Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.
How arts education builds better brains and better lives
For kids grappling with the pandemic's traumas, art classes can be an oasis
Senior's Cancelled Art Show Transformed Into a Front Yard Art Gallery
What Happens in Your Brain When You Make Art
How Art Can Help Center a Student’s Learning Experience
Making Learning Visible: Doodling Helps Memories Stick
How Visual Thinking Improves Writing
How Field Trips Build Critical Thinking Skills
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_63448":{"type":"posts","id":"mindshift_63448","meta":{"index":"posts_1591205157","site":"mindshift","id":"63448","score":null,"sort":[1712710833000]},"guestAuthors":[],"slug":"interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.","publishDate":1712710833,"format":"standard","headTitle":"Interested in Teaching Social Justice Art Education? Don’t Overlook the Power of Relationships. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teaching social justice art education requires teachers to \"move at the speed of trust\" and embrace the messy beauty of collective action.","status":"publish","parent":0,"modified":1712629918,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":1197},"headData":{"title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships. | KQED","description":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.","datePublished":"2024-04-10T01:00:33.000Z","dateModified":"2024-04-09T02:31:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21250","mindshift_21213","mindshift_20839"],"featImg":"mindshift_63450","label":"mindshift"},"mindshift_61372":{"type":"posts","id":"mindshift_61372","meta":{"index":"posts_1591205157","site":"mindshift","id":"61372","score":null,"sort":[1683084613000]},"guestAuthors":[],"slug":"how-arts-education-builds-better-brains-and-better-lives","title":"How arts education builds better brains and better lives","publishDate":1683084613,"format":"standard","headTitle":"How arts education builds better brains and better lives | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","status":"publish","parent":0,"modified":1683086002,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1340},"headData":{"title":"How arts education builds better brains and better lives | KQED","description":"“Your Brain on Art” by Susan Magsamen and Ivy Ross explores how arts education can enhance the plasticity of the brain and improve cognitive, social and emotional development in children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How arts education builds better brains and better lives","datePublished":"2023-05-03T03:30:13.000Z","dateModified":"2023-05-03T03:53:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From the book \u003ca href=\"https://www.penguinrandomhouse.com/books/697351/your-brain-on-art-by-susan-magsamen-and-ivy-ross/\" target=\"_blank\" rel=\"noopener\">“Your Brain on Art”\u003c/a> by Susan Magsamen and Ivy Ross. Copyright © 2023 by Susan Magsamen and Ivy Ross. Reprinted by arrangement with \u003ca href=\"https://www.penguinrandomhouse.com/\" target=\"_blank\" rel=\"noopener\">Random House, a division of Penguin Random House LLC\u003c/a>. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>Think of how much is learned in the early years of a life: crawling, walking, talking. These learned skills are sculpting the circuitry of the brain though plasticity. As you get a little older and begin to practice skills, neurons connect and those activities become easier. Practice a song, and soon you know it “by heart,” which, technically speaking, is “by brain.” Learn a dance, and soon you can perform its steps without consciously thinking because the neurons connect to dendrites and over time that builds a habit.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61419 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg\" alt=\"\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/your-brain-on-art.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Your unique life circumstances and surroundings also help to form your brain connections. The brains of humans are born immature for a reason. By delaying the maturation and growth of brain circuits, initial learning about the environment and the world around us can influence the developing brain in ways that support more complex learning. This is why the environment, and engagement from the moment you are born, is so critical. A more enriched environment contributes to better neural connections — as evidenced by research from \u003ca href=\"https://video.kqed.org/video/cjrqud-my-love-affair-brain-life-and-science-dr-marian-diamond/\" target=\"_blank\" rel=\"noopener\">Marian Diamond\u003c/a> and many others since. Impoverished environments too often result in reduced synaptic circuitry.\u003c/p>\n\u003cp>There’s been a lot of interest in \u003ca href=\"https://www.kqed.org/mindshift/tag/arts\" target=\"_blank\" rel=\"noopener\">how the arts specifically enhance learning\u003c/a> through plasticity. One \u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0013225\">study\u003c/a> from 2010 looked at the adult brains of professional musicians, and the findings offer insights into childhood brain development. Researchers saw that musical expertise had an effect on the structural plasticity of the brain in the hippocampus. The hippocampus is an area of the brain that facilitates the storage and retrieval of information. The ability to learn and play music is very complex, and it marshals the hippocampus and its many connections to other brain areas. When compared with nonmusicians, the musicians had formed more neural connections and gray matter.\u003c/p>\n\u003cp>Originally, neuroscientists hypothesized that the hippocampi of musicians had more gray matter than nonmusicians because they were born that way, already equipped with the tools they needed to learn and play music. But now neuroscientists hypothesize the opposite: Because they practiced their instrument and mastered their art over the years, musicians built more robust synaptic connections in their brain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Art enhances the ability of the hippocampus and the other areas of your brain to perform the tasks that they were designed to do by increasing the synaptic circuits. This helps not only in the playing of music but in any life activity where learning and memory are needed.