problem solving through art

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Can art make us better problem solvers?

In the search for novel ways to hone our problem-solving skills , spending time with a work of art may be the simplest and most effective training, according to the art historian Amy Herman.

Herman has been teaching professionals —homicide detectives, medical students, lawyers, and engineers—to read paintings as a way to improve their analytical faculties. “Art provides a safe space outside of ourselves to analyze our observations and convert those observable details into actionable knowledge,” Herman writes in the introduction to her new book, Fixed. How to Perfect the Fine Art of Problem-Solving .

Doing so can help us understand how and why things go wrong and, more importantly, how to fix them, she explains.

Putting the lesson into practice

In her book, Herman explains how to navigate a complex composition, step by step.

Consider Théodore Géricault’s grisly painting, The Raft of the Medusa .

Herman writes:

Take in its scope, notice its details, count things, catalog what you think might be going on. Then, take a breath and let your mind wander. What did the chaos of the preceding scene bring to mind? A natural disaster? A human-made catastrophe? The current state of your country? Maybe you were reminded of more personal scenarios: office drama, an argument at home that got out of hand, Zoom Thanksgiving.

No matter who you are or where you live, chances are you can relate to the desperation depicted above.

A crucial skill in Herman’s approach is the art of noticing—the ability to quell the impulse to pick up our mobile devices and to pause long enough to ruminate on the details of a visual spectacle before us. This is particularly salient in the age of short attention spans , where the average museum-goer spends less than 30 seconds looking at a work of art .

Looking at art also attunes us to nuance and ambiguity, explains Herman. It’s a skill that’s critical for hostage negotiators to managers trying to read the room.

“The optimal way to look at art, whether alone or with others, is to look at the object first, speak after looking, and only then, read the label,” Herman tells Quartz. “My hope is that by learning to look at art in a structured way inspires and refreshes critical inquiry and that same model will be applied to when confronting problems in need of solutions.”

Herman, who once led the education department at the Frick Collection in New York City, insists that there’s no shame in “using art to study ourselves and the problems we face every single day.”  “Art can be many different things to many different viewers,” she argues. “If the power of a work of art can be channeled to enable a viewer who does not have a background in art or art history to approach their vocation in a different and more expansive way, why not unleash that?”

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Using Visual Arts to Foster Creative Thinking Skills

“A drawing is the three-way relationship between substance, surface and body. It activates the relationships between the eye and the hand, the hand and the tool, the body and the drawing surface. The elements of the drawing itself, the drawing marks on the empty page and between the eye of the artist and what lies beyond what the artist can actually touch.” Amy Sillman

“ I am not creative ” – “ I can’t draw !”, are the most common reactions I encounter when people learn that I’m working as an artist. Regrettably, the main focus of art production appears to revolve around a “beautiful outcome”, the ability to draw or paint a stunning picture. You are either good or not and if you aren’t, why carry on?

This misconception results in the profound benefits of engaging with the visual arts on your emotional health, the fostering of creative thinking skills, and art as a tool to strengthen psychological resilience being mostly overlooked.

Both art appreciation and the actual creating of visual arts can have a significant impact on the development of a young person. In fact, your brain will benefit from engaging with art at any stage of your life and you neither have to be a good artist nor know a lot about art to reap the rewards from experiencing it.

“Creativity requires the courage to let go of certainties” – Erich Fromm

Creativity requires strong self-believe, the ability to persevere despite failure and setbacks, it’s about following an idea, an intuition, it requires untiring curiosity. Carrying on, despite of what other people might say or of what your peers might say. It’s about seeing information in a different light, putting unrelated elements together, noticing patterns, inconsistencies, using everyday experiences, getting inspired by anything and everything and the need to try things in a different way over and over again.

Although, you might have an end goal in view, the creative path won’t be linear and can’t always be planned out from start to finish. There isn’t one correct answer, more of an open-ended answer to an open-ended problem. Being creative involves failing a lot, failure is indeed not a bad outcome, failure makes you look at all the pieces in a new light, it requires you to look at them differently, you need to find a new way of solving your answers and posing your questions.

In line with an easy to follow universal marking and evaluation system, most school settings teach children to deal with problem solving in a specific way, including the need to follow certain steps and leading to one correct answer. As Dr. Zorana Ivcevic Pringle, a research scientist at Yale Centre for Emotional Intelligence, explains, “ If a task poses a question with a specific set of steps required to answer it, there is no space for creativity. ”

Another stumbling block in acquiring creative thinking skills is “creative mortification”, a term used by psychologist Ron Beghetto, describing an unwillingness or outright refusal to participate in any creative work after having experienced negative feedback on your work, and lacking the ability to deal with the resulting negative emotions felt. This usually happens to children at a very young age, when they find it more difficult to regulate their emotions and don’t yet have the necessary resilience to deal with this negative experience.

In my opinion, a young person losing faith in their artistic creativity early on, will very likely refrain from using the arts as a tool for acquiring creative thinking skills. As a result, they might be less likely to explore their own ideas in other non-art related areas, as their motivation for exploring creative thinking has been discouraged at an early age.

There are individuals, who from the outset have a highly creative mind, a talent or inborn creativity, which makes them explore the world in a different and more creative way. Being creative is part of who they are, their very essence. Studies researching the connection between attention and creativity have brought to light that truly creative individuals appear to have a “diffused or “leaky attention”, which translates into their having great difficulties in filtering out external sensory stimuli whilst trying to carry out cognitive tasks. In contrast, individuals with lower creative talent are able to block out distractions from their environment and give full attention to the task at hand.

Although having a “leaky attention” would be a real disadvantage in particular exam situations, it nevertheless leads to creative individuals being able to notice more in their environment and doing so on a continuous basis. They will notice things most people overlook; therefore, the creative mind has more information to play with and furthermore the ability to create new and unusual connections between various seemingly unrelated chunks of information.

