from the University of Florida

The University of Florida’s online Master of Arts in Art Education (MAAE) program engages students purposefully in art education theory and practice, contemporary art, and their own studio work. Our dynamic online learning environment fosters meaningful interaction with peers and our world-class faculty as members of a supportive, close-knit community of art educators, artists, cultural workers, and scholars. This flexible program brings you the advanced concepts and immersive, hands-on experiences you need to flourish academically and creatively.

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Art in Schools Inspires Tomorrow’s Creative Thinkers

Without the arts, education’s grade is Incomplete.

Education minus art? Such an equation equals schooling that fails to value ingenuity and innovation. The word art, derived from an ancient Indo-European root that means "to fit together," suggests as much. Art is about fitting things together: words, images, objects, processes, thoughts, historical epochs.

It is both a form of serious play governed by rules and techniques that can be acquired through rigorous study, and a realm of freedom where the mind and body are mobilized to address complex questions -- questions that, sometimes, only art itself can answer: What is meaningful or beautiful? Why does something move us? How can I get you to see what I see? Why does symmetry provide a sense of pleasure?

Art is the cleverness of Odysseus; the intimate knowledge of materials in a sculpture by Renaissance master Benvenuto Cellini or a dress designed by Issey Miyake; the inventive genius of a Leonardo da Vinci, Thomas Edison, or computer visionary Douglas Engelbart; the verbal craft in everything from an aphorism ("Time is money") to an oration ("Four score and seven years ago, our fathers brought forth on this continent a new nation") to a commercial slogan ("Just Do It"). In short, art isn't to be found only in galleries and museums; it is woven into the warp and woof of an entire civilization.

To erase art, as the Taliban did by turning explosives on the colossal centuries-old Buddhas of Bamiyan along the ancient Silk Road through Afghanistan, is to deny the reality of human differences and historical change.

To oppose art, like the Nazi writer Hanns Johst does in his 1933 play Schlageter, which famously features the line "Whenever I hear the world culture . . . I release the safety on my Browning!" is to envisage the imaginative powers of the human mind as a threat to the public order (and, by extension, to enforce conformity to the familiar, the known, and the officially sanctioned).

Though omitting art from school curricula, whether because of budget or time constraints or censorship, is not on a par with pillaging the past or thwarting free expression, it does impoverish learning in ways that compromise the core subject areas routinely invoked as essential: reading, writing, and arithmetic. All three are coextensive with art -- so much so as to be inseparable.

Reading involves navigating the cognitive complexities of books and an emerging cluster of new media that merge text, moving or still images, and sound. The basic ability to decode and make sense of arguments and narratives is just the starting point on a road that soon leads to a critical understanding of how, if, and when things rationally fit.

Writing is, of course, the active counterpart of reading, the ability to state arguments and create narratives and thereby master the rules of written communication. To say that even everyday writing isn't an art is to accept the cliche that art refers exclusively to works of the fictional, visual, or musical imagination. And the all-inclusive art of writing now is expanding constantly to incorporate the communications revolution of the information age. For centuries following the invention of printing, writing still mostly meant applying pen to paper; now, any computer-equipped high schooler can be a typographer, a graphic designer, and a layout artist when completing a homework assignment. Information design has become the natural extension of crafting a well-honed message and a persuasive turn of phrase.

Last but by no means least, arithmetic: the domain of calculation and logic that undergirds the digital tools that are reshaping practices of reading and writing, not to mention a domain where the highest aspiration of a proof, formula, or algorithm is to be recognized as "beautiful."

So, the question we are now facing is not one of "education minus art" versus "education plus art," but, rather, what is the quality of the core skill set with which we hope to -- and must -- equip future generations? Will it be a tool kit designed for the performance of simple practical tasks? Or will it promote instead the sort of flexible, imaginative, and critical thinking that is required to grapple with the complex and ever-shifting challenges posed by the contemporary world? Will it limit its compass to the classroom? Or will it instead become a lifelong resource for personal growth and enrichment? Will it reduce the world of knowledge to what is readily quantifiable, or grant equal weight to that which can be measured only by the subtle yardstick of quality?

"Life is short, and art long," reads the Hippocratic aphorism. And the endurance of art summons humankind to look beyond the immediate chores of our daily existences toward the far grander horizons of knowledge and growth.

Jeffrey T. Schnapp is director of the Stanford Humanities Lab at Stanford University, a prominent cultural historian of the 20th century, and a frequent curator of art exhibitions in Europe and the United States.

The ‘Great Divide’: How the Arts Contribute to Science and Science Education

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Published: 20 June 2019
Volume 19 , pages 219–236, ( 2019 )

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In recent years, there has been a rapid growth in interest about the relationship between the arts and the sciences. This article explores this developing relationship and the suggestion that science and science learning are not complete without the arts. We see three levels at which the arts might improve the teaching and learning of science. The first is at a macro-level, concerned with ways in which subjects (including the arts and sciences) are structured and options for studying them provided and packaged. The second is at the meso-level, guiding approaches constructing science curricula that engage learners through using STS (Science, Technology and Society) contexts. The third is at the micro-level, of pedagogical practices in science and teaching that can be drawn from the arts. The drivers of STEAM (Science, Technology, Arts, Engineering and Mathematics) add new dimensions to the nature of science in the twenty-first century and make science likely to diverge even more rapidly from school science unless new pedagogies, including those from the arts, help close the gap. The result could be a more authentic and engaging school science, one more relevant to the needs of the twenty-first century.

Les dernières années ont marqué un intérêt grandissant pour les liens entre les arts et les sciences. Cet article propose d’analyser ces liens en développement, ainsi que l’idée que les sciences et l’apprentissage scientifique ne sont pas complets sans les arts. Nous distinguons trois niveaux où les arts sont susceptibles d’améliorer l’enseignement et l’apprentissage des sciences. Le premier, le niveau macro, s’intéresse aux façons dont les sujets scolaires (y compris les arts plastiques et les sciences) sont structurés, et comment les différentes options pour les étudier sont proposées et présentées. Le deuxième niveau, intermédiaire, guide des approches visant à la construction de curriculums scientifiques qui stimulent l’intérêt des apprenants par le biais de contextes STS (sciences, technologies et société). Le troisième, soit le niveau micro, se penche sur des pratiques pédagogiques en sciences et en enseignement qui sont dérivées des arts. Les facteurs qui influencent les sciences, les technologies, les arts, l’ingénierie et les mathématiques ajoutent de nouvelles dimensions à la nature des sciences au 21 ième siècle et augmentent le risque que les sciences se démarquent encore plus rapidement des sciences en milieu scolaire, à moins que de nouvelles pédagogies, y compris celles qui proviennent des arts, ne contribuent à réduire cet écart. Le résultat de telles pédagogies pourrait déboucher sur des programmes de sciences à l’école plus authentiques et plus motivants, et aussi plus pertinents compte tenu des besoins du 21 ième siècle.

Social Learning Theory—Albert Bandura

Discovery learning—jerome bruner.

Science Education in the Philippines

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In recent years, there has been considerable growth in the literature devoted to relationships between the arts and the sciences. A development and application of this is evidenced in the moves in several countries to consider a STEAM curriculum instead of a STEM one—in other words, adding ‘Arts’ to ‘Science, Technology, Engineering and Mathematics’ (Marshall, 2004 ; Lunn & Noble, 2008 ; Colucci-Gray, Burnard, Cooke, Davies, Gray, & Trowsdale, 2017 ; Harris & de Bruin, 2018 ; Skorton & Bear, 2018 ). This comes at a time of continuing unease about the effectiveness of science education and trends in low youth engagement with science (Archer, DeWitt, Osborne, Dillon, Willis & Wong, 2013 ; Schmidt, Burroughs & Cogan, 2013 ; Royal Society, 2014 ). This article, while not a formal review, explores the developing relationship between the arts and sciences and the suggestion that the enterprise of science and of learning it increasingly benefit from the arts and that science and science learning at all ages are consequently less complete. The questions we address are:

What might the arts provide that would make the sciences more complete?

In a world where many young people turn from learning science and involvement in it, what can we learn and take from the arts that might improve the teaching and learning of science?

As will become clear, we understand the arts as including more than the visual arts; we also refer to ‘the sciences’, to make a parallel with ‘the arts’ apparent and to acknowledge that science includes a range of disciplines. We start by providing a brief historical overview, so as to contextualise contemporary issues on which we subsequently focus. Our particular interest is in the science education provided by primary and secondary schooling and our main intention in this article is to present the argument that the current way science is perceived and adapted for science education has substantial shortcomings for contemporary science education.

Science and Art in Culture and Civilisation

Art seems to be as old as cognate human existence. It is commonly recognised that art, in expressive visual form, dates as far back as the late Palaeolithic (about 40,000 BCE). Figurines, beads and decorative art on functional objects such as handles, implements and simple vessels for food and water are evident from Mesolithic to Neolithic times and later, with the first emergence of pottery (Preziosi, 1989 ).

With refinements in hieroglyphics and the advent of written languages, art in storytelling and illustrated texts evolved, often simultaneously, alongside the extraordinary visual art of civilisations across Africa, Arabia, the Eastern Mediterranean, Central and Southern America, Australasia and Polynesia-Micronesia. With the development of language, new literary art forms of poetry, fiction and theatre became possible. It seems that humans across their diaspora simultaneously advanced their art as an essential part of progressive civilisation. Today, the arts can be considered to include the visual arts (including drawing, painting, sculpture, filmmaking, architecture, photography ceramics), literature (poetry, drama, prose fiction) and the performing arts (theatre, dance and music).

As far as the earliest manifestations of ‘science’ in culture are concerned, these are more difficult to pin down. Partly this concerns the word ‘science’, which only came into common use (at least as we now understand it) in the early nineteenth century (Heidegger & Grene, 1976 ). This is not to say that science as a distinct activity did not exist in prehistory. Observations and calculations of, for example, the Earth’s precession around its axis and the solar year and lunar month are known from Mesopotamian and Babylonian carved tablets of around 3500 years BCE (Steele, 2000 ).

In modern times, historians and philosophers have come to a consensus that sees science as a body of empirical, theoretical and practical knowledge about the natural world, produced by people (‘scientists’) who emphasise observation, explanation and prediction of real-world phenomena (Whitehead, 2011 ). As such, modern empirical science is a development of what was called ‘natural philosophy’ from the time of Aristotle through to the eighteenth-century Enlightenment and nineteenth-century origins of modern science. Stemming from Baconian beliefs of inductivism and empiricism, scientific ‘methods’ were considered to be fundamental to modern (empirical) science, especially of the physical and biological kind. Thus, the enterprise of doing science (and to some extent of learning it) has often been (and still is) presented as a progressive narrative in which true theories replaced false beliefs (Bereiter, 1994 ).

