creative art in education

New evidence of the benefits of arts education

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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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The Benefits of Arts Education for K-12 Students

While arts programs often fall victim to budget cuts, they can be an important contributor to students' success at school.

Benefits of Arts Education

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Just like after-school sports programs allow students to learn skills not necessarily taught in the classroom, like teamwork and self-discipline, the arts provide students with broad opportunities for growth outside of strictly academic pursuits.

Your child’s art class involves a lot more than just the Crayola marker scribble-scrabble that will end up hanging on your refrigerator.

“Good arts education is not about the product,” says Jamie Kasper, director of the Arts Education Partnership and a former music teacher. “It is about the process of learning.”

Policymakers, school administrators and parents alike may overlook the significance of arts education, but these programs can be a crucial component of your child’s school life. Whether they're practicing lines for a school play or cutting up magazine scraps for a collage, children can use art to tap into their creative side and hone skills that might not be the focus of other content areas, including communication, fine motor skills and emotional intelligence.

“Sometimes folks who are not involved in the arts focus on the product without realizing that that is not the most important part of what we do,” Kasper says.

While arts programs often fall victim to budget cuts, they can be an important contributor to students' overall success at school. Arts education can help kids:

• Engage with school and reduce stress.
• Develop social-emotional and interpersonal skills.
• Enrich their experiences.
• Handle constructive criticism.
• Bolster academic achievement.
• Improve focus.

Engage With School and Reduce Stress

Kasper says she often hears from other educators that art programs are one of the main factors that motivate children to come to school.

"If they don't want to come to school, you're never going to get them," she says. "So why wouldn't you do that thing that makes them want to come to school, that also teaches them these really great skills?"

Michelle Schroeder, the president of the New York State Art Teachers Association and a high school animation teacher, seconds this. She says the arts allow students an opportunity to have fun throughout the day without having to worry so much about the stressors of other content areas. And this is backed by research, too – some studies have shown that the arts, from drama to dance , can have therapeutic effects.

"It's that part of their day where they can have fun and just play with materials, and really not have to worry about the answers on their tests," Schroeder says.

Develop Social-Emotional and Interpersonal Skills

Participating in arts programs – particularly those that focus on more collaborative forms like theater and music – is a good way for students to sharpen their communication and social-emotional skills, experts say.

Camille Farrington, managing director and senior research associate at the University of Chicago Consortium on School Research, says art classes offer students opportunities to interact with their fellow students in a constructive and creative manner, a process that fuels their social and emotional development. For example, one study published in the Journal of Primary Prevention found that students in low-income schools who participated in an after-school dance program tended to experience heightened self-esteem and social skills.

Building those skills is more important than ever after the isolation of the COVID-19 pandemic, says Denise Grail Brandenburg, arts education specialist and team lead at the National Endowment for the Arts. “Arts education can support the social and emotional learning needs of students," Brandenburg wrote in an email, "including helping students learn to manage their emotions and have compassion for others.”

Kasper also says that even with somewhat solitary artistic endeavors like painting or drawing, the act of perfecting one’s technique allows students to come up with creative ways to express and communicate their viewpoints.

“You teach the fundamentals of making the art ... – your instrument, your voice, your body in motion, painting, sculpture, whatever it is – so that students can then take those skills and use them to communicate more effectively,” she says.

Enrich Their Experiences

Human beings have practiced various art forms to express themselves since the dawn of their existence.

“Art immensely improves and enriches the lives of young people,” Farrington says. “It's a core part of being a human being and human history and culture.”

For kids in low-income neighborhoods, where residents may have less access to art and cultural resources that can improve quality of life , school arts programs are especially important. An analysis from the National Endowment for the Arts, drawing on data from four longitudinal studies, found that students with high levels of arts involvement had more positive outcomes in a variety of areas, from high school graduation rates to civic participation.

Just like after-school sports programs allow students to learn skills not necessarily taught in the classroom, like teamwork and self-discipline, Farrington says the arts provide students with broad opportunities for growth outside of strictly academic pursuits.

"One of the things that's really critical to young people of all ages ... is the opportunity to explore a wide variety of different kinds of activities," Farrington says. "Some of them are going to gravitate to one thing, and some are going to gravitate to another thing, but they can't gravitate to them if they've never experienced them."

Handle Constructive Criticism

Unlike many other school subjects, in which questions often have one specific answer, the arts allow for students to come up with a nearly unlimited variety of final products. This means that art teachers often give feedback a little bit differently, particularly with older students.

“They're teaching something and then immediately asking students to demonstrate that skill in a really authentic way, which is different from going to teach something and three months later giving students a test,” Kasper says.

Schroeder says that art teachers typically provide their students with highly individualized, constructive criticism. This allows students to learn how to gracefully receive a critique and respond to it, she says, explaining how and why they developed the artwork that they did.

“In so much of their careers and their future, people are either going to criticize or they're going to suggest improvements, and our students need to become comfortable with receiving feedback from other people,” she says. “So many experiences that they’ll have in an art classroom give them the opportunity to feel what it’s like to have someone question them. There's so much dialogue that happens in the classroom.”

Bolster Academic Achievement

While Farrington says that making art for art’s sake ought to be sufficient justification for school arts programs, research has also shown that arts education can lead to academic gains.

For example, a 2005 study on the impact of a comprehensive arts curriculum in Columbus, Ohio, public schools found that students with the arts program scored higher on statewide tests in math, science and citizenship than students from control schools. This effect was even greater for students from low-income schools. In the NEA analysis, socially and economically disadvantaged children with significant arts education had better academic outcomes – including higher grades and test scores and higher rates of graduation and college enrollment – than their peers without arts involvement.

Different disciplines also provide their own specific cognitive benefits – for example, participating in dance has been shown to sharpen young children's spatial awareness , while making music can help students develop their working memory .

Improve Focus

In addition to the specific benefits of each individual art practice, Kasper says that across the board, the arts are a good way for students to learn impulse control.

Intuitively, it makes sense that the act of concentrating in order to perfect one's craft can help an individual develop the ability to focus closely on other things as well. Research has shown that training in the arts also helps students hone their ability to pay closer attention and practice self-control. In 2009, researchers at the Dana Foundation , which funds neuroscience research and programming, posited based on multiple studies that training in the arts stimulates and strengthens the brain's attention system.

"That's something that I think we forget that kids have to learn," Kasper says.

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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.

What you need to know about culture and arts education

Despite the obvious essential linkages between culture and education, they are still not sufficiently integrated into education policies and school curricula in many countries globally. These two fields are often considered as separate policy entities and trajectories. Culture and arts education, the result of the two complementary ecosystems, has the potential to bridge this gap.

UNESCO convened the World Conference on Culture and Arts Education in Abu Dhabi, United Arab Emirates from 13 to 15 February 2024 where the first-ever global framework in this area was adopted. Here is what you need to know about this essential issue. 

Why is culture and arts education essential?

Learners engaged in culture and arts education have better academic and non-academic learning outcomes.  Engagement in various art forms , such as music, dance, and visual arts, can enhance academic achievements, reading skills, creative and critical thinking, agility and collaboration skills. Engagement in such education also correlates with improved attendance, stress reduction, resilience, perseverance, and classroom behaviours.

Culture and arts education expands the essence of learning and makes it fun by going beyond classrooms and traditional educational approaches from lifelong learning, to technical and vocational education and training (TVET).  The theatre stage can be a learning space, NFT art can be a promising career, and indigenous ways of knowing and being can, and should, find their way in the curriculum.

Culture and arts education makes learning meaningful by connecting rural with urban, local with global. It plays a crucial role in valorizing and preserving one’s own culture, heritage and traditions while at the same time reflecting on them in the modern world, in the digital era, understanding everyone’s contribution and uniqueness. 

What are the forms culture and arts education can take?

Culture and arts education encompasses learning about, in and through culture and the arts. Therefore, it can occur across subjects, at all levels of education and in various settings. For example, this process is no longer confined to classrooms: museums, art galleries, libraries and cultural heritage sites are considered equal places of learning, whereas artists, cultural professionals and practitioners play an essential role in transmitting knowledge. Culture and arts education engages learners with built and natural heritage, living expressions, and the cultural and creative industries, promoting intercultural dialogue and linguistic diversity, both online and offline.

By incorporating indigenous knowledge and practices, arts education validates and enlivens diverse cultural perspectives. In Indonesia, school students on Java Island can learn more about their heritage from arts education programmes that familiarize them with the traditional art of shadow puppet storytelling called  wayang kulit , from UNESCO’s intangible cultural heritage list. 

How can culture and arts education build skills for the future?

Culture and arts education opens up new employment opportunities.  50 million jobs are created by cultural and creative industries worldwide, and more young people are now employed in the sector than in any other economic activity. While not its primary focus,  culture and arts education cultivates skills such as observation, collaboration, and reflection that are conducive to creativity and adaptability, which are increasingly valued in the modern job market. 

It also builds vital socio-emotional skills to thrive in the world of tomorrow. Research shows that such education fosters compassion for others and empathy. It allows learners to introspect, take different perspectives and develop different ways of understanding the world. Participation in arts activities has also been linked to higher civic engagement, social tolerance, and respectful behaviours towards diversity. 

How can culture and arts education contribute to peace and sustainability?

By connecting local with global and fostering dialogue among generations and cultures, culture and arts education can contribute to peaceful, just, inclusive and sustainable societies. It also offers transformative avenues for reimagining ways of living harmoniously with the earth and preserving social cohesion, which is paramount during times of interrelated global challenges, such as social isolation or environmental crises. For example, freely accessible digitized archives of the leading museums helped learners in different parts of the world connect with other cultures and enrich their learning experiences.

How does arts education address socioeconomic disparities in education?

Integrating culture and arts education into education systems  can help bridge the achievement gap between higher and lower-income students. Research indicates that students from low socioeconomic backgrounds who engage in arts education demonstrate higher academic performance, graduation rates, and motivation to pursue further education.

Culture and arts education can unveil new opportunities and career paths for learners of all ages. For example, technical and vocational education and training in arts and crafts could be a critical social lift, opening new employment opportunities in the context of persisting social inequalities and crises. For example,  UNESCO’s Transcultura program me awards scholarships to young cultural professionals in 17 countries so that they can gain new skills and pursue careers in cultural and creative industries. 

What is the role of UNESCO?

Since its creation, UNESCO has been championing major forward-looking policy transformation processes in culture and education, reaffirming them as global public goods at the forefront of achieving the Sustainable Development Goals. Some of the key highlights include the UNESCO  MONDIACULT Conference, initiatives within the  Transforming Education Summit and the revision of  the Recommendation on Education for Peace, Human Rights and Sustainable Development.

As a logical next step after the adoption of the 2006 Lisbon Road Map on Arts Education and the 2010 Seoul Agenda, UNESCO convened the  World Conference on Culture and Arts Education to mobilize political commitment around culture and arts education as a powerful lever to transform learning and shape critical skills for future generations. 

As a result of the Conference, UNESCO Member States adopted the new UNESCO Framework on Culture and Arts Education . This guidance document provides a set of principles all stakeholders can follow for shaping and further institutionalizing culture and arts education. It outlines specific goals such education should pursue and concrete dimensions where synergetic links between culture and education should be fostered for the benefit of all learners.