The creative brain has the ability to better regulate thoughts and behaviours whilst being involved in a creative task, getting into a state of flow and in this setting tuning out all distractions. The psychologist Mihaly Csikszentmihalyi described flow as “ being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you’re using your skills to the utmost. ”

In addition, creatives tend to be better equipped at managing their emotions, especially with regards to negative feedback, and are able to just carry on with their vision. They have a higher level of resilience when faced with obstacles; these obstacles often leading them to be even more creative.

What Happens in Your Brain When You are Drawing?

In a study conducted to investigate whether drawing could increase the brain’s plasticity and using fMRI (Functional Magnetic Resonance Imaging) scans to establish what is going on in the brain, Dr Lora Likova, worked with a cohort of congenitally blind individuals, who had been taught to explore raised line tactile images with the help of their fingers and learnt for a week to draw from memory.

Congenitally blind people don’t show any activation in the visual area of their brain, however those participants who had learned to draw from memory showed a “dramatic enhancement of the activation, very specific to the primary visual cortex or what would have been the primary visual cortex in these congenitally blind subjects. ” Dr Likova’s study shows a rather remarkable and fast means of neural plasticity using drawing.

In a different study, researchers wanted to find out if art appreciation and active art production would have different effects on the brain. Neurologists Anne Bolwerk and Christian Maihofer, observed that the visual art participation group showed greater psychological resilience and a higher level of functional brain connectivity than the art appreciation cohort.

The  study noted stronger connections of brain areas and an involvement of brain regions which are activated during introspection; the employment of cognitive strategies in order to reduce negative emotional experiences; the regulation of emotions; greater self- awareness; and enhanced memory processing. It has been noted that the functional connectivity of most of these areas are vital for a healthy resilience.

Whilst more research needs to be conducted in this field, the neurologists put this phenomenon down to the fact that “ the production of visual art involves more than mere cognitive and motor processing described. The creation of visual art is a personal integrative experience – an experience of “flow”, – in which the participant is fully emerged in a creative activity. ”

This intriguing connection between emotional and creative skills has led to researchers from Yale University exploring this feature in the development of children. A course that was carried out over six sessions with children from selected primary schools in Santander, Spain, showed a significant increase in creative behaviour, enhanced skills for problem finding and idea generation. Interestingly, a follow up two months later, demonstrated that these positive effects started diminishing, which indicates a need for a continuous arts based intervention to achieve longer lasting results.

Students who score higher on the TTCT Torrance Test of Creative Thinking are more likely to have been exposed to art and art education. They are generally more willing to take greater risks, have a more pronounced imagination, show higher levels of creativity and, are finding it easier to engage with cooperative learning and expression.

Nonetheless, visual arts appreciation should not be underestimated, various studies have found that viewing paintings leads to an activation of a range of brain regions and in particular regions of the brain that are associated with “vision, pleasure, memory, recognition and emotions” as well as areas which deal with the “processing of new information to give it meaning”.

Neurobiologist Semir Zeki scanned the brain activity of people looking at art and was able to detect the release of dopamine, a chemical neurotransmitter that plays a part in how we feel pleasure. Looking at art appears to create a sensation similar to falling in love or looking at a loved one.

The perception of art is a very aesthetic experience which stimulates areas of the brain that are mainly associated with visuo-spatial exploration and attention. Viewing art activates your mirror neurons; brain cells that respond to the observation of a performed action. It can lead to what is called “embodied cognition” – one of the reasons you get drawn into a painting – perhaps making you feel afloat like Botticelli’s angels in “The Birth of Venus” or almost to feel paint splatters hit the canvas standing in front of a Pollock.

Furthermore, visiting museums and art galleries has been shown to lower stress levels, improve memory, and engage and strengthen your empathy. A study conducted by the University of Westminster found that study participants who visited an art gallery during their lunch break reported a lowering of their stress levels, this observation could be supported by findings that the cortisol levels of the participants fell after a 35 minute gallery visit. Visiting an art gallery can help with recovery from mental exhaustion in the same way as spending time in nature.

In 2017, a study carried out on preschoolers found that cortisol levels, and thus stress, were lowered if the children were given the chance to participate in music, dance and visual arts classes.

Research carried out by the University of Arkansas found that children who visited galleries and viewed art, improved their critical thinking skills and had an improved historical empathy. Viewing works of art helped them to understand what life would have been like for people who lived in a different time and place. These experiences contribute to a general openness to diversity, different ways of living, thinking, and experiencing of the world. The children also showed a much higher level of tolerance, as well as an enhanced appreciation, interest and understanding for art and culture. In a world where emotional intelligence is increasingly being understood as being essential to happiness and fulfilment, visual arts can play a fundamental part in supporting people of all ages.

Visual arts engagement should play an important part in every child’s learning experience. By freely experimenting with a variety of materials, whilst simultaneously expressing their emotions and ideas, these experiences will help to form important connections in the developing brain of a child. As outlined in this article, the arts represent a perfect vehicle for engaging a young person with the concept of creativity. It will become natural to them to approach a problem from more than one point of view, and to know that there might be multiple answers to a specific problem, or question. They will be able to apply an open mind and not only work with past experiences. The combined experience of art production and art appreciation will maximise the effect art can have on a young person, be it brain development; mental wellbeing; experiencing flow; strengthening  creative thinking skills; learning psychological resilience or becoming a more empathetic, tolerant open-minded thinker.

For advice on how to support children in art, see advice sheet PA414 Supporting High Learning Potential in Art and Design and the blog Art: Adding Extra Colour to the High Potential Learner’s World

Bolwerk, A., Dorfler, A., Lang, F. R., Mack-Andrick, J., Maihofner, C. (2014). How art changes your brain: Differential effects of visual art production and cognitive art evaluation on functional brain connectivity. PLoS ONE. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0101035

Bowen, D. H., Greene, Jay P., Kisida, B. (2014). The educational value of field trips. Education Next ,14 (1). https://www.educationnext.org/the-educational-value-of-field-trips/

Craft, A., Cremin, T., Burnard, P., Chappell, K. (2007). Developing creative learning through possibility thinking with children aged  3-7. In: Craft, A., Cremin, T., Burnard, P. (Eds.), Creative learning 3-11 and how we document it . Trentham.