Alternative, expansive interpretations of science, such as those of Thomas Kuhn, portray science in more nuanced, terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes, considered by traditional ‘Baconists’ to be outside science (Kuhn, 1970 ). Unfortunately, for many school students, the more restricted view of science founded on Baconian traditions has often led to perceptions of science as a fact-driven enterprise divorced from the culture in which it exists and serves. These views have prevailed in the history of education in science (Driver, Leach, Millar & Scott, 1996 ). At the same time, as we discuss below, there are, thankfully, many examples of teachers attempting to introduce students to a more creative and engaging experience of science (e.g. McGregor, Wilson, Bird & Frodsham, 2017 ). Our own view is that it remains the case that one of the great strengths of science (which we take to mean the natural sciences—principally biology, chemistry, physics and earth sciences) is that science does seek for reliable knowledge that has a substantial underpinning objectivity—so that, for example, chemical reactions undertaken in the same environmental conditions proceed independently of who is observing them. We are very well aware of arguments within science and the philosophy of science about the ways in which observers affect what is observed (Schrödinger’s cat, quantum entanglement, etc.) but our argument does not rely on any particular resolution of such issues.

The Arts and Science: How Science Might Be Made More Complete by the Arts

We use the word ‘complete’ in the phrase ‘science might be made more complete by the arts’ with two emphases. First, we make the claim for science, independently of education. Let us be clear that we do not mean there is an absolute requirement for the arts in order for science to exist or proceed. Science seems to have done quite well in recent times without much overt recourse to the arts. There are, however, subtle and more covert ways in which the arts and the sciences co-exist and are (or should be) interdependent. Some of these are seen in the personal lives of scientists. Root-Bernstein et al. ( 2008 ) showed that Nobel Prize winners and members of the National Academy of Sciences and the Royal Society were more likely than other scientists, or even the population at large, to have hobbies or abilities in the arts. Secondly, we make the claim with reference to the successful teaching of science.

We now put forward four main premises in our argument that science is made more complete by its relationship with the arts. We use these to lead to a fifth premise, establishing a case for the arts to enhance the ways in which science courses and teaching methods might change to make science learning more authentic and engaging.

The subject boundaries premise : Divisions between curriculum areas (school subjects) run counter to the life experiences of learners of all ages.

The cognitive premise : The work of science needs creative as well as critical thinking to allow discourses that empower and fuel discovery and innovation and allow risk-taking.

The neuroscience premise : Thinking in science is stimulated by artistic activity.

The collaborative, economic premise : Collaboration between arts and sciences and vice versa is at the heart of the modern economy.

The pedagogical premise : The final justification is embedded in science education: organising curricula to accommodate science and arts and drawing on pedagogy normally associated with the arts offer fruitful ways to engage learners in school science and help them learn and to help prevent young people turning away from science.

We now consider key aspects of these five premises in more detail. Our focus is on the teaching and learning of science, so we spend less time on the aspects of these premises that are more to do with science than with science education—which is particularly the case for premise four. However, we feel that for the argument about teaching and learning to hold, and to change how science is typically taught in schools, it is important that educators believe they are still being true to science.

Cultural and Subject Boundaries

It has been suggested that the subject disciplines of the curriculum have evolved structures and characteristics that create boundaries between them and that this limits cross-disciplinary collaboration (Phelan, Davidson & Cao, 1991 ). Indeed, Goldberg ( 2008 ) argues that the panic that the launch of Sputnik in 1957 caused among US government not only, as is widely acknowledged, gave rise to a new drive to improve the teaching of science and mathematics in schools but also meant that education, instead of being seen as a way of cultivating an engaged member of society, became the vehicle for discrete subject expertise. Dillon ( 2008 ) sees disciplinary borders favouring a utilitarian view of knowledge and creativity, often under-valuing disciplines, including the creative and performing arts, not directly associated with the primary means of economic production. Subject discipline boundaries, generally strengthened by an accountability and performance culture embedded in school systems, often mitigate against a more open agenda and epistemology where collaboration and creativity contribute to investigative and problem-solving approaches (Breimer, Johnson, Harkness & Koehler, 2012 ; Colucci-Gray et al., 2017 ; Harris & de Bruin, 2018 ).

Science Relies on Creative as well as Critical Thinking

Often science is seen as concerning mainly ‘critical’ rather than ‘creative’ thinking. This is largely because critical thinking is perceived as a set of vertically operated cognitive skills used for decision-making in complex but logical situations, or for solving ‘ill-structured’ problems (Kuhn, 1999 ). Critical thinking is valued as a meta-cognitive tool to strengthen assertions and enhance domain-specific understanding in science. This particular understanding of the nature of assertions as judgements coincides with essential components of the nature of science (see, for instance, Abd-El-Khalick, Lederman, Bell & Schwartz, 2002 ) as science relies on logic in empirically testing competing claims to assess the strength of evidence-supporting claims.

This all seems very logical and appropriate for science but there are many cases where leaps in scientific discovery and innovation would not have happened using critical thinking alone. A possible example is Neils Bohr’s model for the atom that in 1913 paved the way for one of the great leaps forward in science: quantum physics. Bohr needed a new way of conceptualising the atom to allow for the erratic behaviour of electrons, stepping beyond the classic planetary model of electrons orbiting a nucleus in a planar ellipse. It has been argued that his model of atomic structure was stimulated by contemporaneous changes in literature and the arts, such as Cubism (Clarke, 2014 ). Bohr maintained that the form electron paths took depended on how you looked at them. Their very nature was a consequence of our observations. This meant that electrons were not like little planets at all. Instead, they were like one of Picasso or Braque’s deconstructed pictures, a blur of brushstrokes that only made sense once you stared at it for long enough. We are not claiming that without Cubism, Bohr’s theory would not have arisen. The important point is that the existence of new ways of looking at the world in the arts opens up spaces in which new thoughts about how the physical world works are more likely.

There are now an increasing number of initiatives that use such approaches. For example, the University of California Davis Art Fusion programme was co-founded by entomologist/artist Diane Ullman of the University of California Davis Department of Entomology and Nematology and the ceramicist Donna Billick back in 2006, building on an undergraduate course, ‘Art, Science and the World of Insects’, that they initiated in 1997 (Garvey, 2018 ). The programme has been described as transformational as its innovative approach has helped facilitate learning in both formal and informal settings and has helped engage members of the local community as well as students and academic staff. Similarly, the NSF Art of Science projects have funded a number of activities that intersect art and science. For example, Susan Eriksson, geologist and artist, uses metal, wood and minerals to create unique pieces that are often inspired by the geological world. Eriksson notes that scientific concepts are used when she creates her art. For instance, quantitative skills are used to divide tonal systems, while her metalwork incorporates various chemistry principles (National Science Foundation, 2009 ).

Many people think that doing science involves closely following a series of steps, with little room for creativity and inspiration. In fact, many scientists, like Bohr and in the examples above, recognise that creative thinking is one of the most important skills they have—whether that creativity is used to come up with an alternative hypothesis, to devise a new way of testing an idea, or to look at old data in a new light. Creativity is critical to science and sits alongside criticality; it does not replace it.

The Brain and ‘Scientific’ and ‘Artistic’ Thinking

The third premise in support of our argument for the arts ‘in and for’ science comes from neuroscience and some of what is known about human brain function. There have been claims for some time that the arts can contribute to the general development of cognitive abilities (Deasey, 2002 ). Early claims for brain-associated arts- and science-based thinking were based on presumptions about brain differentiation. It was suggested that the left and right hemispheres of the cerebral cortex control different physical and cognitive functions (Sperry, 1968 ; Hermann, 1990 ). Analytical and sequential reasoning (useful in mathematics and science) was said to be associated with left brain function while the right side was seen to deal with interpersonal, imaginative and emotional thinking (Herrmann, 1990 ; McGilchrist, 2010 ). This led to a simplistic view that arts learning is associated with ‘right brain’ thinking science and mathematics with ‘left brain’ thinking. Consequently, some educators such as Dorothy Heathcote advocated arts-derived pedagogy arguing right-brained activity such as drama could lead to a ‘left-handed’ way of knowing and thus benefit scientific, logical-mathematical reasoning (Wagner, 1979 ).

However, recent brain biology has challenged ideas of separated brain functions. In a review of the field, Morris ( 2010 ) points out that most cognitive scientists favour a ‘whole brain’ view, acknowledging that activities drawing on as wide a range of stimulation as possible inevitably improve brain function, especially for higher order activity and critical thinking (see also Howard-Jones, 2010 ). The point we wish to suggest here is that artistic activities may stimulate the brain in ways that might not be engaged by traditional science activities. There are now a number of initiatives that explore the implications of the arts for neuroscience, including FUSION, a group that meets every four weeks in Edinburgh (Edinburgh Neuroscience, 2018 ). For example, FUSION artist Michele Marcoux explores the fragmentary nature of identity, memory and perception, providing new insights into the work of scientists.

Before leaving this third premise in support of the arts for science, it is worth mentioning the work of the Dana Foundation in the USA. This organisation supports a number of research studies on brain functioning. Work using functional magnetic resonance imaging (fMRI) has shown benefits in cognitive reasoning for those who have been involved in music training (Moreno, 2009 ), dance (Cross & Ticini, 2012 ) and drama/theatre (Hough & Hough, 2012 ).

A Collaborative and Economic Perspective

A new STEAM age driving economic development in modern science and technology is emerging making disciplinary subject boundaries of schools seem rather out of date. The ‘capital’ of art and science (i.e. the broad accumulations of knowledge and skills that contribute to and are fundamental to the enterprise of the arts and the sciences) is made greater by closer collaboration between them. In the business world, art-science collaborations have led to large-scale investment and smaller scale innovation. A country-wide approach placing the arts firmly within the STEM agenda in the USA has been stimulated in a movement championed by the Rhode Island School of Design (RISD), now adopted by institutions, corporations and individuals throughout the USA (RISD, 2018 ). The initiative’s key aims are to help hire artists and designers to drive technological innovation and promote possibilities for integration of arts with science and technology subjects across all phases of education. Examples of collaborations involving the RISD STEAM initiative include design students working alongside marine ecologists and oceanographers to conserve coastal sites and nature-lab interns making animated films to teach about marine ecosystems and work with universities in Germany to design and test advanced solar-powered vehicles. Other US examples include the Stanford Art + Science programme (Stanford Arts, 2019 ), the hiring of artists to solve problems in government agencies (Los Angeles County Arts Commission, 2019 ), collaborations between the worlds of fashion and science (Office of Communications, 2017 ) and Janet Echelman’s monumental, fluidly-moving sculptures that respond to environmental forces, including wind, water and sunlight (Echelman, 2011 ).