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Digital Art Education Tools Encourage Students' Creativity and Curiosity

Julie Boyland is a freelance associate editor for  EdTech: Focus on K-12 . She has a bachelor’s degree in Consumer Journalism and a certification in New Media Studies from the University of Georgia, and a certification in Social Media Management from Georgetown University.

The classroom setting wasn’t the only thing upended during the shift to remote learning. Humanities courses that had traditionally relied on hands-on instruction, such as art education, also faced myriad  challenges  during the transition.

“Even amid difficult budget decisions, a continued commitment to certified visual arts educators and sequential visual arts and design instruction remains a priority,” said National Art Education Association President Thom Knab in an  open letter to K–12 superintendents, principals and school board members  in May.

Teachers have had to reinvent their approach to art education, and technology has played a pivotal role. A national study by  Adobe Education  found that teachers and students alike value creativity in the modern classroom and hope to see an increased use of technology in their courses. New tech tools and collaborative resources offer an opportunity to build on this trend. Art educators can create fun and engaging lesson plans that foster an appreciation for the humanities from an early age.

Data Shows a Growing Focus on Creativity in K–12 Education

According to a study by  Adobe Education , 76 percent of Generation Z students and 75 percent of teachers wish there was a greater focus on creativity in their classes. Educational priorities have evolved, and today’s lesson plans focus more on interactive tools and less on memorization.

When comparing the perceptions of Gen Z students and Gen Z educators, the Adobe study found that both groups consider technology a defining characteristic of their generation and that both believe creativity will play a defining role in their future success. The study also indicates a demand and a need for courses that focus on digital art and creativity in the classroom — and that technology is the most fitting instrument for change.

DISCOVER:   Learn  how the remote learning pivot sparked innovation in education.

Tech Tools Boost Creativity in the Classroom

With the right approach, technology can not only prove compatible with art education, it can enhance it. Teachers can re-create in-person field trip experiences with the  virtual resources from Penn State University’s Palmer Museum of Art  or travel through notable moments in art history with the  Metropolitan Museum of Art’s interactive “time machine .” Still, one of the most important elements of art education is the focus on creativity. It is crucial, experts say, to empower students to express themselves and create their own works of art, whether through digital tools or traditional mediums like paint or charcoal.

“Creativity is really important for students because it gives them an outlet for expressing their ideas and putting a personal touch on their understanding of concepts,” says educator Jeff Larson  in an Adobe video case study . Larson is a former animation instructor at Balboa High School in San Francisco.

Like other schools around the nation, Balboa High School has used digital tools and online resources to optimize student creativity in the classroom. Students there use Adobe Creative Cloud to create multimedia content and explore their imaginations. Roanoke, Va.’s Cave Spring Middle School is another example of successful implementation of digital art resources. In 2018, students there began using Adobe Spark to strengthen critical thinking skills and stimulate creativity in the classroom.

With the shift to hybrid and distance learning models, these digital tools have become increasingly prevalent throughout art education. Most notably, teachers have used videoconferencing software, like Zoom and Google Classroom, to supplement in-person art instruction.

To make of the most of your virtual classroom, it’s critical to make sure you have the  right equipment and setup . Many smartphones and  tablets  offer HD cameras that are suitable in quality for art classrooms. Incorporating  tripods  can also help ensure better visual quality for instruction.

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The Importance of Art Education in the Classroom

November 30, 2023

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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in the Woods

How Art Education Fosters Critical Thinking and Why It Matters

These days, the ability to grasp the logical connection between ideas is a necessary skill.

Unless you’re a hermit living in a cave, there is so much information coming at all of us at any given moment.

Being able to discern which information is of worth – and which is not based in reality – requires critical thinking.

So What Exactly Is Critical Thinking?

Critical thinking is often synonymous with reflective and independent thinking. It means knowing how to take in the data and then come to a reasonable conclusion. 

Those who engage in critical thinking are constantly questioning ideas and assumptions rather than just accepting what’s being peddled to the masses.

Critical thinkers want to know that the incoming information is representative of the bigger picture. If they determine that it’s not, they’ll take the necessary measures to get that additional information.

Critical Thinking Versus Being Critical

Critical thinking is not the same thing as being argumentative or critical/judgmental of other people. Sure, critical thinking can expose errors or poor reasoning.

But it’s also crucial for cooperative reasoning and then moving toward constructive tasks. Because acquiring more knowledge improves and strengthens one’s theories and arguments. And this subsequently leads to enhanced work processes.

How Art Improves Critical Thinking

Because critical thinking tends to incorporate logical and rational thinking and veers from instinct, many people see it as a hinderance to creativity.

After all, creativity requires breaking the rules, right? (Well, yes and no .)

Still, critical thinking truly requires out-of-the-box thinking. Rather than just taking popular approaches and swallowing them whole, critical thinkers challenge the consensus. This means they often have to pursue less popular thoughts or approaches.

So if you think about, critical thinking is an absolutely necessary component of creativity. Without it, how can the creative person continue to evaluate and improve upon his or her ideas?

It’s this very process of observation and study that teaches students of the arts to more intensely observe and analyze the world. And it gives them the skills that build the foundation of critical thinking.

But Why Does It Matter?

You might think that if your path leads you to work in research, law, education, management, finance or medicine, then you’ll absolutely need this skill. And you’re right.

But no matter what you   choose to do with your life, the ability to think clearly and rationally is important.

Knowing how to receive information, clearly consider it and then use it to systematically solve problems is an asset for any career. Especially in light of this new knowledge economy. To be successful in such an economy requires one to able to handle changes quickly and effectively.

There is an increased demand for workers to be able to analyze a lot of information from diverse sources, then integrate it in order to find solutions. Critical thinking promotes these skills.

It also enhances language and presentation skills. The simple act of learning to think in a more systematic and logical fashion can also improve the way one expresses ideas.

Furthermore, in having to analyze the structure of different information sources, critical thinking also improves one’s ability to comprehend.

And as we mentioned above, critical thinking actually promotes creativity. Coming up with creative solutions is more than just having new ideas. There has to be an understanding that the new ideas are useful and relevant to the required task.   Critical thinking plays an important role in this.

That’s right. Critical thinking is even important for this. It’s nearly impossible to structure a meaningful life without the ability to justify and reflect on our own values and decisions. And critical thinking provides the tools for this process.

So yeah, it’s safe to say that critical thinking definitely matters.

Learning Critical Thinking with an Arts Integration Education

Arts integration education merges the important skill of critical thinking achieved through art education and blends it in with academics.

There’s no disputing the importance of STEM. The above mentioned knowledge economy requires students to understand facets of science, technology, engineering and math.

With arts integration though, there’s the added importance of art – hence the term STEAM. Arts integration isn’t looking to bypass STEM. It strives instead to create an integrated program that includes all of those, while teaching the application of skills learned through the arts – such as critical thinking.

Arts integration helps students see the world from multiple angles, and to take a design-thinking approach in finding solutions.

Teaching young people to be careful and deliberate observers can go miles toward expanding their worldview. And this, in turn, can create a stronger democracy.

Do You Want to Explore An Arts Integration Education?

So take a look at what our students have to say . And/or request a tour of our school and see what we have to offer.

Then get ready to put those critical thinking skills toward a higher purpose.

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Emotional Creativity in Art Education: An Exploratory Analysis and Research Trends

Mariana-daniela gonzález-zamar.

1 Department of Education, University of Almeria, 04120 Almeria, Spain

Emilio Abad-Segura

2 Department of Economics and Business, University of Almeria, 04120 Almeria, Spain

Associated Data

The data were obtained from Elsevier’s Scopus database ( https://www.scopus.com/ ) accessed on 27 February 2021.

The emotions that human beings experience have a key role in the environments in which they operate. In art education, creative processes are influenced by the emotions and experiences lived by the individual, enabling a more emotional and creative design to make life more pleasant. The aim was to examine the research during the period 1917–2020 on the development of emotional creativity in art education. Mathematical and statistical techniques were applied to 984 articles carried from Elsevier’s Scopus database. The findings yielded data on the scientific productivity of the journal, authors, research institutions, and countries/territories that promoted this field. The data showed an exponential trend, mostly in the last decade. Five lines of research stand out: emotion, higher education, education, art, and leadership. Moreover, five future research directions related to visual art education, affective paradigm, metacompetency, expressive arts therapy group, and cognitive empathy were detected. This study establishes the link between psychology, neuroscience, and artistic education to constitute the decision-making of the promoters of this topic of research. The analysis of international research allowed us to focus the future publications of academics and researchers, in addition to guaranteeing an adequate approach to the objectives of the institutions and funding centers.

1. Introduction

The emotions experienced by human beings and the physiological and behavioral triggered reactions are key in the way of apprehending and participating in the environment that surrounds them [ 1 , 2 ]. In this set of circumstances, art education nurtures the creativity, creative thinking, and imagination of the student. Therefore, in educational centers, artistic thinking tends to enhance the imagination and creativity of the student, so that the arts help them develop expressiveness and the ability to connect with their environment [ 3 , 4 ].

The emotional creativity revealed in the educational stage assumes that the artistic skills acquired will act as a competitive advantage over those students who did not develop them during their academic process [ 5 ]. In the context of research, during the last few decades, there has been a growing number of studies that connect both emotions and creativity, creative and emotional competences, and design, highlighting their link with art education [ 6 , 7 , 8 ].

The purpose of the study was to detect and analyze the key elements of research on emotional creativity in arts education. The reviewed literature allowed us to raise the following research questions on emotional creativity in art education:

• What was the trend in research during the period analyzed?
• What was the relationship between the journals that developed this theme?
• What were the main scientific collaborations between researchers, countries/territories, and institutions?
• What were the main lines of research developed during the period 1917–2020?
• What are the main future research directions?

The objective was to analyze the research during the period 1917–2020 and determine the emerging directions of research on emotional creativity in arts education. To obtain answers to these issues, a sample of 984 articles chosen from the Scopus database was examined and mathematical and statistical techniques were applied. It is possible to determine through bibliometric indicators the growth of articles in this scientific field and to understand research trends.

The key contribution of this research has been to define the scientific literature and the cooperation networks between the developers of the theme of emotional creativity in art education. Moreover, the major lines of research developed to date and the most outstanding research orientations were identified. The analysis of international research allows us to focus the future publications of academics and researchers, in addition to guaranteeing an adequate approach to the objectives of the research institutions and funding centers.

To achieve the aim, the rest of this paper is organized as follows. Section 2 exposes the importance of the research topic, showing a review of its basic concepts. Section 3 describes the methodology applied to the sample of selected documents. Section 4 displays and discusses the findings in a comprehensive context. Section 5 contains the conclusions.

2. Theoretical Framework

The reviewed scientific literature has offered meanings of variables regarding emotional creativity in art education. The key terms used in this study are included to avoid confusion in their interpretations.

Emotions are subjective reactions to the environment that are accompanied by organic, physiological, and endocrine changes of innate origin [ 9 ] and appear suddenly in the form of violent and temporary crises [ 10 ]. Various studies indicate emotions as motivational systems with behavioral, experiential, and cognitive mechanisms, which (i) have a positive or negative valence; (ii) fluctuate in intensity; and (iii) are usually caused by personal situations, which involve attention by affecting well-being [ 11 , 12 ]. In any case, the study of emotion is complex, because it can undergo transformations, causing its conceptualization to generate a debate about the relevance of cognition and physiological foundations [ 13 , 14 ].