Clow, A. (2006). Normalisation of salivary cortisol levels and self-report stress by a brief lunchtime visit to an art gallery by London City workers. Journal of Holistic Healthcare 3. https://www.researchgate.net/publication/252281628_Normalisation_of_salivary_cortisol_levels_and_self-report_stress_by_a_brief_lunchtime_visit_to_an_art_gallery_by_London_City_workers

Ebert, M., Hoffmann, J. D., Ivcevic, Z., Phan, C., Brackett M. A. (2015). Teaching emotion and creativity skills through art. A workshop for children. The International Journal for Creativity & Problem Solving , 25 (2), 23-35.

Fostering creativity: T he preschool teacher. (n.d.). [Online Lesson] in The Virtual Lab School. https://www.virtuallabschool.org/preschool/creative/lesson-4

Geirland, J. (1996). Go with the flow. Wired Magazine ,4(09). https://www.wired.com/1996/09/czik/

Hofmann, J., Ivcevic, Z., Maliakkal, N. (2020). Emotions, creativity, and the arts: Evaluating a course for children”. Empirical Studies of the Arts. Sage Journals. https://doi.org/10.1177/0276237420907864

Ivcevic Pringle, Z. (2020, April 3). Creativity at home in the times of pandemic. Dr. Zorana Ivcevic Pringle . https://www.zoranaivcevicpringle.com/post/creativity-at-home-in-the-times-of-pandemic

Ivcevic Pringle, Z. (2020, April 3). Manage emotions to innovate. Dr. Zorana Ivcevic Pringle . https://www.zoranaivcevicpringle.com/post/manage-emotions-to-innovate

Ivcevic Pringle, Z. (2020, April 3). Building your creative muscle. Dr. Zorana Ivcevic Pringle . https://www.zoranaivcevicpringle.com/post/building-your-creative-muscle

Ivcevic Pringle, Z. (2020, April 3). The how of creativity. Dr. Zorana Ivcevic Pringle . https://www.zoranaivcevicpringle.com/post/the-how-of-creativity

McDonald, H. (2019, February 15). The cognitive balancing act of creativity. Psychology Today .   https://www.psychologytoday.com/us/blog/time-travelling-apollo/201902/the-cognitive-balancing-act-creativity

Phillips, R. (2015, March). Art enhances brain function and well-being. https://www.healing-power-of-art.org/art-and-the-brain/

Skov, M., Vartanian, O. (2014). Neural correlates of viewing paintings: evidence from a quantitative meta-analysis of functional magnetic resonance imaging data. Brain and Cognition , 87, 52-56.

The benefits of art on memory and creativity (2018, April 17). Invaluable . https://www.invaluable.com/blog/benefits-of-art/

Zambon, K. (2013, November 12). How engaging with art affects the human brain. American Association for the Advancement of Science . https://www.aaas.org/news/how- engaging-art-affects-human-brain

Zeidel, D. W. (2014). Creativity, brain, and art: biological and neurological considerations. Frontiers in Human Neuroscience , 8(389).   https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041074/

About the author: Nina Vangerow is an artist, educator and online content creator with a MA in Ancient History. Teaching art and craft classes,  Nina has developed a particular interest in the correlation between the arts, creativity and mental wellbeing. As a mother of a teenager with high learning potential, she has been a Potential Plus UK member and volunteer since 2012.

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Public education often considers fine arts classes and programs expendable luxuries. This article explores how beneficial the fine arts are in education.

It is no secret that, when faced with recession pressures and budget cuts, most American public school systems decrease funding for fine arts programs or cut them entirely. Reasons cited for these decisions include fine arts do not generate much money for schools, nor are they part of the school’s core curriculum; therefore, they are expendable. Unfortunately, educational leaders are often not able to maximize the full educational and economic possibilities of the fine arts, and consequently, students’ learning opportunities suffer.

FINE ARTS PROGRAMS CAN GENERATE MONEY FOR SCHOOLS

Many American public schools sponsor annual plays and musicals, and despite performances being limited to a handful per semester, they do generate income for the school through ticket sales. Although they do require a considerable amount of time and practice to perfect these performances, as well as need a limited budget for props and supplies.

However, school drama performances can be increased to generate revenue and stay within budget by sponsoring ticketed events that do not require as much time or resources to produce. Such an example is orchestrating a comedy improv troupe, where only a few simple props and little preliminary preparation are necessary.

In addition, most schools completely neglect to showcase the talents of their budding visual artists. Sponsoring frequent school-wide art shows, auctions, and awards can generate additional funds for public schools, as well as provide enriching educational experiences for students.

For example, until visual art students reach college, few have opportunities to apply to an open call for entries or learn how to promote and set up an art exhibition. Learning these skills early gives visual arts students an edge over many art students who begin to navigate the exhibition circuit in their later college years. Furthermore, participating in art shows provides high school students who intend to study visual art with valuable experience to add to their college applications.

FINE ARTS PROGRAMS ARE BENEFICIAL TO STUDENTS’ LEARNING

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Art education authorities Eric Oddleifson and Judith Simpson have analyzed numerous studies conducted in urban and suburban school systems involving increased integration of the arts into classrooms. These studies overwhelmingly found that when the arts are incorporated into daily curricula, positive results are observed which transcend all subject areas. Examples include increased student creativity, better problem-solving abilities, more options to express ideas, open-mindedness and tolerance for different people and ways of thinking, and increased joy and motivation to learn.

Oddleifson’s writing also references the theories of Harvard psychologist Howard Gardner, who has conducted additional research advocating fine arts in schools. Gardner hypothesizes that there are seven total forms of intelligence: visual/spatial, musical, kinesthetic, interpersonal, intrapersonal, verbal, and logical. The first five intelligence forms are predominantly found in fine arts. However, most American school systems’ core curricula focus on subjects involving verbal and logical intelligence, such as English and science.