\u003c/p>\n\u003cp>In other words: Practicing music increases synapses and gray matter. The results of the study correlate with the findings in the \u003ca href=\"https://www.laphil.com/press/releases/1672\">YOLA study\u003c/a> in Los Angeles. The researcher found that children receiving music instruction had changes in the size of the brain regions that are engaged in processing sound. It got bigger. And “the young musicians also showed a stronger connectivity in the corpus callosum, an area that allows communication between the two hemispheres of the brain,” according to the findings.\u003c/p>\n\u003cp>These neurological benefits extend beyond music. The National Endowment for the Arts, NEA, has been studying and supporting studies that examine the effect that the arts have on young brains for decades, offering insight into how the arts support emotional resilience in children and adolescents as they learn.\u003c/p>\n\u003cp>In 2015, Melissa Menzer, a program analyst in the Office of Research and Analysis at the NEA, performed a literature review focused on the \u003ca href=\"https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf\" target=\"_blank\" rel=\"noopener\">social and emotional benefits of arts participation during early childhood\u003c/a>. A literature review is when an investigator gathers and synthesizes the published studies and data from other researchers in order to identify what can be gleaned from the full body of work.\u003c/p>\n\u003cp>Menzer was specifically interested in studies focused on the social and emotional benefits of arts participation in early childhood, including music-based activities like singing, playing musical instruments, dancing, drama/theatre, and the visual arts and crafts.\u003c/p>\n\u003cp>Included in that literature review was a reference to a 2011 NEA report indicating that “in study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan, in early childhood, in adolescence and young adulthood, and in later years.”\u003c/p>\n\u003cp>Children who regularly participated in dance classes had increased those mood-boosting neurochemicals we’ve mentioned, which resulted in social-emotional, physiological, and cognitive development, but it also offered a path for safe exploration and expression of feelings and emotions. It also helps to build strong spatial cognition in children, which has been associated with increased skills in math, science, and technology later in life. And perhaps most vital for childhood development, Menzer found a research study indicating that children who regularly attend a dance group develop stronger prosocial behavior, like cooperation, while overcoming anxious and aggressive behaviors, when compared with kids who didn’t dance.\u003c/p>\n\u003cp>The 2015 NEA literature review also found that when kids are engaged in the arts in the pivotal age range of 0–8, they were better able to collaborate with peers and communicate with parents and teachers. \u003ca href=\"https://www.laphil.com/press/releases/1672\">The studies cited\u003c/a> in the literature review reflect similar results that other researchers are finding when studying El Sistema students.\u003c/p>\n\u003cp>Other studies of arts in education over the years have proven that students involved in arts are good academically. Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.\u003c/p>\n\u003cp>One word you’ll often hear in research and education circles is “transfer.” It refers to the way that one skill — learning an instrument, for instance, or engaging in the act of painting or drawing — transfers over into other aspects of our lives.\u003c/p>\n\u003cp>In 2007, psychologist Ellen Winner and professor Lois Hetland, chair of art education at Massachusetts College of Art and Design and a senior research affiliate in the Harvard Graduate School of Education, were two of the first to \u003ca href=\"https://pz.harvard.edu/projects/the-studio-thinking-project\" target=\"_blank\" rel=\"noopener\">study the ways in which learning an art translates into other life skills\u003c/a>. Hetland and Winner developed a qualitative ethnographic meta-analysis of skills being learned, specifically through the visual arts. Beyond improving the skill of the art form being taught, they wanted to quantify what else individuals were learning in the process.\u003c/p>\n\u003cp>They concluded in their book, \u003ca href=\"https://pz.harvard.edu/resources/studio-thinking-2-the-real-benefits-of-visual-arts-education\" target=\"_blank\" rel=\"noopener\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>, that, through the visual arts, individuals were taught to observe and see with acuity; to envision by creating mental images and using their imagination; to express themselves and find their individual voice; to reflect about decisions and make critical and evaluative judgments; to engage and persist, by working even through frustration; and to explore and take risks and profit from their mistakes.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61373 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg\" alt=\"Ivy Ross author photo\" width=\"157\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Ivy-Ross-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 157px) 100vw, 157px\">\u003ca href=\"https://www.ivyarts.org/\" target=\"_blank\" rel=\"noopener\">Ivy Ross\u003c/a> is the Vice President of Design for Hardware Products at Google, where she leads a team that has created over 50 products, winning over 225 design awards. An artist with work in over 10 international museums, Ivy is also a National Endowment for Arts grant recipient and was ninth on Fast Company’s list of the 100 most creative people in business in 2019.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-61374 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg\" alt=\"Susan Magsamen author photo\" width=\"154\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-1920x2688.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Susan-Magsamen-author-photo-scaled.jpg 1829w\" sizes=\"(max-width: 154px) 100vw, 154px\">\u003ca href=\"https://twitter.com/susanmagsamen\" target=\"_blank\" rel=\"noopener\">Susan Magsamen\u003c/a> is the Founder and Director of the International Arts +\u003c/em>\u003cem> Mind Lab Center for Applied Neuroaesthetics at the Pedersen Brain Science Institute of the Johns Hopkins University School of Medicine, where she is a faculty member in the department of neurology. She is also the Co-Director of the NeuroArts Blueprint with Aspen Institute.