Artists and scientists from various disciplines consider the creative individual as a person with the ability to solve problems, develop products, and define new topics in each thematic field [ 15 , 16 ]. Hence, imagination, as the nucleus of creativity, allows us to think about aspects not perceived by the senses. This implies creating a teaching model that is based on creativity to prepare students for change, inviting them to learn to think [ 17 , 18 ]. Positive emotional states can boost creativity, allowing more ideas to be produced, although not necessarily more original; while negatives help people to produce more ideas when the creative task is considered interesting [ 19 , 20 , 21 ].

In these terms, emotional creativity is a basic extension of a social-constructionist view of emotion. The relationship between emotions and creativity is complex and fraught with ambivalence. Creativity is encouraged in schools, and in the arts and sciences, the highest praise for achievement is reserved. For these reasons, emotional creativity refers to a cognitive ability, and not only as the result of adding emotions and creativity. In this sense, various authors describe it as the ability to experience and express original, appropriate, and authentic combinations of emotions [ 22 , 23 , 24 ].

Likewise, emotional creativity may involve (i) the particularly effective application of an existing emotion or combinations of emotions (effectiveness); (ii) modifying a standard display to better meet the needs of the individual or group (authenticity); and (iii) the development of new forms of expression, with fundamental changes in the beliefs and rules by which emotional syndromes are constituted (novelty) [ 25 , 26 , 27 ]. Cultural variations presuppose emotional creativity at the individual level, suggesting a different way of looking at emotions and their disorders. This means that in a changing world, emotional creativity is not only an academic curiosity, but is anticipated as indispensable for social and psychological well-being [ 28 , 29 ].

In this field of research, the concept of art, as part of the tangible and intangible culture of a society, has a social role for its individuals [ 30 ]. Nowadays, the arts are a key component of the curriculum, fostering both creativity and self-expression and recognition of the expression of fellow students [ 31 , 32 ]. In this context, art education refers to the connection in artistic and creative activities [ 33 ], which encourages the development of artistic thinking to express ideas and emotions, in addition to interpreting the different keys of art [ 34 , 35 ]. Numerous studies have focused on the positive and necessary academic effects in an ever-evolving society that arts-based learning has on character acuity, motivation, increased interactions with peers, and conflict resolution skills [ 36 , 37 ].

3. Dataset and Methods

Statistical and mathematical techniques are utilized to suggest an approach to research related to emotional creativity in art education. The aim of this method is to detect and analyze the key elements within a certain field of research [ 38 , 39 ]. Likewise, it seeks to publicize the development of interest in the subject under analysis, reflecting the most prolific authors, countries/territories, research institutions, journals, and keywords of a specific period. Its use is based on the function that documents have in spreading new knowledge. Bibliometric indicators measure scientific productions and analyze the impact that works have on the scientific community [ 40 ]. The use of statistical data allows for descriptions related to science. These methods allow for the generation, visualization, and exploration of bibliographic maps, in order that the links and documents form a joint bibliographic network.

3.1. Data Extraction

An examination of the scientific information was carried out from the Scopus database. The search equation included the terms that reveal the scientific production of this research field: “education”, “art”, “artistic”, “design”, “creativity”, and “emotion”. These search terms were detected from a review of the literature (see Section 2 ).

Nowadays, there are no doubts about the advantages of using bibliographic databases, so the quality and validity of a research will depend to some extent on these. Some works have tried to answer the question about which database is more suitable for bibliometrics. Web of Science (WoS) and Scopus raise the question of the contrast and stability of the statistics obtained from the data sources. The evaluation of these databases has not clearly opted for one of them, as it will depend on both the scientific discipline and the period of analysis [ 41 , 42 ]. In this study, the choice of the Elsevier Scopus database was motivated because the data search showed a significant difference in the volume of articles in the analyzed period 1917–2020 between both databases, that is, WoS (150) and Scopus (984). The process for selecting the sample followed the flowchart in Figure 1 , based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 43 ]:

• Identification: 112,547 records from the Scopus database were identified, considering “all fields” for each key search term, “all document types”, and all data published in the “data range” (all years—February 2021).
• Screening: The “article title, abstract, and keywords” were designated for each term, so that 109,418 records were excluded.
• Eligibility: Of the 3129 records as document type, only the “articles” were selected to guarantee the quality of the peer review process. In this third step, 845 records were excluded.
• Included: Data were selected in the period “all years–2020”, that is, from the first article published on the subject until the last full year (2020), and only selected, to avoid a distortion of the sample, the subject areas “Arts and Humanities”, “Social Sciences”, and “Psychology”. In this fourth and final phase, 1300 documents were excluded from the 2284 records, so the final sample incorporated 984 articles (open access and non-open access).

Selection of the sample of articles based on PRISMA.

3.2. Data Processing

Data processing consists of translating it into usable information. Processing must be done correctly so as to not adversely affect the findings acquired. This phase begins with raw data to convert them to a readable format, so that it is about giving them the form and context necessary for their interpretation, thus drawing adequate conclusions that allow optimal decision-making [ 44 ].

In this research, the variables studied were year of publication, journal, author, author’s country of affiliation, affiliation research institution, and keywords that determine the article.

Bibliometric studies use (i) activity indicators, which provide data on the volume and impact of research activities; and (ii) structural relationship or collaboration, which seek interactions between the items in the publications. In this study, these indicators were analyzed [ 45 ]. The quantity indicators refer to the different counts to measure the number of publications per period, in addition to the productivity of journals, authors, research institutions, and countries/territories [ 46 , 47 ].

To estimate the connections between the different driving agents (researchers, institutions, journals, and countries/territories) of this topic, the co-citation analysis was applied, which starts from the assumption that between two or more documents that are co-cited in a third and later, there is, from the citing author’s perspective, a thematic similarity, and that the higher the frequency of co-citation, the greater the affinity between them [ 48 ].

Moreover, to measure the relations between the keywords that define the articles, a co-occurrence analysis was applied, which allows for the identification of the current and forthcoming key research topics, since this method suggests that the articles can be reduced to the set of joint appearances between the words that compose it [ 49 ].

VOSviewer software (version 1.6.16, Center for Science and Technology Studies, Leiden University, The Netherlands) has been applied to examine the relationship indicators by the co-citation and co-occurrence method, which offer data on the interactions and the evaluation of subject-matters, which allow the activities of research networks to be measured. Therefore, this tool enables the visualization of relationship maps and network links between authors, institutions, country, journals, and keywords [ 50 ]. VOSviewer allows, within the research framework, to recognize research trends based on the use of keywords in the articles of the selected sample.

In VOSviewer terminology, the display maps include items, which are the objects of interest (publications, researchers, countries, journals, or terms). A link is a connection or a relationship between two elements. Each link has a strength, characterized by a positive numerical value, so the higher this value, the stronger the link. The items and links together constitute a network. Any two items can be grouped into a cluster, which is a set of items included in a map. Items have attributes such as the cluster number to which they have been assigned as well as the weight and score. Therefore, the weight of an item indicates its importance in the subject analyzed. A score attribute can indicate any numeric property of the elements. The scoring attribute allows elements to be compared, that is, a higher score than the other element means greater revelation in the study area; therefore, terms with a higher relevance score provide a better indication of a research topic. For this reason, determining the relevance score for each keyword assumes that the highest scoring keywords provide a better calculation to recognize a emerging line of research [ 51 , 52 , 53 ].

The results obtained are useful for the different interest groups involved in research on emotional creativity in artistic education, which require an analysis of the scientific literature for subsequent decision-making.

3.3. Keyword Co-Occurrence Analysis

In order to detect current and emerging lines of research on the subject of emotional creativity in art education, based on the analysis of co-occurrences of the keywords of the documents that make up the sample, the specific terminology of the VOSviewer tool was applied:

• Link: co-occurrence links between keywords.
• Total link strength: strength (positive numerical value) of each link and, for concurrent links, indicates the number of documents in which two keywords appear together.
• Cluster: set of keywords included in a network map.
• Network map: set of keywords and links.

Likewise, it is key to note that clusters do not need to comprehensively cover all components of a network map [ 54 ]. Moreover, the attributes, signified by numerical values, used to describe the keywords were “weight” and “score”. The “weight of a keyword” reveals the meaning of the keyword in the field of research studied. Hence, for a keyword, “link weight” reveals the number of links a keyword has with other terms, while “link strength weight” indicates the total strength of the links of a keyword with other keywords.

Likewise, the “score” attribute allows the keywords in the titles and abstracts of the subject papers on emotional creativity in art education to be ranked by relevance. Calculating the relevance score for each keyword assumes that the highest scoring keywords provide a better prediction to identify future research lines [ 50 , 55 ]. Starting with the keyword x in research field a , which in turn is part of research field b , the relevance score of keyword x in research area a is calculated as follows (1):

where n ax and n bx are the number of elements in the areas a and b in which the keyword x appears, respectively.

This mathematical relationship is based on the equilibrium of the frequency of appearance of x in area a , symbolized by the parameter c , in relation to the frequency of appearance of x in area b , in addition to the absolute frequency of the appearance of x in the area, which can be reflected as an indicator of the relevance of x to the area a [ 56 , 57 ].

4. Results and Discussion

The findings of this research are shown according to productivity, units of analysis, and temporality. These were categorized in clusters to respond to the collaboration of authors, journals, countries/territories, and research institutions, in addition to the network of keywords that describe the intrinsic meaning of the articles.

4.1. Evolution of Scientific Production

The temporal distribution of scientific activity is an adequate datum since it allows us to observe the flow of published documents and the importance that a research issue is acquiring.

Table 1 shows the number of articles per decade in this field of research from 1917 to 2020. The year with the highest scientific production was 2020, with 169 articles (17.17% of total). In the last decade (2011–2020), 774 articles (78.66%) were published, while the last five (2016–2020) were 532 (54.07%). Likewise, during this last decade, the highest percentage of variation (48%) occurred in the last two years analyzed, 2019 (114 articles) and 2020. These results demonstrate the interest in the study topic.

Number of articles per decade (2017–2020).

%: percentage of the total articles.

Figure 2 shows the evolution of scientific production on the research of emotional creativity in art education from 1990 to 2020. It is necessary to clarify that only the period 1990–2020 was selected since from 1917 to 1989, only eight articles have been published and their distortionary representation of the graphic and its trend. In this sense, the exponential trend line denotes that the number of articles on emotional creativity in art education increased more rapidly over time in the period analyzed. This line displayed its goodness of fit with a coefficient of determination (R 2 ) of 0.9349, which refers to the proportion of the variance in the dependent variable (y = number of articles) that is predictable from the independent variable (x = year of publication). In the first year analyzed, 1917, only one article was published, while in the last year studied, 2020, a volume of 169 articles was published, indicating 17.17% of the total. Hence, the exponential increase in the number of articles in the analyzed period was sustained mostly by journals that had only published one article.

Progression of the number of published articles (1990–2020).

Initially, according to the Scopus database, the articles on the study topic were classified into 27 subject areas. Subsequently, the publications were related to the subject of “Social Sciences”, “Psychology”, and “Arts and Humanities” to limit the analysis with the variables of the study topic, that is, emotional creativity and art education [ 58 , 59 ].