In the UK, there is a collaborative network called the ‘Knowledge Quarter’, a rapidly growing partnership of over 50 academic, cultural, research, scientific and media organisations. The hub of the network is Europe’s largest bioscience laboratory, The Crick Institute in London. This collaboration draws on unique expertise and knowledge in the arts and sciences from conservation of the world’s earliest books and manuscripts (at the British Library) to fashion and creative designs at Central St Martin’s College, all in touch with researchers at The Crick Institute (Knowledge Quarter, 2018 ).

The possibilities thrown up by art-science collaborations have resulted in new applications of science and technology in product design and use. The fashion industry has been quick to take advantage. Figure 1 shows an example of a dress devised by London-based, techno-fashion house CuteCircuit . The dress has thousands of micro LEDs sewn into the fabric, allowing a garment to change colours and patterns. These ‘smart textiles’ have the potential to evolve into even more dramatic creations, especially with advancements in nanotechnology. One already classic piece is the ‘Kinetic Dress’. This Victorian-style evening dress has sensors in the fabric which communicate to the electroluminescent embroidery when the wearer is moving. The faster the movement, the brighter the embroidery, translating kinetic movement into colour and pattern design.

Eiza González wearing a CuteCircuit dress by Edgar Meritano © CuteCircuit, used with permission

Collaborations like this serve to increase the economic and knowledge capital of both art and science. A report on SCIART, Wellcome Trust’s 10-year scheme to stimulate art-science links in the UK, found artistic outcomes from ten case studies evidenced widespread dissemination to sizeable audiences and an unusual longevity of audience and professional interest (Glinkowski & Bamford, 2009 ). It seems that contribution to scientific capital is not so much a shift or development in scientific processes or outcomes, but rather that scientists’ involvement with artists encouraged speculative approaches to research and being more prepared to take risks.

How Science Education Benefits from the Arts and How the Arts Make a Contribution to ‘Better’ (More Authentic and Engaging) Science Education

For the hundred years or more of compulsory schooling in the developed nations, there has been an almost constant concern that students are less enthusiastic about learning science than other subjects and that decreasing numbers of young people want to pursue science into higher education or as a career. A meta-analysis of research for the Royal Society Vision Report shows these attitudes have hardly shifted over the last ten years in the UK in spite of huge investment in improving science teaching in schools, teacher training and professional development (Bennett, Braund & Sharpe, 2014 ). In the USA, similar concerns over the quality and depth of science education to interest and engage students, particularly from disadvantaged backgrounds, have been noted (e.g. Schmidt, Burroughs & Cogan, 2013 ). The Relevance of Science Education (ROSE) Project carried out surveys of 15-year-old students in 40 countries and found that, while students in all countries see the importance of science, in many this does not translate into liking for school science as a subject, particularly for girls (Sjøberg & Schreiner, 2010 ).

So, our questions remain what might the arts provide that would make the sciences more complete and what can we learn and take from the arts that might improve the teaching and learning of science? We can envisage consequences that the arts might have on science, for science and in science. Our interest is particularly in science education and we see three levels at which the arts might improve teaching and learning of science. The first is at a macro-level , concerned with ways in which subjects (including the arts and sciences) are structured and options for studying them provided and packaged. The second is at the meso-level , guiding approaches to the construction of science curricula and schemes of work that engage learners, for example through using STS (Science, Technology and Society) contexts. The third is at the micro-level , of pedagogical practices in science and teaching that can be drawn from the arts. These three levels are not entirely distinct—in particular, the meso-level overlaps at one pole with the macro-level and at the other with the micro-level. However, the three levels provide a useful heuristic. In the second half of this article, we consider each of these levels, paying the most attention to the third one—arts practices in and for science teaching.

The Arts and Sciences at the Macro-Level: Curriculum Provision

Countries vary greatly in the extent students specialise early or are required to learn a broad and balanced range of subjects until the end of compulsory schooling. It is not uncommon for students to be pushed towards a specialism in the arts and humanities or the sciences and mathematics, though few countries specialise to the extent that England does where most students take only three subjects from the age of 16.

In the last ten years or so, to broaden and diversify science in schools and link it to technology, engineering and mathematics, there has been a push in the UK, the US and some Asian countries towards the concept of STEM – Science, Technology, Engineering and Mathematics. While there is some sense in taking a lead from wider communities of modern economies that link these disciplines needed for development, evidence of how STEM has impacted the occurrence and effects of collaboration and interdisciplinary work in schools is unconvincing (Archer et al., 2013 ; Colucci-Gray et al., 2017 ), despite the widely acknowledged benefits of interdisciplinary approaches (cf. the work of Leonardo da Vinci). Too often, the concept of STEM seems remote and poorly understood by teachers. For example, in the UK, the Royal Society commissioned a series of meta-analyses of research as part of its STEM Vision Report, one of which considered to what extent the STEM concept was embedded and had made differences in schools (Howes, Kaneva, Swanson & Williams, 2013 ). In one section of their report the authors cite research studies showing that:

STEM remains a misleading curriculum concept: it is not an integrated reality in high schools anywhere in the world that we know of, and STEM integration is not well understood by teachers. In many projects, the focus is on science and maths, leaving out engineering and technology. (Howes et al., 2013 : 9)

The ASPIRES (Young People’s Science and Career Aspirations 10-14) project found STEM subjects were viewed by students as lacking creativity and unrelated to images or aspirations that they had for themselves (Archer et al., 2013 ). Drawing on the arts to reinvigorate science education might provide the sorts of post-human education advocated by Quinn ( 2013 ) and alluded to by philosophers such as Biesta ( 2018 ), one where individuals play a part in knowing about themselves as part of a greater whole, rather than being seen as subservient participants in an epistemology valuing information and knowledge as superior to the individual.

An example of ‘macro’ integration can be seen in a US-originated project calling for STEM to integrate with Arts into a ‘STEAM’ curriculum (see www.steamedu.com ). This has been picked up by the South Korean government which has instituted an associated curriculum and teacher training programme (Baek et al . , 2011 ). The STEAM rationale explicitly draws on a formula of smart technology with ‘cool design’, once promoted by the late Steve Jobs. It may be that a STEAM curriculum appeals to the agenda of ‘Pacific Rim’ countries that value an innovation-based reform of education for a competitive knowledge economy. In the pyramid diagram provided by STEAM Education (Fig. 2 ), STEAM educators promote the idea of ‘life-long holistic teaching’ as a more progressive and ‘FUNctional’ alternative to conventional integration or multidisciplinary views of STEM and Arts (A). The idea is to work in a transdisciplinary way, avoiding artificial combinations (or separations) of subject disciplines.

A framework for STEAM education © Yakman, G. ( 2010 ), used with permission

STEAM educators promote a more progressive alternative to conventional integration or multidisciplinary views of STEM and Arts (A) that retain separate identities and traditional subject disciplines with associated content-related structures (e.g. High Tech High, 2019 ). Rather than taking a problem or topic and using it to focus teaching in subject time or through a multidisciplinary approach that can produce artificial connections between subject content, a STEAM approach constantly reiterates the importance of a local, relevant problem to solve, drawing in the arts and humanities as well as STEM content as a natural consequence of researching and communicating solutions. For example, Herro and Quigley ( 2016 ) describe STEAM teaching using the context of a local housing development adjacent to a school. STEM content included sound insulation, geological and geophysical data and the mathematics of cost impact and design. The Arts (visual and communication) and Humanities (social sciences) were used to explain human dimensions of aesthetic design and in communicating students’ views of developers’ proposals. According to Howes and colleagues, such a STEAM approach for schools might have attractions for Arts-led work with learners who are not apparently predisposed towards or interested in STEM, but who might thereby maintain contact with STEM in some form:

Rather than seeing such students as having leaked from a STEM ‘pipeline’, perhaps we should see them as travelling by a different route, to a later rendezvous. (Howes et al., 2013 : 10)

Arts and Sciences at the Meso-Level: Engaging Learners Through Arts-Related STS Contexts

At the ‘meso’ level, we consider ways in which places of learning operationalise the curriculum in terms of the courses, schemes of work and textbooks used to teach science. Although institutions might espouse an educational stance valuing creativity, even one that alludes to integration between the arts and the sciences, it is often the case that aspirations are ‘thwarted by mandated, all-time consuming packaged programs’ (Manley, 2008 : 36). Craft ( 2010 ) sees a curriculum controlled by assessment regimes limiting schemes that include creative approaches because they are seen as time-consuming and less likely to ‘deliver’ against assessment targets.

In response to the perceived problems of students’ disaffection with science and claims that science teaching is boring and irrelevant, science educators and teachers have turned towards course design that sets science in contexts relevant to the real world (e.g. Gilbert, Bulte & Pilot, 2011 ). In the USA and some other countries, the term Science-Technology-Society is broadly synonymous with a context-based approach and so this definition, provided by Aikenhead, is helpful:

STS approaches… emphasise links between science, technology and society by means of … a technological artefact, process or expertise; the interactions between technology and society; a societal issue related to science or technology; social science content that sheds light on a societal issue related to science and technology; a philosophical, historical, or social issue within the scientific or technological community. (Aikenhead 1994 : 52-53)

Given the arguments made above for closer links between STEM and the Arts, and examples of how science now draws on and is complemented by arts-related activity, it seems opportune to include STEAM examples that provide the ‘technological artefacts’, ‘processes’ and ‘interactions’ of Aikenhead’s definition for STS. If STS approaches better engage students already signed up to science courses, then including arts applications of science, such as in fashion, film, music, dance and theatre, has the potential to draw in more of those who did not choose science courses in the first place, or for people to re-engage with science learning at a later date. In cultures where the contribution of indigenous knowledge systems is important to science education, recourse to the arts has currency for students’ wider involvement in science learning and for addressing curriculum development in post-colonial contexts, where the contributions of indigenous cultures are taken respectfully and equitably (e.g. Alsop & Bencze, 2014 ). Furthermore, it is increasingly appropriate to refer to arts-related STSE (science, technology, society and environment) contexts, since STSE has become more important in science education (e.g. Pedretti & Nazir, 2011 ) and as the arts have engaged more substantively with environmental issues (O’Brien, 2008 ).

Arts in Science Teaching at the Micro-Level: Pedagogical Practises Drawing on the Arts

UNESCO’s decade of educational effort (2005–2014) centred on interdisciplinary reform rather than on subject-focussed change. Central to its 2005 resolution was an emphasis on holistic teaching practices encouraging uses of multiple methods of instruction, for example, writing, art, drama and debate (UNESCO, 2005 ). There is nothing radically new in using such methods to help explain science and make it more accessible to those studying science. The methods of creative writing, poetry, physical model making and visual approaches including painting and drawing, drama and role-play have been part of a few science teachers’ repertoires for some time (e.g. Goldberg, 2016 ). We suspect, though, that as science education (and all education for that matter) has moved towards more examination-oriented and standard-driven accountability, these methods have become rarer. Those teachers who are ‘committed believers’ in these approaches might continue to use them, but even they are under continuing pressure in a time-constrained system that values evidence of achievement in a restricted core of subjects, examined for a narrow set of linguistic and mathematical skills, over outcomes concerned with holistic development of learners. This is despite the widespread acknowledgement that in the twenty-first century, a greater range of skills are necessary (Deming & Noray, 2018 ).

