Using Arts-Based Identity Exploration Activities to Foster Students’ Increased Understanding of and Empathy for Self and Others

Abstract

In these divisive times, it is more important than ever that education provide holistic ways for students to increase their understanding of and empathy for both themselves and others. Arts-based identity exploration activities involving students’ creative expression and sharing with one another can serve as powerful pedagogical tools in many different types of educational programs at the elementary, secondary/high school, and college levels, including in general education social justice courses, student life programs, and teacher education, social work, counseling, premed, and other helping-profession programs. Engaging in these activities can promote students’ increased awareness, understanding, and empathy both within themselves and with students of similar and differing cultural groups. Students’ emerging sense of self-worth, belonging, and being heard can also foster a sense of community in the classroom. In this article, I first discuss the in-class dissertation research project I conducted during my arts education PhD program at the Ohio State University during the spring 2016 semester. I then provide examples of how other educators have used arts-based inquiry in their teaching. In conclusion, I propose additional ways in which arts-based inquiry can be used to deepen and enhance students’ educational experiences.