The selected sample on this topic was written in 14 different languages. Hence, 90.96% (895) of the articles were written in English. This aspect is related to the fact that the editors consider that the publication in this language broadens the audience of the manuscript, as happens in the searches carried out in Scopus [ 60 ]. The documents had also been published in Spanish (55, 5.59%). The rest of the languages did not reach 1% of the published articles.

On the other hand, according to the Scopus database, the total number of journals that have been published on this subject was 591, that is, 159 journals (26.90%) with more than two articles and 432 (73.10%) with one article. The 10 most productive journals were: Nurse Education Today , with 34 articles; Frontiers in Psychology , with 16; BMC Medical Education , with 13; Medical Education , with 11; Computers and Education , Education and Training , and Electronic Journal of Research in Educational Psychology , with nine each; Journal of Surgical Education , with eight; and Environmental Education Research , Health Psychology , and Medical Teacher , with seven each.

Figure 3 shows the network map of the journals that have published internationally on emotional creativity in art education based on the co-citation method. It is necessary to indicate that in some journals, its title cannot be shown due to the high density of the cluster, thus avoiding overlap. In the visualization maps: (i) the size of the circle refers to the weight of the journal, that is, the greater the weight, the larger the circle; (ii) the color of the node indicates the cluster to which the journal belongs; (iii) the lines between the elements represent links; and (iv) the distance between two nodes reveals the relationship of the journals in terms of citation links. The journals in the period analyzed (1917–2020) were associated in six clusters, showing a high concentration. For the main journals of each cluster, it is indicated: the color that represents it, the percentage of elements that make it up over the total, the links, the total link strength, and the citations.

Network of journals based on the co-citation method (1917–2020).

• Cluster 1 (pink, 35%): Child Development (links: 76, total link strength: 2057, citations: 184); Psychological Bulletin (85, 2829, 182); Journal of Autism and Developmental Disorders (49, 1205, 139); Developmental Psychology (74, 1397, 108); Journal of Consulting and Clinical Psychology (67, 1323, 101); Science (82, 1142, 95); Plos One (80, 729, 81); Journal of Child Psychology and Psychiatry (62, 1022, 71); Pediatrics (46, 286, 63); and Health Psychology (42, 541, 62).
• Cluster 2 (green, 22%): Teaching and Teacher Education (73, 1653, 173); Journal of Educational Psychology (75, 3309, 162); Educational Psychologist (76, 2276, 115); Educational Psychology Review (75, 2137, 109); Computers & Education (63, 1001, 104); Learning and Instruction (72, 1988, 99); Computers in Human Behavior (59, 1352, 90); Review of Educational Research (72, 1291, 74); Contemporary Educational Psychology (67, 1446, 67); and Educational Researcher (63, 748, 64).
• Cluster 3 (red, 16%): Personality and Individual Differences (86, 3062, 207); Psychological Review (77, 1374, 95); Cognition and Emotion (79, 1365, 86); Personality and Social Psychology Bulletin (76, 981, 55); Frontiers in Psychology (74, 896, 54); Psychological Science (79, 973, 53); Creativity Research Journal (49, 825, 49); Emotion Review (69, 868, 47); Psicothema (68, 546, 47); and Psychology of Music (41, 448, 41).
• Cluster 4 (yellow, 13%): Journal of Personality and Social Psychology (86, 4860, 310); American Psychologist (81, 1764, 136); Journal of Applied Psychology (73, 1458, 72); Annual Review of Psychology (77, 801, 60); Journal of Business Ethics (31, 944, 48); Academy of Management Learning & Education (32, 813, 46); Academy of Management Review (46, 629, 44); Organizational Behavior and Human Decision Processes (62, 724, 37); Journal of Organizational Behavior (58, 594, 36); and Journal of Business Research (42, 295, 34).
• Cluster 5 (purple, 8%): Medical Education (64, 2030, 99); Nurse Education Today (40, 465, 70); Journal of Advanced Nursing (64, 550, 67); Academic Medicine (53, 918, 47); Medical Teacher (57, 862, 47); Brain Injury (8, 107, 40); and Journal of Nursing Education (31, 256, 34).
• Cluster 6 (cyan, 6%): International Journal of Science Education (50, 1172, 89); Environmental Education Research (33, 883, 80); Journal of Research in Science Teaching (55, 1087, 72); Science Education (54, 1024, 63); and The Journal of Environmental Education (28, 691, 42).

The co-citation analysis made it possible to identify and recognize the dynamics of journal clusters, to analyze the strengthening and consolidation of these as well as the creation of new clusters. Thus, cluster 1 was the one with the highest density and centrality and includes the leading global journals such as Psychological Bulletin Journal, Journal of Consulting and Clinical Psychology, Science, Nature , or Lancet . Clusters 2 and 4 included peripheral and specialized journals. Cluster 3 included the second most prolific journal in the analyzed period, Frontiers in Psychology , and these developed relevant lines on emotional creativity in art education. Furthermore, cluster 5, which included the most cited and productive journal, Nurse Education Today , and Cluster 6 was composed of journals that analyzed well-developed problems.

This classification of scientific research published by the driving agents of this subject by subject, related to the criteria of centrality and density, assumes that scientific research, understood as the set of systematic and empirical processes applied to its study, is dynamic and evolutionary. For this reason, it is (i) basic, when it produces knowledge and theories such as those dedicated to the aesthetic education of emotion [ 61 ] or a conceptualization of emotion within art and design education [ 62 , 63 ], or (ii) applied when solving practical problems. For this reason, the dissemination of scientific research culminates when it is published in a scientific journal; since only then will it be known by the academic community, its results will be discussed, and its contribution will be part of universal scientific knowledge. In this context, the research topic on emotional creativity in art education has been attracting a growing number of journals and authors in the analyzed period, as shown by the increase in the number of published articles and the variety of interested journals globally [ 64 , 65 , 66 ].

The article that most matched the search terms in Scopus, that is, the most relevant, was published in 2020, in the journal ARTSEDUCA. Revista electrónica de educación en las Artes (Publisher: Universidad Jaume I de Castellon, Spain), with the title “Emotions in the artistic experience: Keys to educational and social development”, in the subject areas: Arts and Humanities (General Arts and Humanities) and Social Sciences (Education), and was written by the authors Calderón, D., Gustems-Carnicer, J., Martín-Piñol, C., Fuentes-Moreno, C., and Portela-Fontán, A. [ 67 ].

The first article was published in 1917 under the title “The education and control of the emotions”, published in the Journal of Educational Psychology (Publisher: American Psychological Association), in the subject areas: Social Sciences (Education) and Psychology (Developmental and Educational Psychology), and written by author Henry, T.S. [ 68 ].

The most cited article with 519 citations in February 2021 was published in 1995 by the journal Development and Psychopathology (Publisher: Cambridge University Press), with the title “Promoting emotional competence in school-aged children: The effects of the PATHS curriculum”, in the subject areas: Psychology (Developmental and Educational Psychology) and Medicine (Psychiatry and Mental Healthy), and was written by Greenberg, M.T., Kusche, C.A., Cook, E.T., and Quamma, J.P. [ 10 ].

4.2. Outputs of Driving Agents: Authors, Institutions, and Countries/Territories

The 984 articles analyzed were written by 2877 researchers worldwide. The five most prolific authors during this period were Bogner, F.X. (Universität Bayreuth, Department of Biology Education, Bayreuth, Germany), with five; Greenberg, M.T. (Pennsylvania State University, University Park, United States) and Pérez-Escoda, N. (University of Barcelona, Barcelona, Spain), with four; and Filella, G. (Universitat de Barcelona, Barcelona, Spain) and Rees, C.E. (Monash University, Melbourne, Australia), with three. Of these authors, only Bogner, F.X. published on this topic in 2020.

Figure 4 displays the network map based on the co-citation method among the researchers who have published on the topic between 1917 and 2020. Next, the four clusters in which the authors were associated are indicated, defined by the color in which they are represented in Figure 4 and the percentage of authors that agglutinate on the total while each author indicates the links, the total link strength, and the citations of the main authors.

Network of authors based on co-citation method (1917–2020).

• Cluster 1 (pink, 73%) Pekrun, R. (links: 158, total link strength: 7571, citations: 268); Goetz, T. (145, 4055, 132); Goleman, D. (141, 1438, 94); Bandura, A. (142, 1254, 88); and Dewey, J. (106, 495, 79)
• Cluster 2 (green, 16%): Salovey, P. (156, 7665, 227); Mayer, J.D. (151, 5362, 164); Brackett, M.A. (119, 3717, 81); Bisquerra, R. (89,1287, 67); and Furnham, A. (104, 1668, 62).
• Cluster 3 (red, 9%): Brooks-Gunn, J. (12, 1205, 37); Wheelwright, S. (52, 810, 30); Frith, U. (31, 527, 28); Golan, O. (16; 532; 27); and Achenbach, T.M. (41; 357; 26).
• Cluster 4 (yellow, 2%): Treasure, J. (38, 2666, 90); Schmidt, U. (16, 1631, 28); Sepulveda, A.R. (7, 908, 19); and Todd, G. (7, 1093, 18).

Table 2 reveals the ten most prolific research institutions on emotional creativity in the art education topic during the period 1917–2020. For each one, its publication rank is indicated, and the three main keywords associated with its contributions. It is remarkable to mention that the five most productive institutions contributed to the research topic in 2020. Keywords were mainly associated with affective and psychological states (academic emotion, assessment of emotional competence, behavior management, coexistence, cognition, communication, developmental disorder, emotion, emotional competence, emotional education, emotional intelligence, motivation, psychology, and well-being), educational aspects (academic emotion, education, and learning), and with terms of artistic content (art gallery, arts, and creativity).

Top 10 research institutions (1917–2020).

A: number of articles; US: United States; UK: United Kingdom; 1st A: First article; Last A: Last article; (*) in this research topic.

The academic departments of creative arts at the world’s leading universities, because of the cutting edge in design, art and creative technologies that they anticipate, are investigating the capture and compilation of proven methods and lessons learned during the COVID-19 pandemic [ 69 , 70 ]. The aim will be to offer advice and practices on the experience gained in relation to the diversity and richness with which students have worked online and related psychological aspects, so that terms related to brain science occupy the first positions [ 71 ].

Figure 5 shows the network between the leading countries/territories based on the co-citation method. These were gathered into five clusters:

• Cluster 1 (pink, 35%): the UK (links: 22, total link strength: 44, documents: 119, citations: 2494), Australia (10, 15, 59, 806), and China (8, 11, 25, 35). This group includes Taiwan (7, 9, 23, 294).
• Cluster 2 (green, 29%): Spain (16, 28, 84, 515), Canada (12, 25, 54, 720), Italy (10, 13, 21, 755), Finland (7, 7, 18, 83), and Israel (5, 5, 11, 447).
• Cluster 3 (red, 15%): Turkey (2, 2, 40, 143), Germany (8, 13, 37, 1024), Austria (4, 6, 12, 188), Brazil (3, 4, 12, 201), and Ireland (4, 6, 12, 323).
• Cluster 4 (yellow, 13%): USA (29, 67, 270, 6290), South Korea (2, 3, 12, 24), Mexico (2, 3, 9, 21), Lebanon (1, 2, 2, 7), and Pakistan (1, 1, 2, 33).
• Cluster 5 (purple, 8%): Netherlands (10, 18, 25, 209), Saudi Arabia (3, 4, 4, 11), Kazakhstan (2, 2, 3, 2), and Ukraine (1, 1, 1, 0).