In primary schools, in many countries, the primary teacher has been seen as both expert and champion of subject integration. Because they typically teach all subjects, the idea of integrating science, and using contexts and methods from the arts and humanities to teach science content, seems more natural. But even these teachers can be under pressure to restrict holistic teaching and learning. In England, these pressures were manifest in critiques of integration from the so-called New Right, culminating in a report on the curriculum by Alexander, Rose and Woodhead ( 1992 ). They claimed that subject content outcomes were submerged, weak and at a low level in topic work which at the time was typically cross-curricular. Since then, the curriculum pressures on science and the arts in English primary schools have increased to the extent that these subjects, along with others, are often downgraded and squeezed into short-afternoon slots after the main business of the day (teaching of ‘literacy’ and ‘numeracy’) has occupied the morning’s work (cf. Access Art, 2019 , for a response to the pressures on curriculum time for art).

But why should we claim that methods and approaches from the arts offer possibilities for better learning in science? To begin to answer this question, it helps to look at some of the ways in which science is structured and communicated. Science uses symbolic and semiotic systems of representations and employs specific but different meanings for everyday words making it often seem like ‘learning a foreign language’ (Bleicher, Tobin & McRobbie, 2003 ). Science teachers employ mathematical, chemistry and physics symbols and these communication modes can create significant subject-specific barriers to student learning that do not occur in other school subjects (Wellington & Osborne, 2001 ). Thus, communication through a variety of visual, spoken and alternative written language modes (alternatives to written, expository texts), drawn from the arts, offers ways of breaking down the barriers that students find hard to cross.

In the University of California Irvine School of Medicine, medical students used masterpieces by Van Gogh, Rembrandt, Kandinsky and Da Vinci to improve observation and pattern recognition skills in clinical situations (Shapiro, Rucker & Beck, 2006 ). An additional (and unexpected) outcome was that medical students following the fine arts programme developed better skills in emotional recognition, cultivation of empathy, identification of story and narrative and awareness of multiple perspectives.

More routinely, perhaps, there are documented examples of painting and drawing being used in expressive modes for school students to develop and communicate scientific ideas in creative ways. Figure 3 comes from a California art-chemistry project. In a workshop on ‘Hydrogen Fuel-Cell Cars’, students discussed the basic workings of a fuel cell and then designed their own ‘car of the future’ (Halpine, 2004 ). In a similar vein, Fig. 4 , showing an insectivorous plant with its feeding and reproductive adaptations, was drawn by a high-school student after studying original letters of Charles Darwin (Stafford, 2015 ). The picture shows evidence of integration between artistic creativity and scientific writing. In her edited work, Drawing for Science Education , Phyllis Katz brings together a large number of international examples of how drawings are being used in science education (Katz, 2017 ).

An example of an H 2 O car designed by a third-grade student during a workshop on hydrogen fuel cells Halpine, S. M. (2004: 1432)

An insectivorous plant drawn by a high-school student after studying original letters of Charles Darwin. Stafford, S. (2015) In C. J. Boulter, M. J. Reiss & D. L. Sanders (Eds), Darwin-Inspired Learning , 35-44, Rotterdam: Sense Publishers

Perhaps these artistic activities work because they tap into the visual thinking of learners. It is often said that today’s young people inhabit a multimodal world dominated by television, video games, computers, tablets, films and so on. It has also been claimed that visual thinking translates into problem-solving ability. Visual thinkers literally ‘see’ their answers to problems, enabling them to build entire information systems using their imaginations (Gangwer, 2009 ).

An appreciation of structures, processes and concepts can be enhanced by 3D representations. In many primary school classrooms, around the world, one sees food web mobiles and papier-mâché planets hanging from ceilings. In secondary school chemistry lessons, one might see molecular models made from plasticine and cocktail sticks, and in biology lessons, plant cells made from plastic bags and wallpaper paste.

Part of the appeal of art approaches, such as those described so far, is that they offer alternatives to the usual modes of science teaching. Begoray and Stinner ( 2005 ) argue that the science classroom is dominated by expository text, representing the dominance in science lessons of comparison, description, sequencing, listing, cause and effect and problem solution. They claim that, as narrative text is more common in the life experience of learners (from films, novels and oral story telling) and is less abstract than expository text in organising knowledge, its use in science lessons can lead to better empathy with science and more effective cognitive learning.

One method from the arts, perhaps above others, stands out in this regard of narrative alternatives providing the benefits of visualisation: drama. Forms of drama (scripted plays, role-play, movement, mime and dance) make science ideas, theories and processes, at varying degrees of complexity and abstraction, more comprehensible to students through their more active involvement in the reconstruction processes, necessary in a constructivist approach to learning (Braund, 2015 ). Additionally, drama in science models ways in which scientists develop and validate theories and provides a productive platform for debating the social, political and cultural dimensions of science, that help give science a human face, especially for students sceptical of its worth (Ødegaard, 2003 ).

Among drama strategies to enhance science learning, role-plays of the physical kind, where students portray molecules, components of biological cells or model processes such as energy or behaviour of electrons in circuits, offer particular advantage. According to Scott, Mortimer and Ametller ( 2011 ), rationalising ideas between learners’ conceptions of the world and canonical science requires differentiation between, and integration of, these two ways of explaining and seeing the world. To achieve integration of ideas requires making the less visible (molecules, electrons, cell components) and abstract ideas (energy, photosynthesis, entropy) comprehensible to students without obstructions embodied in the symbolic and sometimes obtuse language of science used to communicate these ideas that we referred to earlier. This is why science teachers often use metaphors and analogies to help students access ideas, explanations and theory (Aubusson, Harrison & Ritchie, 2006 ). For example, analogues such as the hot water system of a house or ski lift have been used to explain current, voltage and resistance in electrical circuits. A criticism of these approaches is that the analogues themselves may not be fully understood or using them could foster development of problematic alternative conceptions for the target concepts being taught (Harrison & Treagust, 2006 ). It is here that the use of physical role-plays offers an alternative, still drawing on analogues for learning, but through physical interactions that more closely involve learners with the content being taught (Braund, 2015 ). One cautionary note here is that any analogy, whether arts- or non-arts-derived, communicates only a partial reality. The skill of the teacher is required to provide cognitive space, through discussion, allowing learners to critique whatever analogous model or method is used so that its successes in promoting understanding and its limitations as a version of scientific reality are clear (Braund, 2015 : 115).

The arts pedagogies described in this section, and others, including poetry (Pollack & Korol, 2013 ), creative writing and music (Crowther, 2012 ), offer the science teacher an enhanced pedagogical toolkit to help students learn science. A tradition in science teaching has been to use practical work to help students access ideas and teach concepts, but this has been criticised for being too focussed on practising and performing rehearsed routines and procedures rather than on ensuring that students understand what is going on (Hodson 1991 ; Abrahams & Reiss, 2017 ). It is, however, possible that approaches derived from the arts have a place to play to enhance practical work. For example, Warner and Anderson ( 2004 ) studied different classes that were investigating the biology of snails, through observation and experiment, with and without a prelude of role-plays involving students as expert zoologists. They noticed better accuracy in writing and increased levels of anatomical knowledge for students who had taken part in the role-plays.

Conclusions—Towards a More Authentic and Engaging Science Education Using the Arts

We have argued that in considering the contribution that the arts might make to the sciences, particularly in terms of teaching the sciences, it is useful to envisage the contribution as potentially operating at three levels: the macro-level (the ways in which subjects, not only the arts and sciences, are structured and options for studying them provided), the meso-level (guiding the construction of science curricula and schemes of work) and the micro-level (pedagogical practices that can be drawn from the arts when teaching science). It is not, we contend, the case that all three levels must simultaneously exist for improvements to be made. For example, one can envisage a single (albeit passionate and determined) science teacher making changes to their teaching (i.e. at the micro-level) without any corresponding changes at the meso- or macro-levels. Nevertheless, it seems reasonable to presume that if appropriate changes are made at two of the levels, ideally all three, the benefits are likely to be correspondingly greater.

In arguing for the contributions that the arts might make to science and science education, we are not claiming there should be full integration nor that the epistemology or ontology of the arts and sciences are the same. As literary critic George Steiner ( 2013 ) once claimed, the intentions, procedures and products of the arts and science have never been the same. Art does not proceed from a less complete and less satisfactory representation of the world to a better one; the paintings of Giotto are not less worthy than those of Degas or Pollock. Science, though (like the arts) culturally and socially bound, is different and proceeds by empiricism, testing out and establishing better representations of the world. Today’s views of the universe and its origins are more complete (though never wholly complete) than those of Aristotle, Ptolemy, Copernicus, Galileo, Newton or Einstein.

Our main intention in this article has been to show that the current way science is perceived and adapted for science education has substantial shortcomings for the science education of the twenty-first century (see California Alliance for Arts Education ( 2015 ) for examples of how many of our arguments apply to school mathematics as well as to school science). An arts-informed view is helpful here. In 1967, theatre director and theorist Peter Brook gave a series of lectures collectively entitled The Empty Space (Brook, 1968 ). Brook’s phrase ‘the empty space’ was used metaphorically to critique the state of theatre in Britain, as he saw it being staid and stuck with methods of communication and presentation that had changed little over the previous 100 years. Audiences were turning away from theatre and so Brook envisioned and pioneered more enlightened ways of presenting and communicating through drama. His ideas revolutionised theatre in Britain and beyond for generations.

Brook’s concerns for the late twentieth-century theatre echo those of science educators today in many countries who recognise the lack of enthusiasm of students for science and the reducing likelihood that they will choose further study of science or science-related careers (Millar & Osborne, 1998 ; Sjøberg & Schreiner, 2010 ). In Brook’s terms, then, the trick for science educators is to turn increasingly away from the ‘dead hand’ of traditional, non-interactive methods such as book and board work (and even some versions of practical work) to see what gains can be made from employing strategies involving more collaborative learning effort and innovation from students (Braund, 2015 : 107). It is our contention that drawing on the arts for inspiration and new approaches will help. The argument here is not only that the arts can engage and inspire students; it is that using the arts as a language to help learners understand scientific concepts can be a powerful way of enabling such learning.