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives","authors":["4354"],"categories":["mindshift_20579","mindshift_21504"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21036","mindshift_46","mindshift_21038","mindshift_943","mindshift_20616"],"featImg":"mindshift_61569","label":"mindshift"},"mindshift_58827":{"type":"posts","id":"mindshift_58827","meta":{"index":"posts_1591205157","site":"mindshift","id":"58827","score":null,"sort":[1639120024000]},"guestAuthors":[],"slug":"for-kids-grappling-with-the-pandemics-traumas-art-classes-can-be-an-oasis","title":"For kids grappling with the pandemic's traumas, art classes can be an oasis","publishDate":1639120024,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=42psNdBXhNE&t=6s\">\u003cem>School's a little different this year\u003c/em>\u003c/a>\u003cem>,\u003c/em> so art teachers are using their classes to help kids cope.\u003c/p>\n\u003cp>After spending months trying to get used to remote learning, now kids are struggling to adjust to being in school in person again. Health experts recently \u003ca href=\"https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/\">declared\u003c/a> the decline in children and adolescents' mental health a \"national emergency.\" As schools grapple with \u003ca href=\"https://www.npr.org/live-updates/morning-edition-2021-12-07#surgeon-general-vivek-murthy-issues-a-warning-about-youth-and-mental-health\">the social and emotional effects of the pandemic on students\u003c/a>, music, theater and other art teachers are trying to help.\u003c/p>\n\u003ch3>Going back to school means big transitions\u003c/h3>\n\u003cp>Imagine you're back in sixth grade, your first year of middle school, surrounded by tons of new people you don't know. It's a big transition for kids, says Jesse Mazur, the principal of George Washington Middle School in Alexandria, Va.\u003c/p>\n\u003cp>\"We have sixth-graders that come from eight different feeder schools, so when our sixth-graders arrive here, there's generally some jockeying for social positioning.\"\u003c/p>\n\u003cp>This year, says Mazur, there's so much jockeying going on, \"it's almost like we have an entire building full of sixth-graders. ... I think it caught us all off guard. The student behaviors were not what we anticipated. Coming back together, resocialization required more support than I think we were ready to provide.\"\u003c/p>\n\u003ch3>Art is a way to channel big emotions\u003c/h3>\n\u003cp>Emotions are the stuff of great theater. Robert McDonough's drama class at George Washington is controlled chaos as some 20 seventh-graders in small groups rehearse different scenes in the same room at the same time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The energy, not to mention the noise, is high, and McDonough doesn't try to turn it off. Amid the constant chatter, each group takes its turn performing for him. His feedback is enthusiastic but pointed: \"Memorize your lines\" and \"Wait for her cue.\"\u003c/p>\n\u003cp>After months of being \"estranged\" from their peers, McDonough says students are eager to be together again. \"There is a hunger for that piece that was missing, and so they're on the search to find it, to get it, and it's great,\" he says. \"It can also be a little tiring,\" McDonough laughs.\u003c/p>\n\u003cfigure id=\"attachment_58829\" class=\"wp-caption alignnone\" style=\"max-width: 1998px\">\u003cimg class=\"wp-image-58829 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9.jpg\" alt=\"\" width=\"1998\" height=\"1332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9.jpg 1998w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1920x1280.jpg 1920w\" sizes=\"(max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">George Washington Middle School drama teacher Robert McDonough says after months of being \"estranged\" from their peers, students are eager to be together again. \"There is a hunger for that piece that was missing, and so they're on the search to find it, to get it, and it's great\" he says. \"It can also be a little tiring,\" McDonough laughs. \u003ccite>(Susan Hale Thomas/Alexandria City Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>James Haywood Rolling Jr., a former art teacher and president of the National Art Education Association, hopes art teachers recognize that \"even though it's a struggle right now, we're very much needed.\"\u003c/p>\n\u003cp>Drama, music, dance and other art classes allow kids to tap into their \"creative superpowers,\" says Rolling, who is also the Chair of Art Education at Syracuse University. He says art class is often a school's \"oasis.\"\u003c/p>\n\u003cp>\"Art teachers have a unique ability to affect students' agency, the sense of being able to take what is a mess or chaos and make order out of it,\" says Rolling, \"even if one is feeling lost in oneself or in the context of one's daily circumstances, we have this ability to get at that thing that makes us human.\"\u003c/p>\n\u003cp>But Rolling acknowledges it's not as though kids can just go back to art or drama and suddenly everything's fine, especially when teachers themselves are feeling the stress.\u003c/p>\n\u003cp>Early childhood music teachers, for example, have had some of their most effective teaching tools taken away, starting with the most popular: singing.\u003c/p>\n\u003ch3>Music teachers are improvising\u003c/h3>\n\u003cp>At Frances Fuchs Early Childhood Learning Center in Prince George's County, Md., music therapist Monica Levin keeps her sessions safe by Zooming into small classes, even though she's in the same building. A group of five kids are masked up and keeping their distance ... for the most part — they're 3- and 4-year-olds. Levin easily gets them singing and dancing.\u003c/p>\n\u003cp>While this might be better than no music class at all, Levin says the pandemic has limited what the kids can do.\u003c/p>\n\u003cp>\"They're missing the ability to share, to take turns, to touch toys together ... to work together in a group,\" says Levin. Pre-pandemic, \"I could sit kids on the floor and they could share a small drum together, so they're making music \u003cem>together\u003c/em>.\"\u003c/p>\n\u003cp>Another popular activity had the kids \"build a tower out of instruments and then pretend they were something else.\" Levin says she misses that kind of creative play, \"because it's a catalyst for language development, questions and answers, inquiry.\"\u003c/p>\n\u003cp>Songs can be a powerful instructional tool. Music therapist Stephanie Leavell says she's written dozens of pandemic-themed songs for young children including \"The Masked Moose\" and \"The Washing Walrus.\" She's been sharing them with music educators around the country.\u003c/p>\n\u003cp>Leavell says she never sugar-coats her lyrics.\u003c/p>\n\u003cp>\"Kids are so perceptive,\" she says, \"They have the ability to understand their own emotions in the right environment, so I like creating songs that really acknowledge those real emotions and big emotions that kids have.