Network of countries/territories based on co-citation method (1917–2020).

The results obtained in the collaboration between countries/territories based on the co-citations method show that the U.S., the most prolific country by the number of articles published and the most cited, led cluster 4, and from the citing author’s perspective, there was a thematic similarity with articles published by authors affiliated with institutions in South Korea, Mexico, Lebanon, or Pakistan. This is due to the fact that the U.S. is a benchmark in the research of psychological and artistic studies that are related to this topic, so the countries with less production do cite the references [ 72 , 73 ].

Likewise, cluster 1, led by the United Kingdom, was strongly associated with Australia, China, or Taiwan. In the latter, the link with this group referred to Taiwanese policies, based on the strategy of promotion and development of artistic production, which makes efforts to develop artistic talent, enriching research for the creation and appreciation of art [ 74 ].

4.3. Analysis of Keywords: Lines of Research

Figure 6 displays the network map for the keywords of the research articles on emotional creativity in art education during the period 1917–2020. The color of the nodes is used to differentiate the clusters based on the number of co-occurrences, while their size varies according to the number of repetitions. Furthermore, some lines of research developed by the different groups were identified. Five main lines of research were distinguished, which were grouped under the terms “Emotion”, “Higher Education”, “Education”, “Art”, and “Leadership”.

Network of keywords based on the co-occurrence method (1917–2020).

Table 3 shows the five identified clusters ordered by the weight that each group represents over the total sample. Moreover, for each cluster, the color with which each of them is displayed is indicated (see Figure 6 ) and the main keyword identified with an asterisk, which defines its name, and the five most prominent keywords with which it is associated within the same component. For each keyword, the weight of the occurrences, the links, and the total strength of the link are provided.

Clusters of keywords (1917–2020).

(*) Main keyword that gives name to the cluster.

A detailed discussion of each of the identified research directions is provided below.

• Emotion: This line of research has highlighted emotion as a psychophysiological reaction, which represents different modes of adaptation to certain stimuli. Etymologically, the word emotion means impulse, movement, and refers to what moves a person toward something [ 75 , 76 ]. Relating emotion to creativity and art education refers to generating an emotional response in people, through sensory interaction, generating a more pleasant and intimate experience, creating a link that goes beyond simple action or artistic performance [ 77 ].
• Higher Education: The second account of knowledge has analyzed higher education as the academic level that refers to the last stage of the formal learning process of an individual [ 78 , 79 ]. The changes in today’s society require professionals enriched from the artistic field in their sensitivity, so that, through their own imaginary, they are creative in their contexts and from their cultures and collaborate in the development of identity in the people who make up the micro and microsocieties, in other words, that they give a sense of humanity and creativity to their professional practice [ 6 ].
• Education: This research approach has analyzed the process of facilitating learning or the acquisition of knowledge as well as skills, values, beliefs, and habits [ 80 ]. Art education is presented as an area of intervention aimed at the development and construction of the person-learner based on competencies acquired from the artistic culture that encourages the training of each person to develop the aesthetic and artistic sense, whether or not the student is vocationally an artist or wants to be, in the future, a professional of an art [ 79 , 81 ].
• Art: This line of research has analyzed art as a general field of education that provides common educational values linked to the character and meaning of education just like any other educational subject and as a specific development, linked to the conceptual meaning of the area of artistic experience, that is, as an area that is part of the development of the aesthetic and artistic sense [ 82 , 83 ].
• Leadership: This approach questions art education and creativity, understood as tools to increase capacities for leadership, awareness, and policy-making in terms of creative and aesthetic development [ 15 ]. Likewise, it has sought to disseminate the individual and social repercussions of art education to sensitize the public to its values and stimulate support for it in the public and private sectors [ 84 ].

4.4. Emerging Lines of Research

After reviewing the literature, analyzing the main drivers and keywords on emotional creativity in art education, a grouping analysis was carried out to decompose the analysis units into groups of similar elements and establish the newest terms. Hence, these key terms obtained can be considered assimilable to future thematic lines in this field of research (see Section 3.3 . Keyword Co-occurrence Analysis ). This process is a competent method for discovering emerging research topics in a scientific discipline [ 53 ]. Table 4 shows the emerging lines of research by the relevance score, and a description of each of them is added.

Future research directions.

5. Conclusions

The aim was to examine the evolution of scientific research at the global level in the period 1917–2020 on emotional creativity in art education. Mathematical and statistical techniques were applied to 984 articles extracted from the Scopus database. To avoid distortions in the results, the sample only included articles from the subject areas Arts and Humanities, Social Sciences, and Psychology. International collaborations between journals, authors, research institutions, and countries/territories were studied.

Five lines of research developed from 1917 to 2020 were identified, which mainly focused on the study of: emotion, higher education, education, art, and leadership. Likewise, research worldwide on emotional creativity in art education continues to evolve, so this study has identified future directions: (i) visual art education; (ii) affective paradigm; (iii) metacompetency; (iv) expressive arts therapy group; and (v) cognitive empathy.

This study is not without limitations, which may serve as a basis for future research: (i) some leading researchers on certain topics publish few papers, but these are of great relevance; (ii) bibliometric techniques could be combined with other qualitative or quantitative methodologies to increase results and discussions; or (iii) expand the study with articles extracted from other databases.

The key contribution of this research is to generate new quantitative and qualitative knowledge, which will serve as an entry point for future discussions. On the other hand, the identification of emerging directions in research allows academics and researchers to reorient their future works, and institutions and funding centers to ensure an adequate approach to their objectives.

Acknowledgments

This work was the result of research carried out at the Rey Juan Carlos University of Madrid.

Author Contributions

Conceptualization, methodology, software, validation, formal analysis, investigation, data curation, writing—original draft preparation, writing—review and editing, visualization, supervision, E.A.-S. and M.-D.G.-Z.; Project administration, M.-D.G.-Z.; Resources, E.A.-S. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Creative Arts Education

• Odendaal R, De Jager T
• ISBN: 9780627033919
• ePub ISBN: 9780627033926
• 262 Pages | Published: 2016
• Print: R515.00 ePub: R463.50

Arts education is regarded as an essential part of quality education which not only enhances learners’ social, personal and intellectual development, but also their critical and creative thinking skills. It provides learners with opportunities to work collaboratively with each other and in so doing, to develop respect for others’ opinions and backgrounds. It is also a healthy outlet for emotions and ideas that learners may not otherwise be able to express. Creative arts education provides guidelines on how to teach dance, drama, visual arts and music in a more animated, vibrant and practical manner so as to allow each child to reach his full potential.

Based on the grades 7–9 curricula, Creative arts education provides examples and activities to enable creative arts teachers to put theory into practice. Besides sections for each art form, a full chapter is devoted to inclusive education, learning barriers and how best to accommodate the different learning styles and needs of a diverse class of learners. Structural guidance according to CAPS requirements is also included.

Contents, for each of the four art forms, include the following:

• Theoretical background

• The curriculum

• Teaching and learning strategies and methods

• Assessment methods

• Lesson plans

• Class activities

Creative arts education is aimed at all prospective and practising grades 7–9 teachers of visual arts, dance, music and drama.

• LSM Resources

CHAPTER 1 Introduction to creative arts teaching

CHAPTER 2 Art

CHAPTER 3 Art – teaching and assessment

CHAPTER 4 A comprehensive guide to teaching drama

CHAPTER 6 Music – teaching and assessment

CHAPTER 7 A comprehensive guide to teaching dance

CHAPTER 8 Inclusive education

Terminology 

References and further reading 

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Art Education Essentials: Fostering Creativity and Personal Growth

Art education is a pivotal foundation for personal and academic development. At its core, studying art plays a significant role in fostering creativity, honing analytical thinking, and shaping one’s artistic journey. 

Then, what is the essence of art education?  Art education serves as an avenue to encourage young minds to dive deep into their imaginative realms. It enhances personal development and ensures a platform for students to receive critical feedback that aids in their transformation. 

The oversupply of resources available today for budding artists is a testament to the growing relevance of art education. Whether one aims for a practice-driven studio environment or the theoretical foundation of a master’s course, art education remains a cornerstone for nurturing talent and ensuring the continued evolution of creative minds.

Table of Contents

What Is Art Education?

Art education is a specialized field wherein art educators equip students with art-related knowledge and skills to appreciate and create art by combining practical experiences and theoretical knowledge. 

Spearheaded by dedicated art educators, it focuses on a well-rounded pedagogy integrating various artistic mediums, techniques, and historical contexts into the curriculum. 

This educational journey is typically facilitated within the art education department in schools and universities. These departments design tailored curriculums to ensure learners produce art and understand its more profound implications, history, and future. 

The essence of art education transcends the boundaries of mere creation; it is about nurturing a genuine understanding and appreciation of art in all its multifaceted glory.

Why Is Art Education Important In Schools?

Art education is essential in schools because it provides a comprehensive educational experience and ensures equity in learning environments.  In today’s educational landscape, there’s a growing emphasis on STEM subjects. Still, visual arts education holds a unique place in shaping a student’s overall learning. It introduces rigorous training, fosters analytical thinking, and encourages creative problem-solving.

Art isn’t just about colors and canvases. For students in the K -12 range, it becomes a medium to express, innovate, and interpret the world around them. The beauty of visual arts education is that it levels the playing field, offering equity to students from diverse backgrounds. Everyone gets an equal opportunity to showcase their creativity. Moreover, the analytical aspect of art challenges them to think differently, pushing the boundaries of conventional learning.

Furthermore, integrating art into the curriculum enhances the depth and breadth of students’ educational experiences. It nurtures their creativity and helps them perceive the world in various hues and perspectives. In essence, art education doesn’t just teach students to draw or paint; it instills a mindset that values creativity, innovation, and critical analysis.

Why Does Art Education Play A Crucial Role In Personal Development?

Art education is indispensable for personal development as it encourages self-expression, creativity, and critical thinking.  Engaging with art is not merely about mastering techniques; it’s a journey into the depths of one’s psyche. Art encourages students to voice their perspectives and emotions, driving self-expression. This nurturing of creativity allows them to approach challenges with a problem-solving mindset.

When one dives into the world of art, it’s not just the colors and patterns one explores. They develop original ideas, harnessing their visual-spatial skills and enhancing their capacity for critical thinking. Students grow in confidence and clarity as they learn to represent their thoughts visually. 

How Does Art Education Foster Creativity?

Art education is more than just learning how to draw or paint; it’s about nurturing the mind to think differently, challenge norms, and express oneself in novel ways. Each component of art education plays a pivotal role in molding the creative spirit. Here’s how:

• Art education is the bedrock of innovative thinking.  Immersing students in visual art techniques unlock doors to fresh ideas and perspectives.
• Champions the principles of design.  Mastery over creation enables students to convey ideas in new ways, translating thoughts into compelling visual art.
• The studio-based approach amplifies creativity.  Beyond traditional teaching, this hands-on methodology lets students experiment and learn, directly stoking their creative fires.
• Emotions find a canvas in art.  This medium allows students to voice their feelings and ideas, turning raw emotions into beautiful, tangible forms.
• Experimentation with various mediums cultivates adaptability.  Whether paint, digital tools, or textiles, diving into different mediums fuels curiosity and widens the horizon of creative exploration.