In an article we wrote over ten years ago (Braund & Reiss, 2006 ), we proposed an evolutionary model for science and science education, accounting for changes in science that have broadened its scope and spheres of operation (for example, to encompass science done in other places than traditional laboratories). We argued that these changes in science were generally not paralleled by advances in science teaching methods and that greater attention needed to be paid in school science education both to changes in how science is viewed and to the potential of out-of-laboratory learning. Such attention would also help lead to a shift in school science from ‘transmission learning’ to ‘constructivist learning’. Our model thus indicated increasing divergence between science as practised in the real world and science as represented in schools, and we argued that such divergence was unhelpful for science students.

It is our contention that the model gains when extra dimensions of the contribution of the arts to science and of arts-based pedagogy to science teaching are added (see Fig. 5 ). We call the model a ‘Mark II’, the text in bold upper case italics in Fig. 5 and the dotted and hashed arrowed lines being additions to the 2006 version. The drivers of STEAM add new dimensions to the nature of science in the twenty-first century but additionally make science likely to diverge even more rapidly from school science unless new pedagogies, including those from the arts, help close the gap, drawing the nature of learning science closer to the changing nature of science in the real world (shown by the dotted and dashed arrowed lines). The result could be a more authentic and engaging school science, one more relevant to the needs of the twenty-first century.

Towards a more authentic and engaging school science (drawing on STEAM) : an evolutionary model (Mark II)

We acknowledge that the addition of the boxes at the right-hand side of Fig. 5 , building on our five premises, places additional demands on teachers. Not all science teachers will welcome the new pedagogies for which we have argued in this article. We also acknowledge that there are some students who may not welcome these new approaches either. Nevertheless, we argue for these new approaches for two main reasons. The first is that they present students with a more authentic vision of science. In this sense, we feel that STEAM can be understood as being a contemporary enhancement of STEM. Were we historians or philosophers of science, this reason would have been the sole one on which our argument rested. However, we are both science educators and while we wish to remain true to developments in science, as indicated above, our main intention, as also indicated above, is to provide a better science education for students. This is our second reason—we contend that these new pedagogies, with associated shifts in content, can help many students to engage in science when they would otherwise have not done so and can help them to learn science better.

We need our science students not to lose their creativity. For people to be educated in the twenty-first century, they need to study both the arts and the sciences throughout their schooling. People talk about literacy as if it means only to be educated and proficient in using the language we speak, but there are other literacies especially of STEAM that are equally part of what it is to be educated. Today’s and tomorrow’s citizens need both the arts and sciences to equip them with the criticality and creativity of mind and the aesthetic and emotional capacities essential for being rounded and cognate humans.

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Braund, M., Reiss, M.J. The ‘Great Divide’: How the Arts Contribute to Science and Science Education. Can. J. Sci. Math. Techn. Educ. 19 , 219–236 (2019). https://doi.org/10.1007/s42330-019-00057-7

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How the Arts Benefit Your Children Academically and Behaviorally

As far back as the time of the ancient Greeks, philosophers like Plato recognized the inherent value of studying the arts. Theatre, music, dance, and the visual arts were seen as integral to Greek society and are still an integral component of education in our country today.

But not that long ago, amid nationwide budget cuts and an increasing emphasis on instruction and testing in math, science, and language arts, many school districts were forced to reduce arts programming greatly, and in some cases, eliminate parts of their arts curriculum altogether. The arts suffered because school officials, students, parents, and the public in general perceived the arts to be nothing more than an extracurricular activity , despite the vast evidence to the contrary. Fortunately, however, this trend has reversed somewhat, and school districts are once again developing thriving fine and performing arts programs.

The trend towards expanding arts education is certainly a positive one, as the benefits that students reap from participation in the arts are many. In fact, research shows that the arts promote positive development in the academic, social, and emotional realms. So important are the arts to a comprehensive educational program, that Katy Independent School District in Texas proclaims , “The arts are what make us most human, most complete as people.”

Signs of Support

The arts are gaining more and more recognition as a central component of the public school curriculum rather than as an add-on that students elect to take in high school or participate in just once or twice a week as an elementary school student. The No Child Left Behind Act treats the arts as a core academic subject, right along with math, science, social studies, language arts, and other disciplines. Furthermore, all 50 states have academic content standards for at least one discipline within the arts.

Public opinion is in strong favor of the arts as well. Ninety-three percent of Americans believe that the arts are critical for a well-rounded education. In fact, more than half of Americans rate the importance of the arts as a ten on a scale from one to ten. The public also overwhelmingly sees the connection between participation in the arts and improved academic achievement, as well as the positive correlation between studying the arts and improved social and emotional skills.

Academic Benefits

Multiple research studies support the notion that students who engage in the study of the arts perform better in math, reading, and writing. The Arts Education Partnership performed a meta-analysis of 62 studies that revealed that students who study music have increased achievement and proficiency in math. Reading and cognitive development were found to increase, as were verbal SAT scores.

The same study shows that the visual arts have a positive impact on students’ ability to organize their writing. Sophisticated reading skills are promoted as well, including the ability to interpret complex texts, such as those found in science courses. Students that take a combination of arts programs demonstrate improved verbal, reading, and math skills, and also show a greater capacity for higher-ordered thinking skills such as analyzing and problem-solving.

A 2006 study by the Solomon R. Guggenheim Museum shows a similar link between studying the arts and increased literacy skills. As part of the museum’s Learning Through Art program, third grade students gained improved abilities to reason, hypothesize, and describe texts after exercises in which they discussed the meaning of paintings. Research conducted in public schools in Maryland in 2011 further shows the link between the arts and improved academic achievement . In courses in which the arts is integrated with math, science, social studies, and other subjects, students demonstrated marked improvements in reading and math.

District level successes have also been reported for students that are involved in the fine arts. In Keller Independent School District in Texas, students that are involved in arts or athletics show greater success on standardized tests than their peers who do not participate in such activities. In fact, students in the arts or athletics outperformed their peers by a wide margin: 14% more students were proficient in English, 20% more were proficient in math, 16% more were proficient in science, and 16% more were proficient in social studies.

Behavioral Benefits

The benefits of art courses extend beyond the academic realm. A number of studies have shown that the arts have a positive influence on student behavior and school climate as well.

The meta-analysis by the Arts Education Partnership revealed that drama courses in particular helped students develop an improved understanding of social relationships and complex emotional issues. Students in dance courses were found to demonstrate a greater capacity for positive self-expression, social tolerance, and self-confidence as well

A 2010 study in Missouri found an inverse relationship between studying the arts and disciplinary infractions . In school districts in which there was a higher percentage of students enrolled in art classes, there were fewer reported behavioral incidents. This includes violent outburst and other behaviors that resulted in out-of-school suspensions. Suspensions as a whole, particularly those of 10 days or more, were markedly lower in schools that had robust arts programs. In fact, schools with low student enrollment in the arts reported nearly twice as many disciplinary incidents as schools with high student enrollment in the arts.

Improved Attendance

The 2010 study in Missouri also revealed that the arts have a positive impact on student attendance. Schools with the greatest student involvement in the arts reported the highest attendance rates, at an average of 95.1 percent. Schools with the lowest involvement in the arts reported an average attendance rate of 94.1 percent. While this doesn’t appear to be a very big difference, attendance rates are a key component of state funding formulas, with schools that show higher attendance rates receiving more funding.

Benefits for Low SES Students

Perhaps the greatest benefit of the arts is seen amongst student populations that come from economically disadvantaged homes. A report by the National Endowment for the Arts reveals that students with a low socioeconomic status (SES) that have a history of involvement in the arts have better long-term academic, occupational, and social outcomes than their peers. Specifically, high arts involvement led to more students planning to attend college and increased the likelihood that students would apply to a moderately or highly selective college. Furthermore, low SES students who had experience in the arts were found to be three times as likely to earn a bachelor’s degree than their peers.

These students also demonstrated higher overall career goals. Participation in the arts was correlated with higher occupational aspirations, including choosing a major that is aligned with a professional career, such as nursing, accounting, or education. Additionally, half of low SES students with arts-rich K-12 experiences expect to work in a professional career such as law or medicine, compared to just 21 percent of low SES students who have not had the benefit of access to the arts.

The arts also provide social benefits for at-risk students. The study by the National Endowment for the Arts shows that students with arts-rich high school experiences demonstrate more civic engagement and civic-minded behavior than students who attended schools without such robust arts programming. Arts students reported higher participation in volunteer activities, as well as greater engagement in national elections than their peers.

It’s clear from the research that arts programming for K-12 students is of the utmost importance, not just for their short-term success, but for their long-term success as well. In the short-term, students demonstrate positive growth in the realms of academic achievement and behavior. In the long-term, children develop critical skills that improve their lifelong ability to read, write, and communicate effectively. Participation in the arts as a youngster even improves the likelihood that that child will go to college and get a good job.

The arts don’t discriminate based on age, race, gender, or any other measure. Their study provides benefits for students of all kinds, shapes, and sizes. When there are so many obstacles that children must overcome, particularly minority students and poor students, the arts can quite literally be the lifeline they need to make long-lasting improvements to their life.

The Mental Health Benefits of Art Are for Everyone

Last updated June 19, 2023. Edited and medically reviewed by Patrick Alban, DC . Written by Deane Alban .

Creating art relieves stress, encourages creative thinking, increases brain plasticity, and imparts other mental health benefits. And anyone can do art.

“Art washes from the soul the dust of everyday life.” — Pablo Picasso

There are a lot of misconceptions about what constitutes art and its usefulness as a therapeutic tool.

Some think that you have to create paintings or sculptures to be considered a real artist.

Others believe that you are either born with artistic talent or not.

Many who don’t consider themselves to be gifted artistically feel that there is no point in creating art since they won’t be satisfied with the results.

Another myth is that you have to work with an art therapist to experience any emotional benefits from creating art.

But we are all born with an innate desire to express ourselves and art encompasses a wider range of activities than you might imagine.

Here are some of the best ways in which creative expression can benefit mental health — making you a happier, healthier person.

How Creating Art Relieves Stress

Activities like painting, sculpting, drawing, and photography are relaxing and rewarding hobbies that can lower your stress level and leave you feeling mentally clear and calm.

Creating art provides a distraction, giving the brain a break from its usual thoughts.

The average person has roughly 70,000 thoughts per day and 90% of them are exactly the same , day in and day out.

When you are totally immersed in a creative endeavor, you may find yourself in what’s known as “the zone” or the state of “flow.”

This meditative-like state focuses your mind and temporarily pushes aside all your worries.

Hundreds of years ago, Leonardo da Vinci noted that:

“Painting embraces all the ten functions of the eye; that is to say, darkness, light, body and color, shape and location, distance and closeness, motion and rest.”

Creating art trains you to concentrate on details and pay more attention to your environment.

In this way, it acts like meditation.

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A popular art trend for stress relief is adult coloring books.