Removing fine arts from educational institutions not only deprives students of a well-rounded education but also denies students the ability to maximize their intellectual capacities. Just as art students require a scientific understanding of the natural world so they can render plants and animals with photo-realistic accuracy, wouldn’t science students benefit from creative stimulation to better generate ideas for hypotheses and experiments?

For students who are passionate about the fine arts, little is more devastating than extensive cutbacks or complete removal of fine arts classes. Furthermore, students who prefer other subjects do learn beneficial skills from fine arts, and the fine arts can contribute financially to public schools. Let us remember the true purpose of education and enrich students with a broad range of subjects so they may reach their full potential.

ART TEACHES MAKING JUDGMENTS ABOUT QUALITATIVE RELATIONSHIPS

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Through the development of qualitative intelligence, art teachers assist students to raise their consciousness and increase their capacity to interpret their world. Drawing on the work of Dewey, Eisner explains that the creation, appreciation, and understanding of visual form in general, and visual art in particular, is a mode of activity he considers to be a form of intelligence.

“The production and appreciation of visual art is a complex and cognitive-perceptual activity that does not simply emerge full-blown on its own.” [Eisner. 1972, p113]

DEFINITION OF QUALITATIVE INTELLIGENCE

Dewey advanced the idea that intelligence is the quality of an activity performed on behalf of inherently worthwhile ends. On this account, intelligence is a verb, a type of action, not a quantifiable noun, something that one possesses. For Dewey, intelligence is how a person copes with a problematic situation.

QUALITATIVE INTELLIGENCE AS PROBLEM SOLVING

When applying this notion of “intelligence” as problem-solving to the way students learn to make meaning through the modality of visual art, Eisner develops a descriptive argument [2002, p114]. He describes a process whereby students identify a problem, select qualities, and organize them so that they function expressively through a medium.

• A student who sculpts paints or draws is solving a problem
• He or she must find a way to transform, in some medium, an idea image, or feeling
• They start with a blank piece of paper, a lump of material, or data in electronic form
• The student uses this raw material to articulate a vision
• During this process, they hope to be responsive to the consequences of personal actions when managing material so that it functions as a medium
• When manipulating the media, the artist learns to be aware of the happy accident that is inevitable in the creation of artworks
• Through this learning strategy, it is hoped that the student will develop an ability to manage anxiety, frustration, and tension. The ability to forestall closure allows for the possibility of openness to a moment of unity and cohesion
• Students learn to recognize moments when the whole work comes together
• During the process, students will develop an ability to cope with thousands of interactions among visual qualities. Moments of cohesiveness, clarity, and unity will emerge through the child’s use of material
• Upon reflection students (perhaps in conversation with others) will conceive of her artistic purpose and recognize the meaning

Eisner calls the ability to problem solve in this way qualitative intelligence because it deals with the visualization of qualities expressed in images. The activity is directed at the creation and control of these qualities. It is generally recognized that artists work with seven elements of design.

MEDIATION THROUGH ARTISTIC THOUGHT

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Qualities are mediated through thoughts, which are managed through the process, which terminates in a qualitative whole. A qualitative whole is an art form that expresses an idea or emotion by how those qualities have been created through the organization.

People use this form of intelligence throughout daily living. Artistic decision-making occurs when people select furnishings for the home, design a brochure, create a website layout, or decide upon what clothes to wear. The ability to do this is not simply given at birth, as one aspect of a genetic bundle of attributes. Rather, qualitative intelligence is an educable mode of expression that develops through experience and (hopefully) with guidance.

Intelligence, in this sense, is capable of expansion and through expansion, it expands the potential understanding of students. Through the arts, teachers assist students to raise their consciousness and increase their capacity to interpret their world.

The tendency to separate art from intellect and thought from feeling has been a source of difficulty for the field of art education. One of the results of this distinction is a lessening of the value of the creative arts fields of inquiry within the curriculum. Such a dichotomous distinction does not do justice to art or education.

For another presentation of this view see The Philosophy of a Creative Arts Educator Wisdom is the Legacy Left by Harry Broudy.

About the author : Kaylee Osuna is a professional writer at EssayWriterCheap.org , who loves to read and write about Psychology. She has participated in different conferences and presentations to gain more knowledge and experience. Her goal is to help people cope with their problems.

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TeachKidsArt

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TIP #59: Your 4-Step Plan to Teach Kids Problem-Solving Through Art

One of my favorite things about art is that there isn’t just one right answer or one right way to do things. This makes art an ideal way to teach kids problem-solving skills that will last a lifetime.

Problem-solving can feel high-stakes when it becomes a zero-sum game, when only one solution is “right”. Fortunately, art offers a myriad of possible “right” choices. This takes the pressure off and helps kids feel more at ease experimenting with options and making decisions.

Well-crafted art lessons are an ideal way to teach kids problem-solving skills.  

Here is a 4 step plan to keep in mind as you design your art lessons.

1. Offer choices

The best art lessons offer plenty of opportunities for creative decision-making. Not only is this a great way for kids to learn, but it also results in the most interesting art.

Without enough free choice along the way, kids’ art projects can have a “cookie cutter” look. Creative choices are necessary to prevent each project from looking too similar to the others. Kids enjoy creating art that’s original and unique so we need to give them opportunities that enable that.  

When possible, offering students flexibility in choosing their subject, media, or style will help them practice making decisions and taking risks. As you plan each lesson, consider how students could make choices along the way to achieve different outcomes.

2. Impose limits

It may seem counter-intuitive, but  limitations  and choices go hand in hand when you teach kids problem solving skills. Without some limitations to narrow their focus, kids can feel overwhelmed by all the possibilities. 

In crafting your lessons, plan in a few restrictions to guide and encourage creative thinking. Avoid  “blank canvas syndrome”  by giving kids a specific theme with lots of choices while narrowing the options within those. 

For example, you could plan a rainforest watercolor painting where students research and choose three animals they want to include. The rainforest theme narrows the scope, and the medium being decided for them allows you to demonstrate specific techniques.

3. Ask open-ended questions

You can encourage “outside the box” thinking by asking open-ended questions and allowing time for reflection. 

