Arts-based Learning Research Articles

Arts-Based Classroom Evaluation: Impact Assessment Through Student Drawings

Classroom evaluations are implemented with the best of intentions – to measure student satisfaction in the classroom. However, survey questions do not always apply to the learning environment, especially in nontraditional classrooms. We want to improve our craft as teachers and as facilitators, but we lose the chance to critically reflect on our practice when our participants do not feel that they can give constructive feedback because of the risk that a less-than-stellar review could jeopardize whether the class is even continued in future years. Is there another way to gather informal feedback from students or participants on a regular basis to build a collaborative and artistic community in our learning spaces? This article introduces student-generated drawings as a tool for teachers in all subject areas, for casual check-ins, general information gathering, and in-depth explorations of student experiences and opinions. Over 1,000 drawings were collected and analyzed to investigate the advantages of this approach in arts-based learning environments.

Group creativity in adolescence: Relational, material and institutional dimensions of creative collaboration

Background Studies of group creativity have focused on adults acting in professional settings, with less attention paid to how adolescents collaborate in groups in creative activities. Building on sociocultural perspectives on imagination as a complex capacity in adolescence, this study examines students’ creative-imagining processes and the role of peer influence in group collaboration. Methods The setting of the study is a two-day museum-led workshop on the topic of architecture, which was produced for a national touring program for middle schools. Video data of students’ collaborative interactions comprise the primary data for the analysis. Findings The study identifies material, institutional and relational aspects of group creativity in adolescence. A key finding is how creative influence is socially negotiated when merit-based knowledge and authority in an art domain are not valued. The study also finds that students’ interactions in creative activity may be viewed as evidence of learning processes even without consensus in the group. Contributions This research contributes new understandings of adolescents’ creative-imagining processes and creative influence in arts-based learning activities in middle school. Principles for arts-based learning designs are presented:the appropriateness of materials; designing for knowledge dependency in open-ended tasks; and facilitating productive forms of creative influence.

A narrative inquiry of storytelling: a learning strategy for nursing students to reflect on their interactions with patients

ABSTRACT Arts-based learning in the context of clinical placement is rarely discussed in the literature, yet storytelling is potentially a valuable tool for students to reflect on the multi-dimensional experience. Clandinin and Connolly’s approach to narrative inquiry provided the methodology to explore students’ experiences of storytelling as a learning strategy. Narrative inquiry is a relationship-based methodology, used to study the nature of people’s experience. The approach is like that of clinical facilitators who work collaboratively with students to understand and provide mentorship through placement experiences. Creative writing and storytelling sessions with students were conducted throughout placement. Data included creative writing, oral stories, and researcher journal entries, collected over six placement blocks with 26 nursing students. Analysis identified that students engaged enthusiastically with storytelling; stories highlighted moments of student-patient interactions; the value of a positive clinical facilitator-student relationship; the complexity of registered nurse-student relationships; and students from cultural and linguistic diverse backgrounds experienced feelings of isolation from staff. The simple tools of pen and paper were a powerful medium for students to reflect on their interactions with patients. Facilitating the process of storytelling provided the researcher with insight into intrinsic and extrinsic obstacles and opportunities which may impact students’ engagement with patients.

‘Dracarys’ for all: TV series and experiential learning

Film has been widely used for management learning, mostly with a focus on the story rather than on the film experience. This study draws on arts-based learning literature, film studies and data from learning interactions, and develops a taxonomy of experiential learning with film as a specific art form and emotional medium. The taxonomy includes three elements: making a film experience, processing the experience and cultural aesthetic reflexivity. This study provides process steps and teaching strategies to help move management learners along in the process towards specific learning outcomes. It introduces a film analysis tool as a method that can be used to overcome aesthetic muteness when reflecting on the film experience. The acclaimed and contested TV series Game of Thrones serves as a point of reference, and examples feature the female leader Daenerys Targaryen. The approach is transferable across films and TV series to integrate knowing, experience and emotions and to use popular culture’s critical potential for management learning.

Learning to Play with the Rules

With social and ecological variation caused by climate change, cities and city residents will need to develop flexibility at the core of their structures and intheir relationships to them. Cities’ planning codes, design norms and their residents’ food and comfort habits are established upon Holocenic stability thathas been upended by the Anthropocene. So, in addition to the routine socialization that children must undertake to learn to live together in their established settings, they must now learn to embrace flexible relations to these settings and their habits. European life is now transforming with changes driven by climate change and recent refugee waves, and Germany responded to the 2015 wave by generously funding cultural integration projects with loosely defined goals. When properly situated, arts-based learning can provide a playful way for children, refugee or not, to flexibly integrate and relate to each other and to changes in cultural and architectural infrastructure towards heterogeneous conviviality. This practice-based paper describes an artistic researcher’s development of an arts-based situation, the Bauspielplatz Kunst Kammer (BKK) museum, intended for such learning. It discusses initial insights into the practice of how a situated institution can ground such learning and looks towards wider questions such a project inspires.