\"\u003c/p>\n\u003cp>https://youtu.be/42psNdBXhNE\u003c/p>\n\u003cp>The song \"School's a Little Different This Year,\" for example, \"was just an opportunity to say, you know, all of these big things are happening, all of these big changes are happening, but it's going to be OK,\" Leavell explains.\u003c/p>\n\u003ch3>Teen angst is heightened\u003c/h3>\n\u003cp>Older kids are also wrestling with real pandemic-induced emotions. Interacting with peers is an essential part of teens' social development.\u003c/p>\n\u003cp>According to \u003ca href=\"https://publichealth.jhu.edu/2021/teen-mental-health-during-covid-19\">Johns Hopkins' Bloomberg School of Public Health\u003c/a>, \"the pandemic's shrinking of their world has been especially difficult.\"\u003c/p>\n\u003cp>\"Since we've been alone for over a year, getting back into socializing with classmates and teachers,\" says Heaven Hill, a high school junior in Chicago, \"I have noticed, like, a disconnect. Being around so many people at once, I can feel kind of anxious sometimes.\"\u003c/p>\n\u003cp>For Hill, making art is an important outlet. At a program called After School Matters, she and other students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals.\u003c/p>\n\u003cfigure id=\"attachment_58830\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58830 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/mirtes-and-teens-working-on-gately-mosaic_wide-afba866e66ab50580f8fc8ea3f37441c7eb6558e-e1639119862577.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">In a program called After School Matters, students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals. \u003ccite>(After School Matters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Each person kind of gets their own section to work on,\" says Hill, \"As we go, we start putting the pieces together...it's basically just like one big puzzle and we all put it together at the end.\"\u003c/p>\n\u003cp>The process of solving the puzzle and figuring out \"how I can make these tiles flow and show movement through tile and color,\" says Hill, is \"a great creative way to say what you want without actually having to speak.\"\u003c/p>\n\u003cfigure id=\"attachment_58831\" class=\"wp-caption alignnone\" style=\"max-width: 1150px\">\u003cimg class=\"size-full wp-image-58831\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53.jpg\" alt=\"\" width=\"1150\" height=\"647\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53.jpg 1150w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-768x432.jpg 768w\" sizes=\"(max-width: 1150px) 100vw, 1150px\">\u003cfigcaption class=\"wp-caption-text\">During a program called After School Matters, students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals. \u003ccite>(After School Matters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There's another side effect of art-making.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Whether it's a mosaic, writing a poem or learning to play an instrument, making art is about solving problems. \"That ability to make something from nothing,\" says James Haywood Rolling Jr., also builds \"resilience.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+kids+grappling+with+the+pandemic%27s+traumas%2C+art+classes+can+be+an+oasis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"As health officials sound the alarm about the pandemic's impact on children's mental health, music, drama and other art classes are helping kids adjust to being in-person again. ","status":"publish","parent":0,"modified":1639120024,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1232},"headData":{"title":"For kids grappling with the pandemic's traumas, art classes can be an oasis - MindShift","description":"As health officials sound the alarm about the pandemic's impact on children's mental health, music, drama and other art classes are helping kids adjust to being in-person again.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For kids grappling with the pandemic's traumas, art classes can be an oasis","datePublished":"2021-12-10T07:07:04.000Z","dateModified":"2021-12-10T07:07:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58827 https://ww2.kqed.org/mindshift/?p=58827","disqusUrl":"https://ww2.kqed.org/mindshift/2021/12/09/for-kids-grappling-with-the-pandemics-traumas-art-classes-can-be-an-oasis/","disqusTitle":"For kids grappling with the pandemic's traumas, art classes can be an oasis","nprByline":"Elizabeth Blair","nprImageAgency":"Jennifer Samson","nprStoryId":"1061027655","nprApiLink":"http://api.npr.org/query?id=1061027655&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/12/09/1061027655/arts-education-kids-teens-pandemic-stress-help?ft=nprml&f=1061027655","nprRetrievedStory":"1","nprPubDate":"Thu, 09 Dec 2021 09:53:00 -0500","nprStoryDate":"Thu, 09 Dec 2021 09:53:19 -0500","nprLastModifiedDate":"Thu, 09 Dec 2021 09:53:19 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/58827/for-kids-grappling-with-the-pandemics-traumas-art-classes-can-be-an-oasis","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=42psNdBXhNE&t=6s\">\u003cem>School's a little different this year\u003c/em>\u003c/a>\u003cem>,\u003c/em> so art teachers are using their classes to help kids cope.\u003c/p>\n\u003cp>After spending months trying to get used to remote learning, now kids are struggling to adjust to being in school in person again. Health experts recently \u003ca href=\"https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/\">declared\u003c/a> the decline in children and adolescents' mental health a \"national emergency.\" As schools grapple with \u003ca href=\"https://www.npr.org/live-updates/morning-edition-2021-12-07#surgeon-general-vivek-murthy-issues-a-warning-about-youth-and-mental-health\">the social and emotional effects of the pandemic on students\u003c/a>, music, theater and other art teachers are trying to help.\u003c/p>\n\u003ch3>Going back to school means big transitions\u003c/h3>\n\u003cp>Imagine you're back in sixth grade, your first year of middle school, surrounded by tons of new people you don't know. It's a big transition for kids, says Jesse Mazur, the principal of George Washington Middle School in Alexandria, Va.\u003c/p>\n\u003cp>\"We have sixth-graders that come from eight different feeder schools, so when our sixth-graders arrive here, there's generally some jockeying for social positioning.\"\u003c/p>\n\u003cp>This year, says Mazur, there's so much jockeying going on, \"it's almost like we have an entire building full of sixth-graders. ... I think it caught us all off guard. The student behaviors were not what we anticipated. Coming back together, resocialization required more support than I think we were ready to provide.