This idea was first popularized in France, a country known for its high use of prescription psychiatric drugs, including antidepressants, tranquilizers, and sleeping pills.

Some coloring books are created with stress relief in mind and have become a recognized form of artistic expression for adults.

Many art therapists are supportive of the movement and believe that coloring can act as a gateway to reach more people who can benefit from art therapy.

For instance, this has worked to gently transition military veterans suffering from post-traumatic stress disorder (PTSD) into art therapy.

Art Encourages Creative Thinking

Lawrence Katz, PhD, is an internationally recognized pioneer in neuron regeneration research and author of Keep Your Brain Alive: 83 Neurobic Exercises to Help Prevent Memory Loss and Increase Mental Fitness .

He found that mental decline was due mainly to the loss of communication between brain cells , not from the death of brain cells themselves.

Dr. Katz coined the phrase “neurobics” to describe brain exercises that use the senses in new and novel ways; creating art certainly fits this definition.

Art enhances problem-solving skills .

It encourages creative thinking and lets you come up with your own unique solutions.

Out-of-the-box thinking also stimulates the brain to grow new neurons.

Creative Thinking: A Whole-Brain Activity

Contrary to popular belief, creative thinking does not mean using just the right side of your brain.

What it does, in fact, is to get both hemispheres of your brain to communicate with each other .

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The concept of left-brain, right-brain dominance never had a strong foundation in science in the first place, and now this theory has been debunked.

It also erroneously promotes the stereotype that you can’t be both analytical and creative, which is obviously not true.

Some of the greatest minds of all time, including Leonardo da Vinci and Albert Einstein, were simultaneously analytical and creative.

The most complicated functions that humans perform, such as thinking creatively, learning a language, or playing or listening to music , all require whole-brain thinking .

How Art Boosts Self-Esteem and Sense of Accomplishment

You may stick your kids’ artwork on the refrigerator door to boost their self-esteem.

Displaying your latest work of art can instill the same feeling in you.

Creating art increases the feel-good neurotransmitter dopamine.

Dopamine has been called the “motivation molecule,” since it boosts drive, focus, and concentration.

It enables you to plan ahead and resist impulses so that you can achieve your goals.

A burst of dopamine gives you that “I did it!” feeling when you accomplish what you set out to do.

Dopamine stimulates the creation of new neurons and prepares the brain for learning.

" There is no need to feel intimidated about creating art since it’s the process of creating that provides the benefits, not the quality of the results.

You don’t have to produce fine art to reap the benefits of the creative process.

Crafting hobbies of all kinds — knitting, quilting, sewing, calligraphy, woodworking, gardening, and do-it-yourself home repair — increase dopamine, ward off depression, and protect the brain from aging.

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How Art Affects the Brain: Increased Connectivity and Plasticity

Every time you engage in a new or complex activity, your brain creates new connections between brain cells.

Your brain’s ability to grow connections and change throughout your lifetime is called brain plasticity , or neuroplasticity .

Creating art stimulates communication between various parts of the brain.

In this way, creating art has been proven to increase psychological and emotional resilience , making you better equipped to deal with stress .

It’s thought that intelligence depends more on the number of brain connections than the size of the brain.

Albert Einstein’s brain was on the small side of average , but it did have unusually high connectivity between the right and left hemispheres.

How Art Makes Children Better Students for Life

Educators and parents alike have long suspected that music and arts programs make for overall better students.

Now, using neuroimaging, science can back this up.

Children with musical training perform better in math, language, and reading .

Early music lessons enhance brain plasticity and connectivity .

There’s evidence that the brain-enhancing benefits of music lessons received during childhood can follow through into adulthood, lasting a lifetime .

The benefits of visual arts programs are equally impressive.

Art lessons increase brain plasticity, fluid intelligence, IQ, and attention.

They improve overall behavior and reduce impulsiveness.

Unfortunately, educational budget cuts in the US have slashed music and arts programs in recent years.

Considering the lifelong benefits of art training, many educators believe this to be a short-sighted policy.

Viewing Art Increases Empathy, Tolerance, and Feelings of Love

A study of over 10,000 students found that a one-hour trip to an art museum changed the way they thought and felt.

Students who visited a museum not only showed improved critical thinking skills but also exhibited greater empathy regarding how people lived in the past and expressed greater tolerance towards people different than themselves.

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Professor Semir Zeki, a neurobiologist at the University College London, discovered that simply the act of viewing art gives pleasure, much like falling in love.

Brain scans revealed that looking at works of art triggers a surge of dopamine in the same area of the brain that registers romantic love.

For most of us, it’s not possible to visit an art museum every day, but you can easily get a daily dose of culture with the Daily Art app .

This free app shares an interesting background story on one piece of fine art each day.

Another excellent option is Google Arts & Culture , a curated digital archive of great artworks from over 2,000 museums around the world.

Creating Art Improves Quality of Life for Dementia Patients

Art enhances cognitive abilities and memory, even for people with serious brain disorders.

Dementia is mainly thought of as a memory loss problem, but patients also experience other symptoms, such as agitation, aggression, anxiety, depression, and insomnia.

Drug treatment for dementia symptoms is generally not very successful.

When dementia patients are encouraged to create visual art, they derive obvious pleasure from it.

It improves their social behavior and self-esteem and reduces psychiatric symptoms .

Art Eases the Burden of Chronic Health Conditions

Millions of people deal with chronic health conditions and the stress, anxiety, and depression that accompany them.

In The Connection Between Art, Healing, and Public Health: A Review of Current Literature , researchers analyzed and reported on the findings of over 100 studies conducted on the benefits of art for physical and psychological health.

This meta-study found that music and visual arts affected patients in these positive ways:

Art allowed patients to forget about their illness for a while, letting them focus on positive life experiences.
Creating art enabled them to maintain the identity of who they were before they became sick.
Creative pursuits gave them a sense of achievement.
The creation process helped patients express their feelings.
Art creation reduced stress by lowering levels of the stress hormone cortisol.

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John Graham-Pole, MD, is a retired pediatric oncologist who wrote poetry to process some of the grim realities he faced working at a hospital.

He developed informal art workshops to help both patients and staff cope better, through writing and painting, with whatever was happening to them.

Graham-Pole believes that:

“Art is a social determinant of our health. It doesn’t cure a particular disease, but benefits whatever ails you.”

Art Exercises to Do at Home

Albert Einstein said:

“Creativity is intelligence having fun.”

If it’s been a long time since you had fun expressing yourself creatively, you might not know how to begin.

If that’s the case, check out this list of 100 Art Therapy Exercises .

You don’t have to have any particular artistic skills to get started.

Some of these exercises are craft-like, such as making a dreamcatcher.

If you are more into “cut and paste” than drawing or painting, there are several ideas for creating collages.

For those who are more analytical, you can start by creating a mind map to visualize your thoughts or feelings.

If you aren’t ready to commit to something more permanent, use sand, chalk, or water to create temporary art.

Buddhists create intricate sand mandalas — circular designs with concentric shapes — that are intentionally swept or washed away upon completion.

These creations are a meditation on life’s impermanence.

Keep in mind as you create that using art therapeutically is about the journey, not the end product.

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When to Consider Art Therapy

Anyone can benefit from creating art, but sometimes it’s best to seek professional care for help with your problems.

Art therapists are healthcare professionals with backgrounds in both art and psychology or counseling.

According to the American Art Therapy Association , art therapists usually have a master’s degree and have completed at least 600 hours of supervised internship.

Art therapy can be used to improve physical, mental, and emotional well-being.

You might consider art therapy if you are experiencing any of these situations:

high-stress occupation
mental health disorder
learning disability
brain injury
chronic illness

Art therapy is also recommended for children or teens who are having personal problems or trouble in school.

Art used as therapy has successfully helped people with:

chronic pain
high blood pressure
bipolar disorder
Alzheimer’s disease
other serious physical and mental health conditions

If you feel that you could benefit from art therapy, you can find an art therapist in your area or one that offers online therapy using Psychology Today’s search tool or the American Art Therapy Association’s art therapist locator .

Watch the Video

Check out this YouTube video, Can Art Be Medicine? , that shows some real-life examples of how art is used as therapy.

Particularly moving is the story of a US Marine with PTSD who used art therapy to express his pain in a safe way and lift his emotional burden in a way that nothing else had been able to do.

Recommended: Upgrading brain health is key to making your brain work better.

Improve your mental clarity and focus.
Boost your memory and your ability to learn.
Increase your capacity to think critically, solve problems, and make decisions.

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Greatmoreart

The benefits of art education for cognitive development in young learners.

Welcome to the guide to understanding the benefits of art education for cognitive development in young learners. In this guide, we will discuss why art plays an integral role in cognitive development, what cognitive development is, and how art education can be used to foster it.

Cognitive development is the process of forming and applying mental abilities such as problem-solving, reasoning, decision making, and creative thinking. It’s important for children to begin developing these skills early on in order to be successful in school, work, and life.

Art provides a unique platform through which young learners are able to practice and build up their mental abilities. It allows them to use their imagination, creativity, and critical thinking skills in order to express themselves and develop their own individual problem solving techniques. Additionally, visual learning has been proven to have a positive effect on comprehension and recall.

In this guide, we will explore the different ways art education can benefit cognitive development, as well as provide age-appropriate project ideas and classroom tips for teachers to use in their classrooms. We’ll also discuss neurology studies that support the importance of art for cognitive development, and look at case studies where art education was implemented with positive results.

By the end of this post, you’ll have a better understanding of the benefits of art education and how to best use it to stimulate cognitive development in young learners.

We hope you find this guide helpful and we look forward to discussing the importance of art education in greater detail. Thank you for taking the time to read!

What is Cognitive Development?

Cognitive development is the process of learning how to think and use our mental capabilities. It’s an incredibly important concept, especially when it comes to young learners. As children grow, their brains are constantly adapting and changing as new information is absorbed.

Cognitive development involves the way people process information and make sense of the world around them. It’s all about the mental processes that help children learn and remember information, solve problems, and create new ideas. It also allows them to interact with others in meaningful ways.

It’s essential for children to develop cognitive skills as they grow so they can be successful in school and life. Cognitive development gives children the tools they need to understand and take part in the world around them.

When it comes to young learners, cognitive development is especially important. With each developmental milestone, children gain new skills that are necessary for success in life. This makes the role of parents and teachers critical in helping children reach their potential by providing opportunities to learn and explore.

The Importance of Cognitive Development in Young Learners

Cognitive development is fundamental for young learners in a number of ways. It helps them develop the ability to think logically and reason through complex problems. It also helps them become independent learners and thinkers. Having strong cognitive skills helps children become successful in school and beyond.

Cognitive development plays a crucial role in helping children communicate and interact with other people. It helps them understand social cues and develop empathy. Cognitive development also gives children the tools they need to make decisions and form opinions.