How Does Art Education Encourage Analytical Thinking?

Through its balance of theoretical and practical lessons, art education guides to nurturing analytical thinking.  Diving into an artwork requires students to observe and analyze its context intensely. It’s not just about admiring a beautiful piece; it’s about delving deep into its complex meaning and assessing its intricacies. Reflection becomes a regular practice, urging students to think critically about what they see, feel, and create.

Furthermore, the multifaceted nature of art means that students must think broadly, connecting the dots between history, culture, and personal expression. This focused attention to detail and the broader lens through which art is viewed ensure a comprehensive understanding. In essence, art education doesn’t merely teach one to create; it instills the ability to discern, evaluate, and interpret, cultivating a mindset that questions, understands, and appreciates.

Why Is Critical Feedback Essential In The Art Learning Process?

Critical feedback is fundamental in art learning because it bridges the gap between instructional practice and learners’ initiative to express themselves.  Pedagogically, feedback acts as a mirror, reflecting the strengths and areas of improvement in a student’s work. Learners receiving explicit, constructive critiques can present their ideas more understandably and refine their artistic skills.

This feedback doesn’t merely point out errors. It fosters a learning culture where students are driven to understand their art better. Students are encouraged to take risks, explore new territories, and improve their performance by being open to feedback. Thus, in the vast and intricate tapestry of art education, feedback threads through every lesson and every project, ensuring that creativity is honed, sharpened, and celebrated.

How Do Instructional Resources Enrich Art Education?

Art education bridges creative expression and structured learning, offering students an avenue to discover and showcase their talents. Integral to this process are instructional resources, which are key in shaping an artist’s journey. Here’s a glimpse into how these resources play a fundamental role:

• Diverse Art Materials:  Access to a variety of art materials stimulates creativity. Students can explore and express themselves more freely by working with different mediums and tools, tapping into unique artistic styles.
• Galleries and Museums:  These spaces offer a direct connection between students and the works of professional artists. Learners gain insights into techniques, themes, and historical context by studying and interpreting renowned pieces, enriching their educational journey.
• Community Settings:  Engaging in community art projects or attending workshops can foster a sense of belonging. These experiences allow students to see the broader impact of art in societal contexts and encourage collaboration.
• Dynamic Educational Environments:  A well-structured art classroom or studio creates an active learning atmosphere. It becomes a hub of creativity where ideas are shared, critiqued, and refined, paving the way for holistic artistic growth.
• Connection with Artists:  Direct interactions with practicing artists can significantly enhance professional skills. Through workshops, guest lectures, or mentorship programs, students receive firsthand insights into the art world, its challenges, and its rewards.

Leveraging these resources is instrumental in deepening the understanding and appreciation of art, ensuring students are equipped, inspired, and ready to make their mark in the artistic realm.

How Has Technology Transformed Traditional Art Learning Methods?

The rapid progression of technology has redefined the landscape of art education and practice. The age-old tradition of using pencils, paints, and canvases has been beautifully intertwined with the digital age, revolutionizing how artists create and showcase their work. Here’s how:

• Innovative Design Software:  Technology has ushered in design programs that allow for intricate detailing and layering, providing artists with advanced platforms to execute their visions.
• A blend of Traditional and Digital:  Modern art education seamlessly blends traditional and digital techniques, offering students diverse mediums to explore and master.
• Guidance through AI Art:  Artificial intelligence now plays a role in art. From suggesting color palettes to generating art, AI has changed the creation experience, setting new expectations in artistic outcomes.
• New-Tech Drawing Tools:  Styluses, digital tablets, and 3D pens have introduced a new way of sketching and sculpting, enhancing precision and expanding creative boundaries.
• Virtual Art Exhibitions:  Technology enables artists to showcase their work globally, breaking geographical barriers and allowing for broader exposure and appreciation.

Technology’s imprint on the art realm has revolutionized learning methodologies, equipping learners with tools and platforms that redefine the boundaries of creativity.

How Will Art Education Evolve In The Coming Years?

Art education is poised for a renewed transformation, becoming more forward-thinking and collaborative in the coming years.  Post-pandemic, there’s a heightened emphasis on using art as an activist tool for social change and justice. The lines between traditional and technological methodologies will blur further with advancements like AI art shaping curriculums. 

Moreover, with a growing understanding of the power of art in bringing about social justice, institutions will prioritize projects that emphasize empathy and community collaboration. The future of art education is not just about honing skills but also about fostering a generation that merges creativity with a deep sense of responsibility to society.

Why Is It Crucial For Students To Stay Updated With Art Trends?

Staying updated with art trends is imperative for students as it situates them at the forefront of a dynamic and challenging field.  In an international setting, where art transcends borders, understanding contemporary movements can significantly enhance a student’s academic and practical prowess. Interactions with artist-educators or designers immersed in current trends provide invaluable insights, whether at community centers or educational institutions. 

Such awareness ensures that students’ creations resonate with contemporary dialogues, allowing them to stand out. Critiquing the evolving art world fosters a deeper connection to one’s craft. Up-to-date knowledge enriches the artistic journey and amplifies one’s voice in the global arena. In essence, up-to-date knowledge enriches their artistic journey and amplifies their voice in global art conversations.

In What Ways Is Art And Art Instruction Transforming?

Art and its instruction continuously evolve, recognizing the spectrum of intelligence and the need for diversifying teaching methods.  Today’s art education is more than mere replication; it champions the birth of original ideas and fosters a deep connection with one’s inner self. This shift emphasizes art’s bold and challenging facets, urging students to venture beyond the traditional and explore the uncharted.

With a growing appreciation for varied learning styles, educators are integrating diverse strategies to tap into each student’s unique potential. It’s no longer about fitting into a mold but breaking it to reveal the artist’s distinct voice. By doing so, art instruction becomes a transformative journey, amplifying individual perspectives and reinforcing that every voice, every stroke, and every idea holds weight in the vast tapestry of art.

How Important Is Admission Into A Solid Program In Art?

Gaining admission into a robust degree program, such as the Bachelor of Fine Arts (BFA), is paramount.

Degree Program Significance   Gaining admission into a robust degree program like BFA (Bachelor of Fine Arts) is paramount  for any budding artist. Such programs provide foundational knowledge, technical skills, and exposure to various art disciplines, ensuring a holistic learning experience.

Graduate Programs and Beyond  Post-graduation, advancing into reputed graduate programs can be the difference between hobbyists and professionals. These advanced courses fine-tune one’s skills, presenting opportunities to delve deeper into specialized fields.

The Role of an Art Teacher  Behind every great artist is an inspiring art teacher. Being mentored by seasoned professionals in a solid program can significantly influence an artist’s growth trajectory, instilling passion and discipline in their craft.

How Does Certification Enhance Art Education?

Art education programs are pivotal, acting as milestones that validate and enhance a student’s proficiency.  These programs equip individuals with specialized skills and knowledge, often culminating in a comprehensive understanding by the time of completion. They frequently offer hands-on experiences, bridging the theory and practical application gap.

Assuring artists of their skills, and certifications often provide credits for new opportunities. It gives confidence to aspiring artists, assuring them of their skills. Additionally, such certifications often carry credits that can pave the way for different career trajectories within the art domain. At -12, students can expect a well-rounded education that extends beyond academics and includes creative expression opportunities.

Why Is Art Education Essential In K-12?

The significance of art often extends beyond mere aesthetics. Integrating art into K-12 education has been observed to offer multifaceted advantages that contribute to the well-rounded development of students. From fostering creativity to enhancing other academic disciplines, the benefits are both tangible and profound. The following points underscore why art education is indispensable in K-12:

• Holistic Education:  Integrating art education in K–12 provides a balanced educational experience. It goes beyond academics, delving into creative expression and critical thinking.
• Increased Engagement:  Art helps kids engage with school more passionately. The joy of creating often sparks interest and enthusiasm, reducing absenteeism and increasing participation.
• Boosts Other Curriculum:  Art education can be intertwined with other subjects, making topics in math, history, or science more relatable and understandable.
• Enhances Interpersonal Skills:  Through group projects and critiques, students learn to communicate, collaborate, and empathize, honing their interpersonal skills.
• Develops Motor and Language Skills:  Art’s hands-on nature helps refine motor skills, while discussing art aids in enhancing language skills, enriching vocabulary, and fostering descriptive capabilities.

Why Should Every Student Consider Integrating Art Into Their Academic Journey?

Incorporating art into academics significantly elevates the learning experience.  It works to strengthen students’ curiosity and fuel their innate creativity. Art’s hands-on nature positively impacts various skills, offering a multifaceted approach to understanding complex concepts. As students dive into the aesthetic world, they often find themselves less bored with traditional teachings, leading to a heightened sense of satisfaction in their educational journey.

Overall, integrating art doesn’t just decorate education; it enhances, deepens, and enlivens it, making every lesson more engaging and memorable.

How Can Art Enrich Our Lives Beyond The Classroom?

Engaging in creativity through art has numerous benefits that extend beyond the classroom. Not only does it improve overall well-being, but it also helps combat social isolation. As a result, learners become more engaged and less bored. Art’s influence leads to more satisfied and successful students by providing a holistic approach to education that enhances various skills.

Art’s influence leads to better satisfied and successful students, as its positive impact on skills ensures a holistic approach to education that truly resonates. Every brushstroke and crafted piece adds color and depth, fostering an environment where students thrive.

How Does a Bachelor in Art Education Contribute to a Student’s Career?

A Bachelor in Art Education does not limit students to the traditional art world; instead, it paves the way for many career paths, ensuring they remain valuable contributors in an ever-evolving landscape.

Foundation of the Degree:

A  degree in art education  is much more than just learning to paint or sculpt. It provides a solid foundation, offering comprehensive courses taught by experienced faculty and ensuring students receive in-depth knowledge and hands-on experience throughout their semester-based learning.

Opportunities in the Education Sector:

Graduates of an art education program can find opportunities both in  public and private educational institutions . Armed with an art degree, they possess academic skills that are highly valued, allowing them to inspire the next generation of artists and enthusiasts.

Versatility Beyond Art:

While the core focuses on art, the degree encourages students to be creative in other subjects. It fosters skills like  visual communication , which is immensely valuable in various sectors, from advertising to multimedia design.

Why Is A Master Of Arts Essential In Developing Art Skills?

Pursuing a Master of Arts significantly amplifies creative abilities and broadens career prospects.  A Master of Arts degree demonstrates dedication to mastering complex art techniques and concepts professionally. This advanced education solidifies one’s core knowledge and deepens the understanding and value of creativity.

Consequently, individuals are better equipped to hone their skills, making them stand out as true connoisseurs and professionals in the artistic realm. A profound commitment to art can open numerous doors in the world of creativity and beyond.

Why Should One Combine Different Art Disciplines In Education?

Combining different art disciplines in education fosters a diverse and enriching learning experience.  By blending various forms like design and visual arts education, students take the initiative to explore multifaceted creative avenues, enriching their understanding and appreciation of the vast world of art.

How Does A Teacher Influence Creativity In Art Education?