\"\u003c/p>\n\u003ch3>Art is a way to channel big emotions\u003c/h3>\n\u003cp>Emotions are the stuff of great theater. Robert McDonough's drama class at George Washington is controlled chaos as some 20 seventh-graders in small groups rehearse different scenes in the same room at the same time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The energy, not to mention the noise, is high, and McDonough doesn't try to turn it off. Amid the constant chatter, each group takes its turn performing for him. His feedback is enthusiastic but pointed: \"Memorize your lines\" and \"Wait for her cue.\"\u003c/p>\n\u003cp>After months of being \"estranged\" from their peers, McDonough says students are eager to be together again. \"There is a hunger for that piece that was missing, and so they're on the search to find it, to get it, and it's great,\" he says. \"It can also be a little tiring,\" McDonough laughs.\u003c/p>\n\u003cfigure id=\"attachment_58829\" class=\"wp-caption alignnone\" style=\"max-width: 1998px\">\u003cimg class=\"wp-image-58829 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9.jpg\" alt=\"\" width=\"1998\" height=\"1332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9.jpg 1998w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/robert_mcdonough_gwms-2186_slide-459045adfbb5a801f58d772cf30c7697119a9da9-1920x1280.jpg 1920w\" sizes=\"(max-width: 1998px) 100vw, 1998px\">\u003cfigcaption class=\"wp-caption-text\">George Washington Middle School drama teacher Robert McDonough says after months of being \"estranged\" from their peers, students are eager to be together again. \"There is a hunger for that piece that was missing, and so they're on the search to find it, to get it, and it's great\" he says. \"It can also be a little tiring,\" McDonough laughs. \u003ccite>(Susan Hale Thomas/Alexandria City Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>James Haywood Rolling Jr., a former art teacher and president of the National Art Education Association, hopes art teachers recognize that \"even though it's a struggle right now, we're very much needed.\"\u003c/p>\n\u003cp>Drama, music, dance and other art classes allow kids to tap into their \"creative superpowers,\" says Rolling, who is also the Chair of Art Education at Syracuse University. He says art class is often a school's \"oasis.\"\u003c/p>\n\u003cp>\"Art teachers have a unique ability to affect students' agency, the sense of being able to take what is a mess or chaos and make order out of it,\" says Rolling, \"even if one is feeling lost in oneself or in the context of one's daily circumstances, we have this ability to get at that thing that makes us human.\"\u003c/p>\n\u003cp>But Rolling acknowledges it's not as though kids can just go back to art or drama and suddenly everything's fine, especially when teachers themselves are feeling the stress.\u003c/p>\n\u003cp>Early childhood music teachers, for example, have had some of their most effective teaching tools taken away, starting with the most popular: singing.\u003c/p>\n\u003ch3>Music teachers are improvising\u003c/h3>\n\u003cp>At Frances Fuchs Early Childhood Learning Center in Prince George's County, Md., music therapist Monica Levin keeps her sessions safe by Zooming into small classes, even though she's in the same building. A group of five kids are masked up and keeping their distance ... for the most part — they're 3- and 4-year-olds. Levin easily gets them singing and dancing.\u003c/p>\n\u003cp>While this might be better than no music class at all, Levin says the pandemic has limited what the kids can do.\u003c/p>\n\u003cp>\"They're missing the ability to share, to take turns, to touch toys together ... to work together in a group,\" says Levin. Pre-pandemic, \"I could sit kids on the floor and they could share a small drum together, so they're making music \u003cem>together\u003c/em>.\"\u003c/p>\n\u003cp>Another popular activity had the kids \"build a tower out of instruments and then pretend they were something else.\" Levin says she misses that kind of creative play, \"because it's a catalyst for language development, questions and answers, inquiry.\"\u003c/p>\n\u003cp>Songs can be a powerful instructional tool. Music therapist Stephanie Leavell says she's written dozens of pandemic-themed songs for young children including \"The Masked Moose\" and \"The Washing Walrus.\" She's been sharing them with music educators around the country.\u003c/p>\n\u003cp>Leavell says she never sugar-coats her lyrics.\u003c/p>\n\u003cp>\"Kids are so perceptive,\" she says, \"They have the ability to understand their own emotions in the right environment, so I like creating songs that really acknowledge those real emotions and big emotions that kids have.\"\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/42psNdBXhNE'\n title='//www.youtube.com/embed/42psNdBXhNE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The song \"School's a Little Different This Year,\" for example, \"was just an opportunity to say, you know, all of these big things are happening, all of these big changes are happening, but it's going to be OK,\" Leavell explains.\u003c/p>\n\u003ch3>Teen angst is heightened\u003c/h3>\n\u003cp>Older kids are also wrestling with real pandemic-induced emotions. Interacting with peers is an essential part of teens' social development.\u003c/p>\n\u003cp>According to \u003ca href=\"https://publichealth.jhu.edu/2021/teen-mental-health-during-covid-19\">Johns Hopkins' Bloomberg School of Public Health\u003c/a>, \"the pandemic's shrinking of their world has been especially difficult.\"\u003c/p>\n\u003cp>\"Since we've been alone for over a year, getting back into socializing with classmates and teachers,\" says Heaven Hill, a high school junior in Chicago, \"I have noticed, like, a disconnect. Being around so many people at once, I can feel kind of anxious sometimes.\"\u003c/p>\n\u003cp>For Hill, making art is an important outlet. At a program called After School Matters, she and other students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals.\u003c/p>\n\u003cfigure id=\"attachment_58830\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58830 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/mirtes-and-teens-working-on-gately-mosaic_wide-afba866e66ab50580f8fc8ea3f37441c7eb6558e-e1639119862577.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">In a program called After School Matters, students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals. \u003ccite>(After School Matters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Each person kind of gets their own section to work on,\" says Hill, \"As we go, we start putting the pieces together...it's basically just like one big puzzle and we all put it together at the end.