Is Science for Everyone? Exploring Intersectional Inequalities in Connecting With Science

Several studies have investigated the way learners connect with science, re-emphasising persisting inequalities in science learning. This article combines the concept of intersectionality with the theoretical lens of science learning ecologies to focus on inequalities in connecting with science: Which factors influence the formation of a positive science attitude of young learners and how does the social background of young learners influence their opportunities of connecting with science, focusing on the intersections of class and gender? Based on a quantitative survey among 1,486 visitors of non-formal science education offers aged between 8 and 21, we analyze important factors for the development of a positive science attitude and investigate structural inequalities. The intersectional perspective was implemented in the sampling, survey design as well as its analysis. Using composite indicators of age and gender as well as gender and educational capital, we avoid a homogenisation of broadly defined groups. The results highlight that the development of a highly positive science attitude–as identified in a stepwise logistic regression model–is linked to supportive social environments, intrinsic motivation, science learning in school as well as regular engagement in arts-based learning, and self-directed science learning. The learning ecology perspective illustrates the influence of school on science attitudes in general. From an intersectional perspective, however, our findings demonstrate that the persistence of an androcentric and classist concept of science is not compatible with every learning ecology; male learners from educationally affluent backgrounds are most likely to enjoy science learning and see how science relates to their everyday realities. In turn, however, not only female learners with lower educational capital but also male learners with lower educational capital might find it more difficult to connect with science. The intersectional approach unveiled the multiple ways educational capital and gender shape individual learning ecologies. More equitable science learning spaces and offers have to adapt to a diversity of needs and preferences in order to make science activities enjoyable for all.

Arts-based Experiential Learning: Creativity as a Collaborative Outcome in an Online MBAProgram

Over the past decade, the arts-based learning movement has gained momentum in both organizations and business schools. Extending beyond logical-analytical ways of knowing, artistic activities afford opportunities to explore various management and organizational issues creatively. Traditionally, artful experiential activities occurred in physical spaces. However, with the proliferation of online education, there is a need to consider applying artistic methods through experiential learning exercises in virtual learning communities. In addition, the 2020 global pandemic forced business schools to reconsider where and how business education takes place. This paper describes an arts-based activity assigned to graduate students in the context of an experiential learning exercise designed to explore the purpose of their online MBA. Some individuals perceive themselves as unable to be creative. This paper employs the alternative perspective that creativeness can be collaborative, as opposed to merely individual practice. Narrative accounts from students illustrate their experiences with artistic, creative assignments in the virtual world. The authors conclude with practical implications and suggestions for future research.

Working with the potential of arts-based learning: Making sense and leaving ‘business as usual’ behind in an art seminar

The purpose of this study is to contribute to the interest in arts-based learning as part of the growing literature on artistic initiatives in business contexts, by advancing the understanding of the potential of arts-based business learning that people can yet fail to benefit from. We draw on Weick’s framework for how people construct meaning in organized situations and on a qualitative study of an art seminar in business education to consider arts-based learning in the face of pitfalls that can prevent people from engaging in approaches that differ from their usual ones and from which they can learn. We show that people can benefit from the potential of arts-based business learning when collective meaning-construction processes such as sensemaking or sensegiving can unfold and work in an iterative, active and intense way, to take people towards new experiences. Our study also highlights the usefulness of taking a perspective centred on ongoing collective meaning-construction processes and of focusing on both learning activities and learning situations when studying business learning.

Illustrating and Animating an Alternate Ending to the Israel Narrative: Creative Arts in Israel Education

ABSTRACT A qualitative study focusing on arts-based learning in Israel education was conducted at a community Jewish high school in North America. Building on studies that have shown students are able to simultaneously love and critique Israel, the purpose of the study was to assess whether producing creative work led to creative solutions to contemporary problems in Israeli society being offered. The data yielded positive results in a limited capacity; a few of the students did move beyond critique and offered thoughtful solutions, showing the potential benefits of arts-based learning. Recommendations are offered for helping more students develop creative solutions.