An art teacher is pivotal in molding a student’s educational experience, channeling their innate creativity through tailored pedagogy.  With an innovative approach, art educators impart technical knowledge and guide students in unlocking their full creative potential. Preparing learners with the right tools and mindset lays the foundation for an enriched artistic journey. 

Their influence transcends beyond the classroom, shaping students’ perspectives and encouraging them to approach the world with a more insightful and imaginative lens.

Is Teacher Certification Vital For Art Education Professionals?

Teacher certification is indispensable for art education professionals.  A certification program ensures that an art educator possesses the requisite knowledge and skills, leading to leadership in the field. Through these courses, educators are trained in best practices and methodologies, ensuring quality instruction. 

Completion of such programs not only solidifies their expertise but also boosts their credibility in the educational realm.

How Does The Profession Of Art Education Impact Students’ Futures?

The profession of art education significantly shapes students’ futures.  Graduates from art education courses are comprehensively prepared by their educational environments. Often facilitated by a dedicated department of art education, these environments provide rigorous assessment methods each semester. 

With the guidance of experienced education faculty, students undergo internships that provide real-world experience. By graduation, these students are well-equipped to navigate the vast landscape of the art world and its many opportunities.

How Do Educators Explore New Teaching Methods In Fine Arts?

Art teachers consistently demonstrate leadership in the field of fine arts.  By collaborating with faculty members and engaging with other leaders in the field, they ensure they’re at the forefront of pedagogical advancements. This partnership provides them access to diverse techniques and insights, empowering them to explore and integrate innovative teaching methods that cater to the evolving demands of fine arts education.

How Does Studio Art Differ From Traditional Classroom Art?

Studio art is a hands-on, studio-based experience focusing on creating tangible works,  contrasting traditional classroom art. While conventional art classes might cover theoretical aspects and art appreciation, studio art dives deep into the practical side, like sculpting in sculpture courses or intricate design techniques. It’s typically an elective where students can immerse themselves in visual art processes, producing original and personal pieces.

Frequently Asked Questions

What are the core components of art education.

The core components of Art Education include visual art, performing arts, art history and criticism, and art production. These components provide a comprehensive understanding of various art forms, techniques, and styles and allow students to explore their creativity through hands-on experiences and theoretical knowledge.

What is the Role of Art Education in K-12 Education?

Art Education is crucial in K-12 education as it helps students develop cognitive, social, and emotional skills. It provides an avenue for self-expression, creativity, and exploration. Art Education also contributes to students’ academic success by strengthening their critical thinking, problem-solving, and aesthetic appreciation abilities.

How Can Art Education Enhance Creativity?

Art Education enhances creativity by providing opportunities for self-expression, experimentation, and innovation. It encourages individuals to think outside the box, explore different artistic techniques and materials, and develop their unique artistic style. Art Education teaches individuals to embrace their imagination and unleash their creative potential.

Are Art Education courses Taught Internationally As Well?

Art Education courses are taught internationally. Art Education is not limited to one specific region or country. It is a field of study recognized worldwide and offers opportunities for individuals to develop their artistic skills and knowledge.

 Can Students major in Art Education at the Secondary Level?

Students can opt to major in Art Education at the secondary level. Many colleges and universities offer programs specifically designed for individuals interested in teaching art at the secondary level. These programs provide a comprehensive understanding of art education principles, methods, and practices, preparing students for a career in teaching art to secondary students.

Can I Pursue a Career in Art Education if I Don’t Have a Formal Art Background?

While a formal art background is beneficial, individuals with a passion for art and some foundational knowledge can still pursue a career in art education. Additional coursework and professional development can help enhance skills and confidence in teaching art.

What are Field Experiences in the Context of Art Education?

Field experiences in art education refer to opportunities for students to engage in hands-on learning outside the classroom, such as visiting art museums, attending art workshops, or participating in community art projects.

About The Author

Madhan Kumar

12 Art and Poem Pairings to Inspire Creative Expression in Your Art Room 

Note: Be sure to review all resources and preview all artists before determining if they are appropriate to share with your students.

There’s nothing like a perfect pairing to enhance any dish or dining experience. Certain combinations of cheese and jam will bring out incredible and unexpected flavors. Plus, you can’t go wrong with classic pairings like mozzarella, basil, and tomato in a caprese salad. You can do the same in your curriculum! Serve up the perfect art and poem pairings to not only make connecting with and responding to art palatable to your students, but also curate an enriching interdisciplinary learning experience. 

Discover how integrating poetry alongside visual art empowers students to express themselves creatively and construct a deeper understanding of both art forms.

Like visual art, poetry is a form of communication that conveys emotions, ideas, and experiences through language and imagery. Studying poetry enhances students’ ability to express themselves creatively and thoughtfully through visual art, writing, or discussions. Poetry also provides a rich source of inspiration for artistic exploration. It can spark students’ imaginations and encourage them to experiment with new techniques and mediums. 

When you incorporate poetry, it:

• Enhances critical thinking skills when students analyze and compare visual and literary elements.
• Fosters creativity by inspiring students to form their own interpretations of shared themes and experiences.
• Cultivates empathy and emotional intelligence through diverse perspectives, experiences, and cultural contexts.
• Stimulates meaningful discussion with symbolism, metaphor, and narrative in art and language.
• Deepens understanding and appreciation of art and poetry as interconnected forms of creative expression.

Infuse poetry into your curriculum to bring connecting with and responding to art to a new level! Choose one of the art and poem pairings below to explore with your students.

Access an artist bio for any artist on the list below in FLEX Curriculum . Each artist bio is at an eighth-grade reading level and includes a brief history, a list of notable artworks and achievements, famous quotes, and more. For information on how to get these artist bios for your classroom, fill out this short contact form .

1. The Persistence of Memory by Salvador Dalí & Remember by Joy Harjo

Salvador Dalí’s painting, The Persistence of Memory , prompts reflection on the elasticity of time and the mutable nature of reality. The image of melting clocks invites viewers to ponder the transience of moments. In Joy Harjo’s poignant poem, Remember , the opening line “Remember the sky that you were born under” echoes the same theme of memory and the passage of time. Like Dalí’s imagery, Harjo’s verse encourages thoughtful reflection about the fleeting nature of existence and the importance of cherishing each minute.

2. Bottle Cap Snake by Felipe Archuleta & Mother Doesn’t Want a Dog  by Judith Viorst

Felipe Archuleta’s whimsical sculpture, Bottle Cap Snake ,  captivates with its playful and imaginative use of found materials. Crafted from discarded bottle caps and salvaged objects, the artwork exudes a sense of resourcefulness and creativity. Judith Viorst’s humorous poem, Mother Doesn’t Want a Dog , reflects a similar lighthearted tone with a surprise ending where the author reveals why “she’s making a mistake.” Archuleta’s sculpture embodies Viorst’s subject matter and invites the audience to embrace the joy found in unconventional approaches.

To explore this pairing with your students, make art with recycled, repurposed, and found materials . The Creating with Unexpected Materials Pack in PRO Learning gives you all of the ideas you’ll need to start your upcycled art projects.

3. Path in the Wheat Fields by Claude Monet & The Road Not Taken by Robert Frost

Claude Monet’s masterpiece, Path in the Wheat Fields at Pourville , is the essence of serenity and contemplation. It depicts a winding path through golden wheat fields. The path imagery in Monet’s painting echoes the theme of choices and journeys found in Robert Frost’s iconic poem, The Road Not Taken . The painting and the poem evoke the idea of choosing one’s path in life, whether through a literal landscape or the symbolic journey of decision-making, on a well-worn path or “the one less traveled by.”

To explore this pairing with your students, brush up on specific media, techniques, and vocabulary in PRO Learning’s   Impressionism at the Elementary Level Pack. Create impressionistic paintings to engage your students with art history and p ick a project from FLEX Curriculum ’s Impressionism Techniques Collection. 

4. Believing in Kings by Delita Martin & The Bronze Legacy by Effie Lee Newsome

Delita Martin’s powerful artwork, Believing in Kings , has themes of heritage, identity, and resilience, evident in the intricate layers of mixed media and the figure’s striking presence. The imagery in Martin’s work brings to mind the cultural pride and strength found in Effie Lee Newsome’s poem, The Bronze Legacy . Like Martin, Newsome’s bold declaration, “’tis a noble gift to be brown,” celebrates the richness of African American heritage and the importance of taking pride in the past while embracing the future.

5. Queen by Audrey Flack & From Blossoms by Li-Young Lee

In Audrey Flack’s painting, Queen , symbols like a pocket watch to represent the march of time and a flower with fading beauty comment on the inevitability of change and death. Li-Young Lee’s poem, From Blossoms , employs ripe peaches as a parallel metaphor for the beauty in simple joys and the importance of seizing moments of vitality and gratitude. Both works contemplate life’s impermanence and the necessity of cherishing fleeting moments of loveliness and connection “from joy to joy to joy, from wing to wing, from blossom to blossom.”

To explore this pairing with your students, dive deep into symbolism and vanitas-inspired still lifes . Learn how to set students up for success in the Introduction to Still Life and Advanced Approaches to Still Life Packs in PRO Learning .

6. Guardians of the Void by John Behnke & The Land of Nod by Robert Louis Stevenson

John Behnke’s, Guardians of the Void , depicts ethereal figures floating amidst swirling colors and shapes and evokes otherworldly exploration. Robert Louis Stevenson’s poem, The Land of Nod , transports readers to a place with fantastical creatures and surreal landscapes. Both works explore the realm of dreams and the mysteries of the mind where “the strangest things are there for me.” Together, they invite viewers and readers to journey into the depths of the unconscious, where reality blends with fantasy and imagination knows no bounds.

To explore this pairing with your students, experiment with various fantastical themes and learn about the influence of Surrealism in art with the Introduction to Surrealism Collection in FLEX Curriculum . 

7. Suspended Time by Myrna Baez & The Peace of Wild Things by Wendell Berry

In Myrna Baez’s   Suspended Time , there is a moody yet serene landscape where stillness hangs in the air and a lonely figure drinks in the serenity of the night. Wendell Berry’s poem, The Peace of Wild Things , transports readers to a place of solace amidst the wild elements of nature. Just like the figure in Baez’s scene, the speaker finds respite from the worries and anxieties of the human world. These works invite everyone to embrace the restorative power of nature’s beauty and “come into the peace of wild things.”

To explore this pairing with your students, incorporate nature into your artmaking . The projects in FLEX Curriculum ’s Nature with Mixed Media and Creating with Nature Collections foster the same oneness with nature  depicted in these two works.

8. Eye Love by Corita Kent & Citizenship by Javier Zamora

Representing the letter E in Corita Kent’s Circus Alphabet series, the artwork, Eye Love , reflects her desire to reconcile love for her country with a commitment to justice. Javier Zamora dives into a similar sentiment in his poem, Citizenship . He ponders the immigrants and homeless at the Mexican border. Both the artwork and the poem challenge viewers and readers to contemplate the true meaning of patriotism and citizenship and urge them to confront societal injustices.

To explore this pairing with your students, hone in on historical and contemporary issues of freedom and social change . Discover projects in FLEX Curriculum ’s Freedom and Social Change and Stories from Latino Artists Collections. 