Open-ended questions can be woven into every part of your lesson. From introduction to critique, there’s so much value in questions that don’t come with a single correct answer.

Because these kinds of questions require deeper thinking, be sure to allow enough time for thoughtful answers.

4. Model your own internal problem-solving process

You can help kids adopt a problem-solving mindset by modeling it for them yourself. To do this, try to “think out loud” and talk through your own problem-solving process in real time.

As real life problems come up, involve your students in solving them. Admit when you don’t have an answer and learn together! You can do this by talking through the steps below:

• Identify the problem.  (“I planned for us to start a new project today, but some of the supplies I ordered haven’t arrived yet.”)
• Brainstorm solutions.  (“Let’s brainstorm what we could do instead. I’ll write our ideas on the board.”)
• Discuss the pros and cons of your options.  (“If we try Nate’s idea, we could….”)
• Choose a solution and act on it.  Try different things and take some risks.
• Reflect and evaluate with open-ended questions.  (“What did you learn from this? What would you change or do differently next time?)
• Make adjustments and try again as needed.  Remember, problems can have more than one solution!

Verbalizing your problem-solving approach is especially useful when you’re demonstrating a new technique or the steps of a project.  Hearing the decisions you’re making in your creative process can be a huge help to those with less experience.

Art education helps kids gain confidence in making decisions, exploring options, taking risks, and evaluating results. They also benefit as they develop more comfort with  making mistakes and learning from failure .

an inspiring quote:

“the arts can build children’s ability to see problems as creative opportunities instead of obstacles.”  ~ lisa phillips, “the artistic edge”.

Problems usually represent things that we want solved, fixed, overcome, or improved. When they’re in the way of a desired outcome, it’s easy to think of problems as obstacles. 

But if kids learn to view problems creatively, they can begin to see them as opportunities. The opportunity in a problem may not always be obvious, but it’s always worth looking for.

Expecting  to find an opportunity in their problems puts kids in the right frame of mind for seeking solutions. It helps them develop a  growth mindset  that will serve them well in every area of their lives.

a question to consider:

What issue can you engage your students with and then guide them through the problem-solving process, privacy overview.

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Using art to solve problems

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Art historian and lawyer Amy Herman believes looking at art and using 'visual intelligence' can help with solving problems and critical thinking.

The former head of education for the Frick Museum Collection in New York has used this approach to help organisations including the FBI and Scotland Yard to examine perceptions and internal biases when it comes to investigations.

Amy Herman , Art Historian, Lawyer, Author, FIXED : How to Perfect the Fine Art of Problem Solving

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Long COVID and chronic fatigue, problem solving through art and is it OK to lie to someone with dementia?

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How Artists Are Trying to Solve the World’s Problems

A cohort of 30 artists have received funding to find creative solutions to 21st-century problems like surveillance, digital inequality and inherited trauma.

By Zachary Small

Janine Soleil’s passing was sudden and shocking. She died a week after her 75th birthday in May, which was spent in hospice care after contracting the novel coronavirus. And once she was gone, her son, the artist Dylan Gauthier, found her digital imprint everywhere: on the dating websites where she found love, on the insurance company listings for her old therapy practice and across the hundreds of other websites she had tacitly agreed to share personal data with.

“I had a realization when my mom died,” Mr. Gauthier, 45, said. “What would happen to her data in a country like the United States that doesn’t have coherent data privacy protections?”

Since her death, Mr. Gauthier has attempted to extricate his mother’s data from the often faceless third-party companies and service providers that dominate online information-sharing. “When it comes to deciding what records we leave behind, we have little conception of where things will go,” he said. “My mother was a child of the ’60s, a person who was already hesitant to post on the internet. I know she would not want to live online after she died.”

Mr. Gauthier’s search to reclaim his mother’s “digital body” has become more than an expression of grief; it is the source material behind a new artistic project called “Delete Me When I’m Gone,” which intends to provide a tool kit for anyone planning an afterlife washed clean of their digital persona. His endeavor is being funded by the Brooklyn-based art and technology center, Eyebeam through its new initiative, Rapid Response for a Better Digital Future , which supports 30 artists incubating creative solutions to a world torn asunder by digital surveillance, racial violence and a pandemic.

“There is a hunger for the generative thinking that artists can supply,” said Roderick Schrock, the executive director of Eyebeam. “I think that interest comes from a general breakdown in trust for our world leaders.”

With $300,000 raised from the Henry Luce Foundation and the Andrew W. Mellon Foundation, Eyebeam is providing significant resources to its artist cohort tasked with responding to “a time of crisis and systemic collapse” during the coronavirus pandemic. Each artist will receive $5,000 to develop their projects and a select number will receive an additional $25,000 in October.

Funded proposals include Maxwell Mutanda’s visualization of the mobile data gap in sub-Saharan Africa, where access to the internet is often expensive; Roopa Vasudevan’s field guide for artists looking to subvert surveillance technology; and Kyle McDonald’s critique of the controversial practice of predictive policing through machine learning.

And for artists like Rashaad Newsome, 40, the program has been an opportunity to dream big. Currently based in Oakland, Calif., Newsome is developing “Being 1.5,” a virtual therapist powered by artificial intelligence to respond to the collective trauma that African-Americans experience. The idea came to him amid the George Floyd protests. “Through critical thinking with the bot,” Mr. Newsome said, “I hope people will find new ways to navigate systems of oppression.”

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How to Use Art to Promote Critical Thinking in Children

by Miss Kheng | Aug 8, 2023 | Art for Child Development | 0 comments

The Connection Between Art and Critical Thinking

How to encourage critical thinking through art, tips and strategies for parents.