TRANSFORMATIVE LEADERSHIP EDUCATION USING ARTS-BASED STORYTELLING

Arts-based learning is a powerful approach that leadership educators should consider to enrich student learning. By employing an arts-based storytelling pedagogy, leadership educators can engage learners in the power of their lived experiences (Sutherland & Jelinek, 2015). At a large Midwestern research university, leadership educators have utilized an illustrative activity called the Little Buddy as a central pedagogical element to enhance student learning in regards to their cultural identity development and how this emerges in their understanding and practice of leadership. The Little Buddy activity is shaped and supported by literature in intercultural leadership, culturally relevant leadership learning, critical reflexivity, and arts-based narrative; and draws upon the power of storytelling as a pedagogy. Practitioner reflections and recommendations for practice will also be discussed.

Creativity and arts-based learning

Creativity and arts-based learning

Contributors

Contributors

Arts at the core: Considerations of cultural competence for secondary pre-service teachers in the age of Common Core and the Every Student Succeeds Act

ABSTRACT Arts integration is a transformative platform for teacher candidates to think, plan, and teach for understanding that extends beyond the curriculum. This qualitative content analysis explores what pre-service teachers learned about arts integration as a route to cultural competence. The researchers show how pre-service teachers’ experiences with arts integration shift their thinking about their future pedagogical practices. Using Culturally Relevant Pedagogy as a lens, the researchers analyzed written reflections from teacher candidates (n = 15), who experienced creative processes such as problem-solving and art-making in an Arts Integration course at the end of a secondary teacher preparation program. Teacher candidate reflections show a new consideration for a culturally relevant solution to an ongoing problem or perception; plans to relate and connect to students’ interest, perspectives, and ideas; and a focus on the barriers and benefits of creative and critical problem-solving in and through the arts. The paper concludes by suggesting an art-integration themed program in teacher education as well as art-based learning as a component of professional development for novice teachers.

How do we make facial expressions? A study into how modelling can aid in the public's understanding of the muscles of facial expression

IntroductionWith a growing curiosity in human anatomy from the interested public, alternatives to cadaveric dissection are needed to aid in the public's education of the human body. As the study of human anatomy is a visual subject, and one which involves tactile learning, alternative teaching techniques accessible to all must involve active learning. Arts-based learning is a visual and tactile learning technique to aid in the interested public's understanding of the human body, and one that is affordable. AimThe aim of this study was to provide the interested public with an arts-based workshop to aid in their understanding of the structure and function of the muscles of facial expression through the use of wax modelling, along with an appreciation for arts-based learning in anatomy education. MethodThis study was conducted through two arts-based workshops, where students from the University of Edinburgh represented the interested public, used wax to recreate the muscles of facial expression on to life-sized plastic skulls. ResultsThe results of this study gathered positive qualitative data on the use of arts-based learning in anatomy from questionnaires completed at the end of the workshops. ConclusionThis study found this method of teaching the interested public was advantageous in creating a fun and relaxed environment for students to learn about the structure and function of the muscles of facial expression through modelling.

Art for improving skills in medical education: the validation of a scale for measuring the Visual Thinking Strategies method.

The skills needed in the medical and nursing field are considered both for the cognitive and the personal and interpersonal aspects. There are many studies that suggest using artistic practices and pedagogical methods such as Visual Thinking Strategies (VTS) or Artful Thinking in the medical education. The main aim of this research is to validate a grid to evaluate impact of art activities for improving skills in medical education sector. The VTSkill grid was created by research group of Sapienza University, selecting the relevant dimension on the basis of literature analysis. To evaluate the validity and reliability, the grid was used in a quasi-experimental study involving the pediatric ward personnel, the nursing and medicine course students of Sapienza University of Rome. This analytic rubric was used to evaluate the written assessment form, composed by open-ended basic question related to the VTS method, administered in association with two images, a work of art and a clinical image. The Number of responders of the validation study was 105. Although obtained from a small sample, both construct validity and reliability analysis showed coherent and statistically significant results. On one hand, the construct validity results showed a relationship path consistent with the hypothesised one derived from previous literature, with relevant p-values (n = 78). On the other hand, the VTSkill reliability was first analysed through the inter-rater evaluation data. This reliability coefficient showed a high degree of convergence of judgments between different evaluators on both image data (n = 55), with statistically significant values ranging from good (r = .77) up to excellent for objectively observable items (r = 1). Similarly, the test-retest reliability coefficients calculated for both clinical and artwork image data resulted statistically significant (n = 95), although ranging from weak to adequate entity (up to r = .77). Taking into account the high degree of coherence and the stability of measurement of VTSkill in combination with its consistent construct validity, this study suggest the opportunity to implement this measurement tool to research the effect of VTS protocol in future investigations on the field. Therefore, the results of this study will constitute the basis to collect further evidences on how arts-based learning methods can contribute in medical education to improve skills suitable to the health professionals.