9. Pansies in Washington by Alma Thomas & Color by Christina Rossetti

Pansies in Washington by Alma Thomas and Christina Rossetti’s poem, Color , both celebrate the vibrancy and beauty of color. Thomas’s artwork distills pansies into an abundance of color. Rosetti attributes the color red to the image of “a poppy’s red in its barley bed,” highlighting how color correlates to sensory experiences. Together, the artwork and the poem evoke a sense of wonder and appreciation for the kaleidoscope of colors surrounding us. 

To explore this pairing with your students, focus on transforming color into words, experiences, and images. Use the resources in the Transformation and Color Collection in FLEX Curriculum to guide you. Additionally, piggyback off these works for a fresh way to teach the color wheel .

10. Winter Woman by Jason Garcia & How to Triumph Like a Girl by Ada Limón

Jason Garcia’s Winter Woman portrays a female warrior adorned with winter symbols. It touches on women’s resilience to endure harsh conditions. Ada Limón’s poem, How to Triumph Like a Girl , also celebrates the power of women by likening them to horses, “as if this big dangerous animal is also a part of me.” Both pieces offer a powerful tribute to women’s strength and emphasize admiration for the enduring female spirit. It prompts viewers and readers to embrace their inner power and triumph in adversity.

11. Puffy Takes a Bad Turn by Chris Theiss & Where the Sidewalk Ends by Shel Silverstein

Chris Theiss’ adorable ceramic sculpture, Puffy Takes a Bad Turn , is reminiscent of children’s books where inanimate objects come to life. Shel Silverstein’s poem, Where the Sidewalk Ends , memorializes a realm beyond the sidewalk’s end where such imaginative possibilities live. Both works celebrate the whimsical world of childhood where “the grass grows soft and white” and “the sun burns crimson bright.” They capture the boundless creativity and curiosity of youth and evoke a sense of wonder and possibility.

To explore this pairing with your students, experiment with unique ceramic techniques like Theiss’ sgraffito method. The   Innovative Ceramic Methods Pack in PRO Learning offers everything you need to know about this technique and others.

12. Landscape with a Stone Bridge by Rembrandt van Rijn & Wild Geese by Mary Oliver

Rembrandt van Rijn’s painting, Landscape with a Stone Bridge , and Mary Oliver’s poem, Wild Geese , conjure themes of loneliness, belonging, and existence. Rembrandt’s tranquil landscape visually represents accepting vulnerabilities and finding solace in the simple beauty of existing. Oliver’s poem aligns and pleads, “Tell me about despair, yours, and I will tell you mine.” “Meanwhile, the world goes on,” just as the water in Rembrandt’s river continues to flow. Both works encourage viewers and readers to release their worries. It reminds them they are part of something vast and meaningful.

To explore this pairing with your students , dive into all things landscape and emphasize themes of place and belonging. FLEX Curriculum’s   Exploring My Community and Artistic Practices Intermediate Collections offer students opportunities to make meaningful connections to the people and places around them. 

Incorporating art and poem pairings into your art curriculum enhances critical thinking, fosters creativity, and cultivates empathy. Contemplate the importance of recollection with The Persistence of Memory by Salvador Dalí and Remember by Joy Harjo. Venture into the depths of the unconscious with John Benke’s Guardians of the Void and Robert Louis Stevenson’s The Land of Nod . Art and poem pairings provide a rich exploration of themes and experiences. It creates deep connections between two content areas through meaningful discussion. It also spurs the imagination and artmaking with boundless avenues to communicate images and ideas. Expand your students’ artistic horizons and serve these perfect pairings in your art room. Bon Appétit!

What art and poem pairing will you use to inspire your next lesson?

How do you make connecting with and responding to art engaging and immersive? 

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Mariana VanDerMolen

Mariana VanDerMolen, an elementary art educator, is a current AOEU Writer. She enjoys teaching for creativity, with a focus on ELL and therapy in a process-based art room.

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Creative Arts in Education and Therapy  ( CAET ) – Eastern, Western and Global Perspectives is an international journal for artists, educators and therapists, who use and integrate creative arts in their work. The focus is on reporting and discussing perspectives, theory based application and practical results between the West and the East – particularly China and its neighboring cultures.  The journal supports cross-disciplinary dialogue, cooperation and research between creative arts (creative writing, dance/movement, drama, film, music, and the visual arts) and education, therapy, psychology, medicine, and other related fields.

CAET  invites research articles, case reports, program descriptions, position papers, interviews, and conference reports relevant to the field. We also welcome books for review consideration. Manuscripts are subject to a peer review process before being accepted and published. Contributions are to be in English and will be published with bilingual abstracts: English and Chinese.  CAET  publishes 2 issues per year in both print and online versions.

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I wrote a play for children about integrating the arts into STEM fields − here's what I learned about encouraging creative, interdisciplinary thinking

O ften, science and art are described as starkly different things. That narrative can start early on, with kids encouraged to pursue a STEM – short for science, technology, engineering and math – education that may or may not include an arts education.

As a professor of acting , I’d never thought much about the STEM fields until I received a fellowship to integrate the arts into STEM educational models. I used the opportunity to write and direct a play for elementary schoolers that showed how the arts can improve upon and extend work in STEM fields when properly integrated – but it wasn’t an easy process.

STEM or STEAM?

Whether STEM should be augmented to STEAM – science, technology, engineering, arts and math – with the addition of the arts remains something of a debate .

The origins of STEM education can be traced to as early as the Morrill Act of 1862, which promoted agricultural science and later engineering at land grant universities. In 2001, the National Science Foundation pushed a focus on STEM education in order to make the U.S. more competitive globally .

A Biden-Harris initiative launched in December 2022 called You Belong in STEM offers support of more than US$120 billion for K-12 STEM education until the year 2025. But, starting in 2012, the United States Research Council has explored the idea of a STEAM education .

Researchers have found that when integrated into a STEM education, the arts make space for curiosity and innovation . So why the lack of agreement and consistency around whether it should be STEM or STEAM?

The bias toward emphasizing a STEM education could be driven by the higher future salaries of STEM majors or the significant funding that is connected more to STEM-based research and grants than to the arts. A STEAM education takes more time and is more complex than a traditional STEM educational model.

Or it could simply be that many academics in STEM fields lack the incentive for interdisciplinary work that brings in the arts, and vice versa. In fact, that was exactly the position I was in as an arts-based researcher asked to create something about STEM disciplines that I knew very little about.

Putting on the play

It took me several tries and lots of research to get the script of my STEAM-centered play to its current form.

At first, I made basic discoveries. I learned that there is a debate about whether the arts should be included in a STEM education. I learned that “ soft sciences” like psychology are not included in many STEM educational models. I lacked a background in most of the disciplines included in STEM. And I struggled to find a project that inspired me.

But eventually I began work on five one-act plays, called “The STEAM Plays: Using the Arts to Talk about STEM.” Each focused on a category of STEAM education. I wrote the first draft of the show with a chip on my shoulder, trying to prove that the arts did indeed belong in STEM education.

The tone was defensive and provocative – and not entirely appropriate for the elementary age range I was focused on.

The new, revised version that toured Michigan elementary schools in the Fall of 2023 contains 20 bite-sized comedic scenes and songs that dramatize how the arts are integral to many STEM fields. These include how engineering skills go into designing a celebrity’s evening gown, how bakers need to know some basic chemistry, and how the mathematical algorithms of TikTok find new videos for each user.

In each of the scenes, students can see how artistic imagination and creative thinking expand STEM education.

Beyond the stage

These themes emerge from a wider scholarly understanding that STEM isn’t done in a creativity vacuum, and stimulating students’ artistic thinking will help them both in the science classroom and the art studio.

One plot point of the show is about an evil genius who views the arts as less important trying to keep the arts out of STEM. He swaps the bodies of a scientist and an actor, as well as an engineer and a creative writer. In each body swap, the STEM professional and the artist recognize how similar their work is. In the final scene, the evil genius tries to switch the bodies of Pythagoras and Taylor Swift, only to realize that music is all about math.

This article is part of Art & Science Collide , a series examining the intersections between art and science.

You may be interested in:

Literature inspired my medical career: Why the humanities are needed in health care

Art and science entwined: This course explores the long, interrelated history of two ways of seeing the world

Art illuminates the beauty of science – and could inspire the next generation of scientists young and old

Many teachers have provided rave reviews. “The plays did an excellent job of highlighting the importance and value of arts in our educational system,” one noted. “Students walked away enjoying and having a deeper understanding of how all of the different aspects of STEAM were able to work together collaboratively.

A STEAM education in which students learn soft skills like empathy, collaboration, emotional intelligence and creativity through the arts helps prepare students for the job market. And these discussions aren’t confined only to K-12 education – many research grants encourage interdisciplinary work .

My understanding of the STEM and STEAM debate and my experience writing, producing and watching how people respond to my show have helped me understand how the arts are necessary to every student’s education. I learned that without artistic imagination, STEM students’ big-picture thinking skills can get stifled.

It only took writing a play for children for me to get it myself.

This article is republished from The Conversation , >, a nonprofit, independent news organization bringing you facts and analysis to help you make sense of our complex world.

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Rob Roznowski received funding from Michigan State University from two places. As part of the STEAMpower Fellowship https://grad.msu.edu/news/steampower-facultystaff-fellows $10,000 and the Humanities And Arts Grant Proposal System. https://research.msu.edu/humanities-and-arts-research-program The first fellowship covered the writing and research. The HARPwas awarded to tour and design the play. $7000

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Unit snapshot.

PG Coursework Unit

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Faculty & college.

Faculty of Education

Unit description

Explores creativity and meaning making in the Arts (visual arts; music and movement; dramatic play) in early childhood education. Knowledge and concepts about how young children grow and develop in creative ways is addressed. The philosophical, theoretical and practical applications of music and movement, visual arts, and dramatic play within early childhood education will be examined. The nexus between theory, research and practice will be undertaken through the examination of contemporary theories of the development of creativity in young children. The skills and knowledge associated with the Arts, and how this is linked to creativity and meaning- making for children will be developed in this unit.

Unit content

Module 1: The Arts in early childhood education

Module 2: Philosophical, theoretical and practical approaches to creative arts in ECEC 

Module 3: Visual arts theory and practice

Module 4: Music theory and practice

Module 5: Movement and dance

Module 6: Dramatic play and creativity

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Learning outcomes.

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes . The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

demonstrate understanding of knowledge and skills about creative concepts and processes in creative Arts to establish learning experiences in early childhood education

deconstruct philosophical and theoretical approaches to the creative arts in early childhood

analyse, evaluate and discuss knowledge and concepts about how young children grow and develop through the Arts

identify, analyse and apply knowledge and skills associated with visual arts, music and movement, and dramatic play and how this is linked to creativity and meaning-making for children

Prescribed learning resources

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• Prescribed resources/equipment information is not currently available.

Prescribed Learning Resources may change in future Teaching Periods.

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Commonwealth Supported courses For information regarding Student Contribution Amounts please visit the Student Contribution Amounts .

Fee paying courses For postgraduate or undergraduate full-fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees .

International

Please check the international course and fee list to determine the relevant fees.

Courses that offer this unit

Graduate certificate in education (professional learning) (2025), graduate certificate in education (early childhood) (2024), graduate certificate in education (early childhood) (2025), master of teaching (2025), master of teaching (2024), bachelor of early childhood education (2025), bachelor of early childhood education (2024), any questions we'd love to help.

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