• Encourage curiosity: Ask your child questions about their artwork. What were they trying to express? Why did they choose those colours? These questions can stimulate their critical thinking.
• Promote problem-solving: Give your child challenging art projects that require them to figure out how to achieve a specific effect or create a particular form.
• Foster decision-making: Let your child make decisions during their art projects. For instance, ask them what to draw instead of telling them what they want to draw.
• Cultivate observation skills: Encourage your child to observe art closely, whether it’s their own artwork, a piece in a museum, or a picture in a book. This can enhance their attention to detail, an essential aspect of critical thinking.
• Nurture open-mindedness: Encourage your child to explore different art styles and mediums. This exposure and knowledge can help them understand that there’s no single “right” way to create art, fostering open-mindedness.

Practical Activities and Exercises

• Artful Thinking Routines: These routines, developed by Harvard’s Project Zero, involve observing, questioning, and interpreting art. They can help children think critically about art.
• Storytelling through Art: Have your child create a series of drawings to tell a story, promoting sequencing and logical thinking.
• Art Critique: Encourage your child to critique their own or others’ artwork and foster analytical thinking.
• Art Interpretation: Have your child interpret the meaning of a piece of art and enhance their inferential thinking.
• Art Creation Challenges: Give your child challenges that require them to create art with specific constraints and stimulate their problem-solving skills.

The Role of Art Classes in Developing Critical Thinking

The next step: booking a trial class.

If you want to take the next step in your child’s development, consider booking a trial class. This will allow your child to experience first-hand how art can promote critical thinking. You can book a trial class here .

During the trial class, your child will engage in various art activities to stimulate their critical thinking. They’ll also be able to interact with other children, further enhancing their learning experience.

Frequently Asked Questions

2. How does art education foster critical thinking? Art education fosters critical thinking by encouraging children to observe, interpret, and reflect on art. This process can enhance their attention to detail, an essential aspect of critical thinking. Moreover, art education often involves problem-solving tasks, which can further promote critical thinking.

3. How can art be used to teach critical thinking? Art can be used to teach critical thinking through activities that encourage observation, interpretation, and reflection. For instance, you can ask your child to describe what they see in a piece of art, to explain what they think it means, and to reflect on how it makes them feel. These activities can promote critical thinking skills.

4. How does art education impact a student’s critical thinking? Studies have shown that art education can positively impact a student’s critical thinking. In addition to improving their observation, interpretation, and reflection skills, art education can enhance other essential aspects of thought, such as problem-solving and decision-making.

Art is a powerful tool for promoting critical thinking in children. It encourages them to observe, question, interpret, and make decisions — all key components of critical thinking. By using the strategies and activities outlined in this article, parents can help their children develop this essential skill. So why not start today? Explore art with your child, and watch their critical thinking skills flourish.

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Creative Problem Solving

Students will examine Remington’s The Cheyenne and identify the challenges he faced in creating a horse that appears to be airborne. They will then work with a partner and go through a similar problem-solving process to create their own airborne sculpture.

Students will be able to:

• explain the problems Remington faced when he started sculpting in bronze and how he worked with others to solve these problems;
• overcome challenges faced when making an airborne sculpture; and
• work with others to complete a task.
• Warm-up: Divide students up into small groups of three or four. Have them use the materials provided to build a free-standing structure that is as tall as possible. You have two minutes to brainstorm with the people in your groups and four minutes to build the structure. Debrief the problem-solving activity with the students. What worked and what didn’t? How did working together help you build the tallest structure possible?
• Show students The Cheyenne and share with them key points from the About the Art section about the problem-solving Remington engaged in with the foundry. Define “airborne” and discuss the challenge Remington faced in making his airborne horse sculpture. Remington cleverly used a cape to balance the weight of his sculpture. Brainstorm other objects he could have used instead. Have students compare their problem solving strategies from the warm-up to Remington’s process.
• Tell students that they are going to make their sculpture of an airborne animal. Allow students to work with a partner. Have them start by looking through books and/or magazines to choose an airborne animal. Have them decide on a support, just as Remington chose to include a cape on The Cheyenne .
• Give them a choice of recycled materials, some Model Magic (or other sculpting product). The sculpture will be more abstract and less detailed than The Cheyenne but the primary goal is for them to take the problem of having to make a sculpture from recycled materials and to make their animal appear to be airborne.
• Debrief the experience. First compare the similarities and differences of their process to Remington’s. What limitations did they have?
• One set of the following for every three to four students: three paper cups, 10 index cards, four clothespins
• An assortment of recycled materials, including bottles, food containers, etc.
• Model Magic, Sculpey, or clay for each student to make a sculpture (amounts will vary based on plastic containers used)
• Books and/or magazines with pictures of airborne animals ( National Geographic is a great resource)
• About the Art section on The Cheyenne
• One color copy of the painting for every four students, or the ability to project the image onto a wall or screen
• Invent and Discover to Create
• Observe and Learn to Comprehend
• Relate and Connect to Transfer
• Envision and Critique to Reflect
• Oral Expression and Listening
• Collaboration
• Critical Thinking & Reasoning
• Information Literacy
• Self-Direction

The Cheyenne

Frederic Remington was born in Canton, New York, and attended the Yale School of Art, where he studied drawing and played football. When he was twenty years old, he traveled west for a vacation and mailed a rough sketch to Harper’s Weekly magazine, kicking off his career as an illustrator. He had tried his hand at sheep ranching in Kansas, but after a couple of years returned to New York, making trips west from his home in the East. Most of his work was created in his studio in New Rochelle, New York. Remington’s artistic career began with painting and drawing, but a friend encouraged him to try his hand at sculpture in 1895. He made 24 sculptures in his last 14 years as an artist. Remington liked the permanence of bronze sculpture: “My water colors will fade—but I am to endure in bronze,” he said. He died at age 48 at the height of his career.

Remington felt compelled to record an American West that he believed to be disappearing. He loved to portray the action and energy of the West and did not feel confined by what were considered the limits of the bronze medium. In this sculpture, Remington has defied the traditional means of supporting sculpture, making the falling robe a part of the action. The horse and rider are full of energy and appear to be moving quickly. Remington often worked from photographs to achieve this authentic image of motion. To create this bronze sculpture, Remington used a method called lost wax casting. A “cast” is a form that is created by pouring liquid metal into a mold. Although it is over 6000 years old, the lost wax method had been newly introduced in the United States during Remington’s time. The process involves six different steps—during each step a new model of the sculpture is made. Lost wax casting allows the artist to make quick changes and fine-tune the wax model before each pour. Remington took advantage of this opportunity for experimentation, and often visited the foundry that produced his casts at this stage. His additional artistic input is evident in the Denver Art Museum’s sculpture, especially in the textures and color of the piece.