\"\u003c/p>\n\u003cp>The process of solving the puzzle and figuring out \"how I can make these tiles flow and show movement through tile and color,\" says Hill, is \"a great creative way to say what you want without actually having to speak.\"\u003c/p>\n\u003cfigure id=\"attachment_58831\" class=\"wp-caption alignnone\" style=\"max-width: 1150px\">\u003cimg class=\"size-full wp-image-58831\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53.jpg\" alt=\"\" width=\"1150\" height=\"647\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53.jpg 1150w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/arts-01_wide-edc8c60ef8e9898685d6dd8a58ab77cd38ffea53-768x432.jpg 768w\" sizes=\"(max-width: 1150px) 100vw, 1150px\">\u003cfigcaption class=\"wp-caption-text\">During a program called After School Matters, students and artists collaborate to make brilliantly colored mosaics that have been turned into public murals. \u003ccite>(After School Matters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>There's another side effect of art-making.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Whether it's a mosaic, writing a poem or learning to play an instrument, making art is about solving problems. \"That ability to make something from nothing,\" says James Haywood Rolling Jr., also builds \"resilience.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+kids+grappling+with+the+pandemic%27s+traumas%2C+art+classes+can+be+an+oasis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58827/for-kids-grappling-with-the-pandemics-traumas-art-classes-can-be-an-oasis","authors":["byline_mindshift_58827"],"categories":["mindshift_21280"],"tags":["mindshift_1036","mindshift_20854","mindshift_21149","mindshift_20865","mindshift_943"],"featImg":"mindshift_58828","label":"mindshift"},"mindshift_56012":{"type":"posts","id":"mindshift_56012","meta":{"index":"posts_1591205157","site":"mindshift","id":"56012","score":null,"sort":[1590553134000]},"guestAuthors":[],"slug":"cancelled-seniors-art-show-transformed-into-a-front-yard-gallery","title":"Senior's Cancelled Art Show Transformed Into a Front Yard Art Gallery","publishDate":1590553134,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For months, Marla Callistein had been planning to drive to the University of Missouri to attend her son Dylan's senior art show. Dylan is a graphic design major, and the art show represented the culmination of his past four years of work.\u003c/p>\n\u003cp>\"I would honestly put it right up next to graduation in terms of how much I was looking forward to it,\" he said.\u003c/p>\n\u003cp>But, due to the coronavirus pandemic, the show was canceled, classes were moved online and Dylan drove back to join his family in Deerfield, Ill., and finish out the semester at home.\u003c/p>\n\u003cp>Marla said she knew how much that art show meant to her son. She wanted to do something to surprise her son, to help make up for the anti-climactic end to his senior year.\u003c/p>\n\u003cp>\"I was just thinking, what can we do to raise this kid's spirits?\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So Marla, along with her husband and daughter, devised a plan to transform their front yard into an art gallery of Dylan's work.\u003c/p>\n\u003ch3>\u003cstrong>A front yard becomes an art gallery\u003c/strong>\u003c/h3>\n\u003cp>On Saturday, April 18 — the day the art show had been scheduled for — Marla asked one of Dylan's friends to invite him on a morning walk so the family could assemble the gallery.\u003c/p>\n\u003cp>\"People around town had loaned me easels ... some people even gave me frames\" she said. \"And I got my hands on as much of his artwork as I could without him knowing.\"\u003c/p>\n\u003cp>When Dylan returned from his walk, he said it looked like the front yard was set up for some sort of yard sale — but as he got closer, he realized it was his own artwork.\u003c/p>\n\u003cp>\"It really came as a shock for me,\" he said. \"I was super caught off guard, but it was a really warm and bubbly feeling realizing this all came together for me in lieu of the anticipated senior show.\"\u003c/p>\n\u003cfigure id=\"attachment_56014\" class=\"wp-caption alignnone\" style=\"max-width: 1440px\">\u003cimg class=\"size-full wp-image-56014\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d.png\" alt=\"\" width=\"1440\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-1020x765.png 1020w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003cfigcaption class=\"wp-caption-text\">On the day of what would have been Dylan's senior art show, the Callistein family decorated their yard with Dylan's artwork and signs announcing his graduation. \u003ccite>(Provided photo/Marla Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marla said around 75 people ended up walking through the gallery that day, and another 30 or so people drove by in cars. Some of the people who attended were close family friends; others stumbled upon the gallery by chance, like a neighbor who saw the show from his window. Marla said the neighbors' mom thanked her after her son ended up spending time outside chatting with Dylan and others for nearly an hour.\u003c/p>\n\u003cp>\"She said, 'I haven't been able to get my son out of the house in a month.'\"\u003c/p>\n\u003cfigure id=\"attachment_56019\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56019\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein.jpg\" alt=\"\" width=\"700\" height=\"394\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein-160x90.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Dylan describes his artistic style as \"a lot of flat colors, bold lines and organic shapes.\" \u003ccite>(Provided photo/ Dylan Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cstrong>Art creates community connection\u003c/strong>\u003c/h3>\n\u003cp>Dylan said the front yard art gallery evolved into something beyond just giving him closure for his senior year. It also became a way for his neighborhood community to connect during a time of social isolation.\u003c/p>\n\u003cp>\"The fact that people were able to get genuinely excited and wanted to get outside to be a part of this shows that it was bigger than just me.\"\u003c/p>\n\u003cp>Marla said finding these new ways to connect with people in her life has helped her regain a sense of purpose during unpredictable times.\u003c/p>\n\u003cp>\"It feels like my purpose has been shaken a little bit,\" she said. \"This was my effort to make my son feel happy. And in turn, it made other people feel good. And that's kind of what it's all about.\"\u003c/p>\n\u003cp>And while Dylan had a very different kind of senior art show than he'd expected, he said the pandemic has helped him think differently about his art.