Kunstbasert læring i utvikling av yrkeskompetanse

Det er behov for et utvidet kompetansebegrep i fremtidens skole (NOU, 2014:7, 2015:8). Denne artikkelen undersøker på hvilken måte kunstbasert læring kan bidra til å styrke fag- og yrkeskompetansen. Den utforsker om denne læringsformen kan forsterke sammenhengen mellom utdannelse og arbeidsliv, utvikle kreativitet, øke opplevelsen av livsmestring og yrkesidentitet og bidra til danning. Vi tar utgangspunkt i og redegjør for ulike historiske perspektiv bak splittelsen mellom kunst og arbeid og presenterer teorier rundt menneskets styrking av subjektivitet og egne utviklingsprosesser. Her vil konfluent pedagogikken brukes for å aktualisere kunstbasert læring sitt bidrag i det yrkesfaglige feltet.Datagrunnlaget for artikkelen er innhentet i tidsperioden 2009-2015. Materialet bygger på erfaringer og resultat fra fem ulike studieforløp i Kreativ kommunikasjon (KK), samt tre kull ved en treårig bachelorutdanning i Design og Håndverk (DH) ved Institutt for yrkesfaglærerutdanning ved OsloMet-storbyuniversitet. Artikkelen oppsummerer hvordan kunstbasert læring kan bringe kunsten inn i fagligheten igjen og få en viktig plass i en yrkesfaglig kompetanseutvikling. Den anbefaler at ulike former for kunstbasert læring prøves ut og får mer plass på alle nivåer i utdanningssystemet.

Analogical and Metaphorical Thinking, Storytelling, and Entrepreneurial Identity and Narrative Development: A Visual Art-Based Learning Innovation

This article describes a novel visual art-based exercise (VAE) that was developed and conducted as part of an introductory-level, project-based entrepreneurial leadership course. The VAE engages students in reflective explorations of paintings and analogical and metaphorical thinking and analysis in support of two learning outcomes. The first outcome is for students to gain greater awareness of their emergent entrepreneurial identities. The second outcome is for students to enhance their capacities to effectively integrate analogies and metaphors with entrepreneurial narratives. Participatory inquiry guides the structure and delivery of the VAE with its application being focused on opportunity identification and conceptualization, solution development, and entrepreneurial narrative development and delivery. The three stages of the exercise (i.e., Staging, Transfer, and Integration) are described in detail, and its effectiveness is qualitatively assessed specific to the intended outcomes in order to facilitate and support adoption.

Innovative Arts-Based Learning Approaches adapted for Mobile Learning

Online learning continues to evolve from computer-based learning to more focus on mobile learning. With this evolution comes the need to develop (and evaluate) instructional strategies effective in mobile learning. This work-in-progress features a description of four innovative instructional strategies adapted from approaches we developed, used, and evaluated successfully in computer-based online learning. These newly adapted strategies –poetweet, photo pairing, reflective mosaic, and the six-word story– all use arts-based approaches. In our past research we found similar strategies developed for online teaching encouraged interaction, enhanced social presence, and facilitated community. This paper features a description of these modified learning activities recreated for the mobile learning environment. We have completed preliminary testing of these newly revised learning activities in m-learning, and in the future we will formally study these to determine if arts-based strategies revised to suit m-learning create the same positive outcomes as were found when we used arts-based approaches in e-learning.

The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

This study aims to examine the effect of applying art-based learning model to the learning outcomes of effective teaching behavior of students in microteaching classes. The study design used a quasi-experimental design of non-equivalent control group design. The subjects of this study were 103 pre-service teacher students consisting of 4 classes (2 experimental classes and 2 control classes, (54) in the experimental group, (49) in the control class). The experimental classes are taught using art-based learning models and control classes are taught by practice-based models. Student learning outcomes taught by art-based learning are higher than student learning outcomes using conventional model.

Arts-Based Methods and Organizational Learning. Higher Education Around the World, by Tatiana Chemi and Xiangyun Du, Palgrave, Studies in Business, Arts and Humanities, 2018; 338 pages.

<i>Arts-Based Methods and Organizational Learning. Higher Education Around the World</i>, by Tatiana Chemi and Xiangyun Du, Palgrave, Studies in Business, Arts and Humanities, 2018; 338 pages.