Different Textures

Compare the smooth skin of the Indian to the rippled musculature of the horse’s flank to the high relief texture of the buffalo robe. This sculpture shows the texture variation that was possible using the lost wax method, and it is evidence that this cast received a great deal of personal attention from the artist.

The golden honey color of this particular cast is much lighter than other casts of The Cheyenne , which may be evidence that Remington himself was involved in selecting it. He usually preferred a blue-black patina, so this was probably an experiment.

Four Hooves Off the Ground

In 1878, Eadweard Muybridge’s (MY-bridge) photos of racehorses in motion proved that all four hooves leave the ground at one time. Wanting to show this in bronze, Remington added a buffalo robe falling toward the ground as a support for the flying horse.

Accurate Leg Position

Muybridge’s photos also revealed another misconception: in their off-the-ground position, the horse's legs were bunched together under the belly, rather than in the “hobbyhorse attitude,” with front legs stretched forward and hind legs backward, which was traditional in painting. In using this pose for The Cheyenne , Remington was one of the first artists to take advantage of this new information.

Mane & Tail

The horse’s mane and tail add to the sculpture’s sense of motion—they appear to be blown back by the wind.

The Artist’s Signature

Remington’s signature changes location from cast to cast. On ours, it appears on the base.

Related Creativity Resources

Possible Perspectives

Students will look at and discuss Coen’s painting Yellow Rain Jacket and write stories from the perspective of either the horse or the champion rider, exploring how the same details can be communicated differently.

Clothing Conversations

In this lesson, students will explore the symbols, patterns, and colors that are important to the Osage people. Students will compose a written reflection on the messages that their clothing communicates about them, just as the Ribbon Appliqué Wearing Blanket communicated messages about the person who wore it.

Say It with Flowers

Students will examine the artistic characteristics of Three Young Girls ; explain the meaning and significance of the flowers in the painting and other well-known flowers.

A Triumphant Message

Students will examine the sequencing of events in the paintings and create a six-part story of sequential “triumphs” that ends with an important message.

Poetry with Natural Similes and Metaphors

Students will examine the artistic characteristics of Summer ; make comparisons between physical features of the figure portrayed in Summer with items from the natural world; and create poems using similes and metaphors comparing a person’s physical appearance with items from the natural world.

Making the Commonplace Distinguished and Beautiful

Students will learn how William Merritt Chase aimed to portray commonplace objects in ways that made them appear distinguished and beautiful. They will then create a written description of a commonplace object that makes it appear distinguished and beautiful.

Funding for object education resources provided by a grant from the Morgridge Family Foundation. Additional funding provided by the William Randolph Hearst Endowment for Education Programs, and Xcel Energy Foundation. We thank our colleagues at the University of Denver Morgridge College of Education.

The images on this page are intended for classroom use only and may not be reproduced for other reasons without the permission of the Denver Art Museum. This object may not currently be on display at the museum.

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Home Blog Art Therapists: Solving the World’s Problems Through Art and Psychology

Art Therapists: Solving the World’s Problems Through Art and Psychology

March 11, 2023

Contributing Author: Alley Bardon

5 mins read

Life is often stressful. And what seems a minor inconvenience to some is a major stressor to others. Unemployment, inflation, and worry over infectious diseases are all issues that cause concern in today's world. For those who lack good coping skills, life can be difficult, indeed. Fortunately, art therapy has proven itself to be a healing tool for those struggling with stress, anxiety, and more. 

Art therapy, and the art therapist who administers it, can be instrumental in improving the overall quality of a person's life. Through guided artwork and the artistic process, patients can discover unknown truths about themselves. Therapeutic recipients find they are resilient and perfectly capable of changing their lives for the better.

They can learn more positive forms of self-expression while tapping into a creative process they find relaxing and enjoyable. 

In today's overtaxed healthcare system, art therapists are in high demand. Do you have what it takes to earn a degree in art therapy? 

What Does and Art Therapist Do?

What is an art therapist ? An art therapist uses the creative process to help clients heal from issues such as trauma, stress, and depression. During an art therapy session, a patient is encouraged to work with the medium of their choice, which may include colored pencils, paint, clay, or other media. The very act of creating helps to reduce anxiety, improve focus, and quiet intrusive or negative thoughts. As the client works, the therapist leads them through a psychotherapy (talk therapy) session that addresses any issues they may be experiencing. 

Art therapists work with patients of all ages. They are  experts in human development  and highly trained in the connection between art and psychology. These professionals understand how the human mind works and how thoughts and emotions guide behavior. They're creative, empathetic, intelligent, and highly effective communicators. If this sounds like you, earning your bachelor's degree in pre-art therapy could be an ideal career choice. 

How a Degree Leads to Positive Change

Most people experience negative thoughts from time to time. If you've ever been stuck in traffic after a hectic day at the office and thought, "I'm never going to get home," this is a prime example. For some people, however, these negative thoughts, or "cognitive distortions," occur continuously throughout the day. They become stuck in a cycle of all or nothing, always or never, with no in-between option. And this is a stressful, anxiety-inducing place to be. 

For this demographic, therapy, including art therapy, can be life- changing. Through gentle redirection, patients can learn how to change the way they think, and instead of that constant nagging voice in the back of their head that says things like, "you'll never be good enough" or "you're going to fail again, just like always," they begin to think more realistically. 

Art therapy has proven immensely helpful for patients and for others like them because it focuses on a pleasant activity that relieves stress and offers a distraction from exhausting intrusive thoughts. This, in turn, allows the therapist to explore the problem more deeply without causing distress. Earning your degree in art therapy will teach you how this is done. 