In addition, cognitive development encourages creativity and exploration. It helps children appreciate art, music and literature, giving them the opportunity to express themselves in unique and meaningful ways. Having strong cognitive skills allows children to think critically and come up with creative solutions to problems.

Cognitive development is an essential part of a young learner’s education. It gives children the skills and knowledge they need to succeed in school and life. By providing opportunities for children to develop cognitively, parents and teachers can help ensure that children reach their full potential.

Benefits of Art Education for Cognitive Development

Art education is an essential part of a child’s development, and it has many benefits for cognitive growth. Art activities stimulate the brain in ways that other educational activities can not, providing opportunities for problem solving, critical thinking, and creative exploration. Studies have shown that engaging in art activities can help children learn to think outside the box, form new associations and ideas, and even develop fine motor skills.

Engaging in art can also lead to improved mental health, as it helps to reduce stress and anxiety. Drawing, painting, sculpting and other artistic endeavors create an environment of calm and creativity that can even inspire self-discovery and personal growth. Additionally, art activities may help improve memory and focus, as students must commit to completing their project and staying on task.

Finally, art education can provide a platform for children to express their ideas, feelings and emotions in a safe and understanding environment. Through art, young learners can explore various aspects of themselves and explore emotions that may be difficult to express with words alone. They can connect with others by discussing their artwork and sharing their emotions, while learning to appreciate culture and diversity.

In conclusion, art education provides numerous benefits for young learners, especially in terms of cognitive development. Not only does it help improve fine motor skills and problem solving skills, but it can help reduce stress and anxiety, improve focus, and even spark self-discovery. When taught in an encouraging and supportive environment, art can serve as a gateway for children to grow and learn in meaningful ways.

Examples of Projects that Boost Cognitive Development

Art projects can be a great way for young learners to develop their cognitive abilities. When selecting art projects, it is important to choose age-appropriate activities that target the different aspects of cognition. Here are some examples of projects that can provide cognitive development benefits:

Matching games: For younger children, a simple matching game can provide cognitive benefits. By matching shapes, colors, or objects, children can practice their memory, problem-solving and visual discrimination skills.
Mosaics: Mosaics are fun and engaging projects that can help kids hone their problem-solving skills. By arranging a variety of objects or shapes into a larger pattern, they can practice spatial awareness, color recognition, and logical thinking.
Collage making: Collages are a great way for kids to practise creativity and imagination. By using found objects, paper scraps, fabric, and other materials, kids can express themselves, practice fine motor skills, and develop their visual-spatial thinking.
Paint mixing: Mixing paints together can help kids develop their scientific thinking, as well as teach them about the basics of color theory. Children can learn about color combinations, hue, and value, and get creative by coming up with their own unique color combinations.

These are just a few examples of art projects that can help young learners develop their cognitive skills. Creativity and imagination are key to helping them grow, so don’t be afraid to let their imaginations run wild!

Creating an Engaging Environment

An engaging learning environment is essential for fostering cognitive development in young learners. Creating a space that encourages exploration, creativity and interaction can help students reach their full potential while having fun and enjoying themselves. Here are some tips to design a stimulating yet enjoyable learning environment:

Provide Variety: Incorporate different materials, tools, and projects into your curriculum to keep things exciting and provide varied learning experiences. Aim for a balance between active and passive activities, as well as individual and group activities.
Encourage Curiosity: Allow students to explore and ask questions. Encourage them to take risks, make mistakes and learn from them. This will help them become more confident and creative thinkers.
Involve Parents: Invite parents to be part of the learning experience. Ask them to share special stories, hobbies, or talents with your students, as this will foster positive relationships and create lasting memories for the children.
Promote Respect: Respect is key in any learning environment. Teach students to respect each other’s opinions, cultures and beliefs. This will create an inclusive, supportive environment in and outside the classroom.
Allow for Flexibility: Give students some freedom to experiment and explore. Allow them to take ownership of their learning and trust them to make informed decisions about their education.

Creating a fun and stimulating learning environment does not have to be complicated. All it takes is a little bit of planning and dedication to ensure that young learners have the best possible opportunity to reach their cognitive development potential.

Benefits of Visual Arts

Visual art, such as painting and drawing, can have a powerful effect on children’s cognitive development. The act of creating something with their own hands allows kids to express their ideas, hone their motor skills, practice problem-solving and more.

Art activities allow kids to discover their creative potential and develop the confidence to try new things. They also foster valuable thinking and communication skills, as children practice visualizing concepts and working out how to explain them. Ultimately, this can lead to improvements in critical thinking, focus, organizational skills, and overall academic performance.

Research indicates that art has a positive impact on memory, as well. With long-term exposure to art, even if it is not related to academics, students can become better at remembering information for tests and other tasks. In addition to these practical benefits, creating art can be therapeutic for young learners, allowing them to escape into the creative world of art for a release.

In terms of specific types of visual arts, drawing, painting, and sculpting are all great ways for kids to express themselves creatively while developing their cognitive abilities. Additionally, activities like still life drawing, watercolor painting, and clay sculpture also have many benefits. All of these activities help kids learn to look closely and observe the world around them through a creative lens, while simultaneously learning fine motor skills, problem-solving strategies, and collaboration skills.

Overall, engaging in visual arts activities can be extremely beneficial for young learners. The sense of accomplishment that comes from creating something beautiful or meaningful helps build confidence and self-esteem, while simultaneously providing plenty of opportunities to strengthen and refine important cognitive skills.

Benefits of Performing Arts

Performing arts are those activities that involve physical movement, such as singing, dancing, acting, and playing music. These activities promote cognitive development in young learners by encouraging creative thinking, problem solving, and critical analysis.

When children take part in performing arts, they develop skills that can later carry over into other academic classes. They learn to think outside of the box and draw upon their creativity, rather than memorizing facts and details. Through physical movement, students learn about body language, rhythm, and timing. Manipulating and coordinating their bodies is an important learning tool for them.

By engaging in performing arts, students also have an opportunity to build self-confidence. Participating in activities like singing or theater gives them a chance to express themselves in a controlled and supportive environment. Dance and music can help teach students to focus and concentrate, essential qualities for success later on in life.

Creative Thinking
Problem Solving
Critical Analysis
Body Language
Focus and Concentration
Self-Confidence

In sum, performing arts offer unique advantages for young learners and their cognitive development. These activities help students become more confident and motivated individuals capable of taking on any challenge that comes their way.

Brain Science and Art Education

The relationship between art education and cognitive development is a growing topic of interest within the scientific community. In recent years, scientists have conducted studies to determine the physiological effects of art on brain functioning. The results are showing that art can significantly increase cognitive abilities like memory, problem-solving, learning, and creativity. Let’s take a closer look at some of the research.

Research conducted at the University of Texas found that making artwork can activate areas of the brain associated with creative thinking, such as the prefrontal cortex. This area of the brain is responsible for decision-making, planning, and problem-solving. Another study conducted at The Ohio State University showed that participating in artistic activities can increase the size of brain cells, particularly those related to memory.

These studies demonstrate how art can help young learners develop cognitively. With increased exposure to art activities, children can increase their ability to think creatively and make better decisions. They can also boost their memory and build more connections between ideas. All of these skills are incredibly valuable for success later in life.

In addition to being a fun and enjoyable activity, art education provides numerous cognitive benefits for young learners. It can encourage the development of cognitive abilities in a safe and positive way. It is an important part of any education and should be considered an essential component in any curriculum.

The benefits of art education for cognitive development in young learners are numerous and varied. Art can play an important role in enhancing cognitive function, improving problem-solving skills, fostering creativity, and helping to form better memories. It can also provide a fun and engaging way to learn that is especially beneficial for children who may not connect as easily with more traditional educational methods.

Cognitive development can be encouraged through visual arts, performing arts, and even music. Several studies have shown that art can stimulate the brain and help create meaningful connections between facts and concepts. Creating an environment that is inviting and stimulating for young learners is key for fostering cognitive growth.

At the same time, it should also be noted that not all educational approaches work for every child. It is important to consider the individual needs and interests of each student when looking for ways to promote cognitive development. With careful consideration, art can become a valuable tool for helping children to reach their full potential.

In summary, there are many ways in which art education can support cognitive development in young learners. By providing an enjoyable and engaging learning experience, art can play an important role in helping children to think smarter and reach their educational goals.

Case Studies – Examples of Art Education Program Success

When assessing the benefits of art education for cognitive development in young learners, it is important to consider real-world examples from successful school programs. Below are just a few case studies that show the significant impact art education can have.

Riverside University – California, USA

Riverside University implemented an art program for their young learners and found that, after just one semester, students showed significant gains in mathematics, reading, problem-solving and overall cognitive development. Riverside attributed this success to the way art forces students to think outside the box and encourages creativity.

Mesa Elementary School – Texas, USA

At Mesa Elementary School, an arts-infused curriculum was adopted to give children more opportunities to explore and express themselves through art. After 12 weeks of classes, the school noticed increased engagement from students who had previously been uninterested in academics and saw improved test scores in language and math as well.

Haddonfield Academy – New Jersey, USA

Haddonfield Academy implemented an arts-rich curriculum to increase the creativity of their students and found that after six months there was an overall improvement in creativity and performance. Students showed an increased ability to think critically and develop creative solutions to challenging problems.

These three success stories demonstrate the real-world impact art education can have on young learners. By examining these case studies, we can see firsthand how art helps children develop cognitively and how implementing an art program in schools can be beneficial all-around.

Resources to Further Your Learning

Studying the benefits of art education for cognitive development in young learners can be an enlightening experience. To continue your learning journey, here are some useful resources:

The Education Commission of the States has published a number of helpful documents related to implementing art education in the classroom. Find them here .
Are you interested in exploring the cognitive benefits of interactive media and technology? The Technology in Education Special Interest Group explores these topics in detail. View their resources here.
The Metanoia Project is a research-based database full of evidence on how art can support mental health and wellbeing. Check it out here .

These are just a few of the many resources available online that you can explore further. Use search engines to find articles, podcasts, videos and more on this topic.

We hope you’ve enjoyed learning about the benefits of art education for cognitive development in young learners. Feel free to reach out if you have any questions or comments!

We hope that this guide has given you an appreciation for the benefits of art education for young learners and helped you understand more about how art can aid in cognitive development. We recognize that this is a vast and complex subject, so we encourage you to continue exploring on your own.

We thank you for taking the time to read this guide. We wish you luck in your journey to find the best way to implement art education for your children and students. With a thoughtful and creative approach, the possibilities are truly endless.

To learn more, here are some links to additional resources:

Learning Through The Arts
The Importance of Arts Education In Schools

Thanks again for reading this guide, and happy exploring!