\u003c/p>\n\u003cp>\"Two months ago, everything I was making was a portfolio piece ... now knowing that there's no expectations, I've been able to break past that type of work and really work on the things I'm passionate about, knowing that in one way or another, it's leading to my artistic growth even if it's not going to be the piece that gets me a job offer,\" he said.\u003c/p>\n\u003cfigure id=\"attachment_56016\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/42c1cdb01e3f56ba76c61b5bea7d8b83-594b70d76a8c4720b9a6b856d258fad34aac4811-e1590732908977.png\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Dylan Callistein says he's spending the next couple of months experimenting with his art, and is open to hosting another front yard gallery this summer. \u003ccite>(Provided photo/Marla Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Katherine Nagasawa is WBEZ's audience engagement producer. Follow her \u003c/em>\u003ca href=\"https://twitter.com/Kat_Nagasawa\">\u003cem>@Kat_Nagasawa\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WBEZ Chicago. To see more, visit \u003ca href=\"https://www.wbez.org\">WBEZ Chicago\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=My+Son+Missed+His+Senior+Art+Show%2C+So+I+Transformed+My+Yard+Into+A+Gallery&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Marla Callistein's front yard became a place for neighbors to see her son's art and to connect during a time of social isolation.","status":"publish","parent":0,"modified":1590792920,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":754},"headData":{"title":"Senior's Cancelled Art Show Transformed Into a Front Yard Art Gallery | KQED","description":"Marla Callistein's front yard became a place for neighbors to see her son's art and to connect during a time of social isolation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Senior's Cancelled Art Show Transformed Into a Front Yard Art Gallery","datePublished":"2020-05-27T04:18:54.000Z","dateModified":"2020-05-29T22:55:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56012 https://ww2.kqed.org/mindshift/?p=56012","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/26/cancelled-seniors-art-show-transformed-into-a-front-yard-gallery/","disqusTitle":"Senior's Cancelled Art Show Transformed Into a Front Yard Art Gallery","nprByline":"Katherine Nagasawa, WBEZ","nprStoryId":"862233528","nprApiLink":"http://api.npr.org/query?id=862233528&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/local/2020/05/26/862233528/my-son-missed-his-senior-art-show-so-i-transformed-my-yard-into-a-gallery?ft=nprml&f=862233528","nprRetrievedStory":"1","nprPubDate":"Wed, 27 May 2020 12:00:00 -0400","nprStoryDate":"Tue, 26 May 2020 11:25:55 -0400","nprLastModifiedDate":"Wed, 27 May 2020 12:00:08 -0400","path":"/mindshift/56012/cancelled-seniors-art-show-transformed-into-a-front-yard-gallery","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For months, Marla Callistein had been planning to drive to the University of Missouri to attend her son Dylan's senior art show. Dylan is a graphic design major, and the art show represented the culmination of his past four years of work.\u003c/p>\n\u003cp>\"I would honestly put it right up next to graduation in terms of how much I was looking forward to it,\" he said.\u003c/p>\n\u003cp>But, due to the coronavirus pandemic, the show was canceled, classes were moved online and Dylan drove back to join his family in Deerfield, Ill., and finish out the semester at home.\u003c/p>\n\u003cp>Marla said she knew how much that art show meant to her son. She wanted to do something to surprise her son, to help make up for the anti-climactic end to his senior year.\u003c/p>\n\u003cp>\"I was just thinking, what can we do to raise this kid's spirits?\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So Marla, along with her husband and daughter, devised a plan to transform their front yard into an art gallery of Dylan's work.\u003c/p>\n\u003ch3>\u003cstrong>A front yard becomes an art gallery\u003c/strong>\u003c/h3>\n\u003cp>On Saturday, April 18 — the day the art show had been scheduled for — Marla asked one of Dylan's friends to invite him on a morning walk so the family could assemble the gallery.\u003c/p>\n\u003cp>\"People around town had loaned me easels ... some people even gave me frames\" she said. \"And I got my hands on as much of his artwork as I could without him knowing.\"\u003c/p>\n\u003cp>When Dylan returned from his walk, he said it looked like the front yard was set up for some sort of yard sale — but as he got closer, he realized it was his own artwork.\u003c/p>\n\u003cp>\"It really came as a shock for me,\" he said. \"I was super caught off guard, but it was a really warm and bubbly feeling realizing this all came together for me in lieu of the anticipated senior show.\"\u003c/p>\n\u003cfigure id=\"attachment_56014\" class=\"wp-caption alignnone\" style=\"max-width: 1440px\">\u003cimg class=\"size-full wp-image-56014\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d.png\" alt=\"\" width=\"1440\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/342852a322c523468fbea423cc7e5f0a-552839c7f55a0bcb1bfa27c412eef71f987e9e5d-1020x765.png 1020w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003cfigcaption class=\"wp-caption-text\">On the day of what would have been Dylan's senior art show, the Callistein family decorated their yard with Dylan's artwork and signs announcing his graduation. \u003ccite>(Provided photo/Marla Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Marla said around 75 people ended up walking through the gallery that day, and another 30 or so people drove by in cars. Some of the people who attended were close family friends; others stumbled upon the gallery by chance, like a neighbor who saw the show from his window. Marla said the neighbors' mom thanked her after her son ended up spending time outside chatting with Dylan and others for nearly an hour.\u003c/p>\n\u003cp>\"She said, 'I haven't been able to get my son out of the house in a month.'\"\u003c/p>\n\u003cfigure id=\"attachment_56019\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56019\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein.jpg\" alt=\"\" width=\"700\" height=\"394\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Dylan-Callistein-160x90.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Dylan describes his artistic style as \"a lot of flat colors, bold lines and organic shapes.