Encouraging Creative Expression

Art therapy encourages creative expression because it lets the patient choose what they're going to create. There is no right or wrong way to proceed. Patients aren't required to paint the house they grew up in or to make a sculpture that resembles their abusive spouse. Instead, the client chooses how to begin and concentrates on the process. As a result, they experience feelings like enjoyment, satisfaction, and peace. This experience is often helpful for removing barriers they have built up in their minds that tell them they absolutely can never talk about what happened. 

Because verbalization is difficult for many who have survived traumatic situations, such as sexual assault, approaching the topic in a way that is less direct is often the key. As the patient focuses on the art, they may find themselves able to recall events or to voice memories, unlike before. It's the job of the art therapist to encourage this communication in ways that prevent the client from feeling threatened or fearful. 

Providing Stress Relief and Coping Mechanisms

Art therapy is not only a good way to relieve stress, but it can help patients discover effective coping mechanisms, as well. Through art therapy, many people have learned how to meditate, how to be more present in the moment, and how to channel chaotic feelings onto canvas, paper, or clay. 

Other coping behaviors that may be learned through art therapy include therapeutic breathing, emotional regulation, becoming grounded, mindfulness, and increased self-awareness. These are all learned skills that help people process the things they're feeling at any given moment. They can help lessen feelings of anger, hopelessness, helplessness, and grief. 

Helping Those Struggling with Mental Health Conditions

Approximately one in five adults struggle with mental illness, according to the  National Alliance on Mental Illness , and one in six youths under the age of 17 are fighting the same battle. Art therapy is a wonderful tool for helping individuals. In fact, it has proven instrumental in helping patients heal from: 

• Post-traumatic stress 
• Anxiety 
• Trauma 
• Grief 

As well as a number of other mental health conditions. With a pre-art therapy degree, you'll be well situated to earn your master's, which could put you on the front lines as a warrior in the mental health battle. 

Earn a Pre-Art Therapy Degree Online to Become an Art Therapist

Does this sound like a career you would find fulfilling? If so, we invite you to explore the Bachelor of Arts in Pre-Art Therapy  program at Lindenwood University in St. Charles, MO. Lindenwood University was founded in 1832 and is accredited by the Higher Learning Commission. This means the credits you earn at Lindenwood are easily transferred to the master's degree program at many graduate universities. Additionally, the Bachelor of Arts in Pre-Art Therapy at Lindenwood can be earned entirely online. There are no geographic barriers to earning the degree of your dreams. You can learn at your own pace and have greater flexibility when it comes to scheduling your classes around your existing work and life responsibilities. 

A Bachelor's Degree in Art Therapy can be used to pursue entry-level jobs in the human service fields in such settings as social service agencies, nursing homes, residential treatment centers, and more. You will be better prepared to provide support for individuals experiencing stress or loss.

For more information, contact the admissions office at  Lindenwood University  today. We're happy to answer all your questions regarding admission to our online Pre-Art Therapy program and how your art therapy credentials can prepare you for a master's degree program. 

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

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

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

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

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

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

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

What is Cognitive Development?

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

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

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

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

The Importance of Cognitive Development in Young Learners

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

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

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

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

Benefits of Art Education for Cognitive Development

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

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

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

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

Examples of Projects that Boost Cognitive Development

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

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

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

Creating an Engaging Environment

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

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

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

Benefits of Visual Arts

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

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

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

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

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

Benefits of Performing Arts

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

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

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

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

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

Brain Science and Art Education

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

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

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

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

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

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

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

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

Case Studies – Examples of Art Education Program Success

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

Riverside University – California, USA

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

Mesa Elementary School – Texas, USA

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

Haddonfield Academy – New Jersey, USA

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

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

Resources to Further Your Learning

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

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

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

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

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

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

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

• Learning Through The Arts
• The Importance of Arts Education In Schools

Thanks again for reading this guide, and happy exploring!

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World art day 2024 - unlocking potential through art.

World Art Day offers the perfect moment to reflect on the inevitable impact art has on the development of children. It's not only enjoyable and engaging for them, but it also plays a crucial role in shaping young minds, fostering creativity, and nurturing essential skills that build the foundations of a well-rounded individual. This year's World Art Day theme, "A Garden of Expression: Cultivating Community Through Art," emphasises the role of art in fostering connection and community growth.

For World Art Day 2024, Twinkl has provided free resources including an Origami Activity Pack which provides step-by-step instructions and printable paper for engaging in the art of origami. This pack offers a wonderful opportunity to enhance hand-eye coordination, refine motor skills, and improve mental concentration.

Another excellent resource is the My Inner Self and Outer Self Portrait Activity . This activity can be used to inspire children to dive into their inner thoughts and express themselves freely.

Enhancing imagination and creativity

Through art, children learn to think outside the box, explore new ideas, and express themselves in unique ways. Whether they are writing a story, composing a song, or drawing a masterpiece, art encourages children to tap into their imagination and create their own story.

Developing and reinforcing motor skills

Art not only enables imagination and creativity to overflow but also initiates the development of essential motor skills. From finger painting to sculpting with clay, children are continually enhancing their cognitive, emotional, and social development which progresses to essential skills that will benefit them throughout their lifetime.

Promoting problem-solving skills and critical thinking

When faced with a blank canvas or a lump of clay, children must make decisions and experiment with different techniques to get the results they are happy with. This process of trial and error helps children learn to think critically, analyse their own performances, and come up with creative solutions - an invaluable skillset for navigating the complexities of life.

Learning to work as a team

Beyond individual growth, art also helps with social development in children and evolves their collaboration skills. Children learn to communicate effectively as a team which encourages empathy, respect for diverse perspectives and a recognition of what collective creativity can produce.

World Art Day 2024

On World Art Day, it is an opportunity to celebrate the power art can have on early childhood development and the skills they will learn and take with them from the offset through to their adulthood. Together, let’s teach one another the importance and beauty of allowing children to get messy with clay, wander away with their thoughts and ideas, and paint a brighter future for themselves and the world.

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