Field Trips to Art Museums Improve Critical Thinking, Promote Historical Empathy, and Increase Tolerance

Education Next

Contact: Jay P. Greene: [email protected] , University of Arkansas Ashley Inman: [email protected] , 707 332-1184, Education Next Communications Office

Though school field trips to culturally enriching institutions are in decline, study finds positive educational effects; students from rural regions and minorities benefit most.

In recent years, cultural institutions have experienced sharp declines in the number of school tours attending their exhibits. More than half of schools throughout the country eliminated planned field trips in 2010–11 according to an American Association of School Administrators survey. A new, first-of-its-kind study , currently available at www.educationnext.org , shows that students who attend school field trips to art museums show improved critical thinking skills, display stronger historical empathy, and become more tolerant. Benefits are particularly large for students from rural areas and from high-poverty schools.

The 2011 opening of the Crystal Bridges Museum of American Art in Northwest Arkansas created the opportunity for the study, “ The Educational Value of Field Trips ,” by University of Arkansas researchers Jay Greene, Brian Kisida, and Daniel Bowen. Crystal Bridges, the first major art museum to be built in the United States in the last four decades, has devoted part of its endowment to cover all expenses associated with school tours. There was high demand for the school tours: during its first two semesters, the museum tour program received 525 applications from school groups representing 38,347 students in kindergarten through grade 12. Not all school groups could be accommodated right away, creating conditions for a perfect randomized trial.

Researchers created matched pairs among the applicant groups based on similarity in grade level and other demographic factors, and then randomly assigned school groups to receive a tour that semester or at a later time. Students in selected schools took a tour lasting roughly one hour, during which they viewed and participated in discussions about five different paintings. Approximately three weeks after students visited the museum, , the researchers administered surveys to 11,000 students and 500 teachers at 123 different schools, some who had visited the museum already and some who had not. The surveys included items assessing knowledge about art as well as measures of critical thinking, historical empathy, tolerance, and sustained interest in visiting art museums.

The study finds students who attend a field trip to an art museum experience an increase in critical thinking skills of 9 percent of a standard deviation, an increase in historical empathy of 6 percent of a standard deviation, and an improvement in tolerance of 7 percent of a standard deviation. Students from rural or high-poverty regions had even larger gains, of 18 percent of a standard deviation in critical thinking, 15 percent in historical empathy, and 13 percent in tolerance.

The researchers measured critical thinking skills by asking all students to write a short essay on a painting they had not seen before, which was then graded and scored blindly using a rubric. Students randomly assigned to receive a school tour of Crystal Bridges noticed and described more details in an image than students who did not attend a tour.

To measure historical empathy, researchers employed a series of statements and asked students to agree or disagree, including, “I have a good understanding of how early Americans thought and felt.” Tolerance was also measured with statements to which students could express agreement or disagreement, ranging from “People who disagree with my point of view bother me,” to “I think people can have different opinions about the same thing.”

Student exposure to an art museum also increases the likelihood that students will visit the museum with their families. According to the authors, “families of students who received a tour were 18 percent more likely to return to the museum than we would expect.” For the study methodology and results of a second experiment, see “ The Educational Value of Field Trips ” on https://www.educationnext.org .

The authors consider their findings to have far-reaching implications. “Policymakers should consider these results when deciding whether schools have sufficient resources and appropriate policy guidance to take their students on tours of cultural institutions,” they say, adding, “School administrators should give thought to these results when deciding whether to use their resources and time for these tours.”

About the Author

Jay P. Greene is professor of education reform at the Universityof Arkansas, where Brian Kisida is a senior research associate and Daniel H. Bowen is a doctoral student. The authors are available for interviews.

About Education Next

Education Next is a scholarly journal published by the Hoover Institution that is committed to careful examination of evidence relating to school reform. Other sponsoring institutions are the Program on Education Policy and Governance at Harvard University, part of the Taubman Center for State and Local Government at the Harvard Kennedy School, and the Thomas B. Fordham Foundation. For more information about Education Next , please visit: https://www.educationnext.org .

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Why is critical thinking important?

What do lawyers, accountants, teachers, and doctors all have in common?

Students in the School of Literatures, Languages, Cultures, and Linguistics give a presentation in a classroom in front of a screen

What is critical thinking?

The Oxford English Dictionary defines critical thinking as “The objective, systematic, and rational analysis and evaluation of factual evidence in order to form a judgment on a subject, issue, etc.” Critical thinking involves the use of logic and reasoning to evaluate available facts and/or evidence to come to a conclusion about a certain subject or topic. We use critical thinking every day, from decision-making to problem-solving, in addition to thinking critically in an academic context!

Why is critical thinking important for academic success?

You may be asking “why is critical thinking important for students?” Critical thinking appears in a diverse set of disciplines and impacts students’ learning every day, regardless of major.

Critical thinking skills are often associated with the value of studying the humanities. In majors such as English, students will be presented with a certain text—whether it’s a novel, short story, essay, or even film—and will have to use textual evidence to make an argument and then defend their argument about what they’ve read. However, the importance of critical thinking does not only apply to the humanities. In the social sciences, an economics major , for example, will use what they’ve learned to figure out solutions to issues as varied as land and other natural resource use, to how much people should work, to how to develop human capital through education. Problem-solving and critical thinking go hand in hand. Biology is a popular major within LAS, and graduates of the biology program often pursue careers in the medical sciences. Doctors use critical thinking every day, tapping into the knowledge they acquired from studying the biological sciences to diagnose and treat different diseases and ailments.

Students in the College of LAS take many courses that require critical thinking before they graduate. You may be asked in an Economics class to use statistical data analysis to evaluate the impact on home improvement spending when the Fed increases interest rates (read more about real-world experience with Datathon ). If you’ve ever been asked “How often do you think about the Roman Empire?”, you may find yourself thinking about the Roman Empire more than you thought—maybe in an English course, where you’ll use text from Shakespeare’s Antony and Cleopatra to make an argument about Roman imperial desire. No matter what the context is, critical thinking will be involved in your academic life and can take form in many different ways.

The benefits of critical thinking in everyday life

Building better communication.

One of the most important life skills that students learn as early as elementary school is how to give a presentation. Many classes require students to give presentations, because being well-spoken is a key skill in effective communication. This is where critical thinking benefits come into play: using the skills you’ve learned, you’ll be able to gather the information needed for your presentation, narrow down what information is most relevant, and communicate it in an engaging way.

Typically, the first step in creating a presentation is choosing a topic. For example, your professor might assign a presentation on the Gilded Age and provide a list of figures from the 1870s—1890s to choose from. You’ll use your critical thinking skills to narrow down your choices. You may ask yourself:

What figure am I most familiar with?
Who am I most interested in?
Will I have to do additional research?

After choosing your topic, your professor will usually ask a guiding question to help you form a thesis: an argument that is backed up with evidence. Critical thinking benefits this process by allowing you to focus on the information that is most relevant in support of your argument. By focusing on the strongest evidence, you will communicate your thesis clearly.

Finally, once you’ve finished gathering information, you will begin putting your presentation together. Creating a presentation requires a balance of text and visuals. Graphs and tables are popular visuals in STEM-based projects, but digital images and graphics are effective as well. Critical thinking benefits this process because the right images and visuals create a more dynamic experience for the audience, giving them the opportunity to engage with the material.

Presentation skills go beyond the classroom. Students at the University of Illinois will often participate in summer internships to get professional experience before graduation. Many summer interns are required to present about their experience and what they learned at the end of the internship. Jobs frequently also require employees to create presentations of some kind—whether it’s an advertising pitch to win an account from a potential client, or quarterly reporting, giving a presentation is a life skill that directly relates to critical thinking.

Fostering independence and confidence

An important life skill many people start learning as college students and then finessing once they enter the “adult world” is how to budget. There will be many different expenses to keep track of, including rent, bills, car payments, and groceries, just to name a few! After developing your critical thinking skills, you’ll put them to use to consider your salary and budget your expenses accordingly. Here’s an example:

You earn a salary of $75,000 a year. Assume all amounts are before taxes.
1,800 x 12 = 21,600
75,000 – 21,600 = 53,400
This leaves you with $53,400
320 x 12 = 3,840 a year
53,400-3,840= 49,560
726 x 12 = 8,712
49,560 – 8,712= 40,848
You’re left with $40,848 for miscellaneous expenses. You use your critical thinking skills to decide what to do with your $40,848. You think ahead towards your retirement and decide to put $500 a month into a Roth IRA, leaving $34,848. Since you love coffee, you try to figure out if you can afford a daily coffee run. On average, a cup of coffee will cost you $7. 7 x 365 = $2,555 a year for coffee. 34,848 – 2,555 = 32,293
You have $32,293 left. You will use your critical thinking skills to figure out how much you would want to put into savings, how much you want to save to treat yourself from time to time, and how much you want to put aside for emergency funds. With the benefits of critical thinking, you will be well-equipped to budget your lifestyle once you enter the working world.

Enhancing decision-making skills

Choosing the right university for you.

One of the biggest decisions you’ll make in your life is what college or university to go to. There are many factors to consider when making this decision, and critical thinking importance will come into play when determining these factors.

Many high school seniors apply to colleges with the hope of being accepted into a certain program, whether it’s biology, psychology, political science, English, or something else entirely. Some students apply with certain schools in mind due to overall rankings. Students also consider the campus a school is set in. While some universities such as the University of Illinois are nestled within college towns, New York University is right in Manhattan, in a big city setting. Some students dream of going to large universities, and other students prefer smaller schools. The diversity of a university’s student body is also a key consideration. For many 17- and 18-year-olds, college is a time to meet peers from diverse racial and socio-economic backgrounds and learn about life experiences different than one’s own.

With all these factors in mind, you’ll use critical thinking to decide which are most important to you—and which school is the right fit for you.

Develop your critical thinking skills at the University of Illinois

At the University of Illinois, not only will you learn how to think critically, but you will put critical thinking into practice. In the College of LAS, you can choose from 70+ majors where you will learn the importance and benefits of critical thinking skills. The College of Liberal Arts & Sciences at U of I offers a wide range of undergraduate and graduate programs in life, physical, and mathematical sciences; humanities; and social and behavioral sciences. No matter which program you choose, you will develop critical thinking skills as you go through your courses in the major of your choice. And in those courses, the first question your professors may ask you is, “What is the goal of critical thinking?” You will be able to respond with confidence that the goal of critical thinking is to help shape people into more informed, more thoughtful members of society.

With such a vast representation of disciplines, an education in the College of LAS will prepare you for a career where you will apply critical thinking skills to real life, both in and outside of the classroom, from your undergraduate experience to your professional career. If you’re interested in becoming a part of a diverse set of students and developing skills for lifelong success, apply to LAS today!

Read more first-hand stories from our amazing students at the LAS Insider blog .

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