\" \u003ccite>(Provided photo/ Dylan Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cstrong>Art creates community connection\u003c/strong>\u003c/h3>\n\u003cp>Dylan said the front yard art gallery evolved into something beyond just giving him closure for his senior year. It also became a way for his neighborhood community to connect during a time of social isolation.\u003c/p>\n\u003cp>\"The fact that people were able to get genuinely excited and wanted to get outside to be a part of this shows that it was bigger than just me.\"\u003c/p>\n\u003cp>Marla said finding these new ways to connect with people in her life has helped her regain a sense of purpose during unpredictable times.\u003c/p>\n\u003cp>\"It feels like my purpose has been shaken a little bit,\" she said. \"This was my effort to make my son feel happy. And in turn, it made other people feel good. And that's kind of what it's all about.\"\u003c/p>\n\u003cp>And while Dylan had a very different kind of senior art show than he'd expected, he said the pandemic has helped him think differently about his art.\u003c/p>\n\u003cp>\"Two months ago, everything I was making was a portfolio piece ... now knowing that there's no expectations, I've been able to break past that type of work and really work on the things I'm passionate about, knowing that in one way or another, it's leading to my artistic growth even if it's not going to be the piece that gets me a job offer,\" he said.\u003c/p>\n\u003cfigure id=\"attachment_56016\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/42c1cdb01e3f56ba76c61b5bea7d8b83-594b70d76a8c4720b9a6b856d258fad34aac4811-e1590732908977.png\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Dylan Callistein says he's spending the next couple of months experimenting with his art, and is open to hosting another front yard gallery this summer. \u003ccite>(Provided photo/Marla Callistein)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Katherine Nagasawa is WBEZ's audience engagement producer. Follow her \u003c/em>\u003ca href=\"https://twitter.com/Kat_Nagasawa\">\u003cem>@Kat_Nagasawa\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WBEZ Chicago. To see more, visit \u003ca href=\"https://www.wbez.org\">WBEZ Chicago\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=My+Son+Missed+His+Senior+Art+Show%2C+So+I+Transformed+My+Yard+Into+A+Gallery&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56012/cancelled-seniors-art-show-transformed-into-a-front-yard-gallery","authors":["byline_mindshift_56012"],"categories":["mindshift_21345"],"tags":["mindshift_1036","mindshift_20854","mindshift_21344","mindshift_21343","mindshift_358"],"featImg":"mindshift_56021","label":"mindshift"},"mindshift_55169":{"type":"posts","id":"mindshift_55169","meta":{"index":"posts_1591205157","site":"mindshift","id":"55169","score":null,"sort":[1578895741000]},"guestAuthors":[],"slug":"what-happens-in-your-brain-when-you-make-art","title":"What Happens in Your Brain When You Make Art","publishDate":1578895741,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A lot of my free time is spent doodling. I'm a journalist on NPR's science desk by day. But all the time in between, I am an artist — specifically, a cartoonist.\u003c/p>\n\u003cp>I draw in between tasks. I sketch at the coffee shop before work. And I like challenging myself to complete a zine — a little magazine — on my 20-minute bus commute.\u003c/p>\n\u003cp>I do these things partly because it's fun and entertaining. But I suspect there's something deeper going on. Because when I create, I feel like it clears my head. It helps me make sense of my emotions. And it somehow, it makes me feel calmer and more relaxed.\u003c/p>\n\u003cp>That made me wonder: What is going on in my brain when I draw? Why does it feel so nice? And how can I get other people — even if they don't consider themselves artists — on the creativity train?\u003c/p>\n\u003cp>It turns out there's a lot happening in our minds and bodies when we make art.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Creativity in and of itself is important for remaining healthy, remaining connected to yourself and connected to the world,\" says \u003ca href=\"https://www.uab.edu/cas/psychology/people/faculty/christianne-strang\">Christianne Strang\u003c/a>, a professor of neuroscience at the University of Alabama Birmingham and the former president of the \u003ca href=\"https://arttherapy.org/\">American Art Therapy Association\u003c/a>.\u003c/p>\n\u003cp>This idea extends to any type of visual creative expression: drawing, painting, collaging, sculpting clay, writing poetry, cake decorating, knitting, scrapbooking — the sky's the limit.\u003c/p>\n\u003cp>\"Anything that engages your creative mind — the ability to make connections between unrelated things and imagine new ways to communicate — is good for you,\" says \u003ca href=\"https://drexel.edu/cnhp/faculty/profiles/KaimalGirija/\">Girija Kaimal\u003c/a>. She is a professor at Drexel University and a researcher in art therapy, leading art sessions with members of the military suffering from traumatic brain injury and caregivers of cancer patients.\u003c/p>\n\u003cp>But she's a big believer that art is for everybody — and no matter what your skill level, it's something you should try to do on a regular basis. Here's why:\u003c/p>\n\u003cp>\u003cstrong>It helps you imagine a more hopeful future\u003c/strong>\u003c/p>\n\u003cp>Art's ability to flex our imaginations may be one of the reasons why we've been making art since we were cave-dwellers, says Kaimal. It might serve an evolutionary purpose. She has a theory that art-making helps us navigate problems that might arise in the future. She \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07421656.2019.1667670?journalCode=uart20\">wrote about this\u003c/a> in October in the \u003cem>Journal of the American Art Therapy Association\u003c/em>.\u003c/p>\n\u003cp>Her theory builds off of an idea developed in the last few years — that our brain is a predictive machine. The brain uses \"information to make predictions about we might do next — and more importantly what we need to do next to survive and thrive,\" says Kaimal.\u003c/p>\n\u003cp>When you make art, you're making a series of decisions — what kind of drawing utensil to use, what color, how to translate what you're seeing onto the paper. And ultimately, interpreting the images — figuring out what it means.\u003c/p>\n\u003cp>\"So what our brain is doing every day, every moment, consciously and unconsciously, is trying to imagine what is going to come and preparing yourself to face that,\" she says.\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>Kaimal has seen this play out at her clinical practice as an art therapist with a student who was severely depressed. \"She was despairing. Her grades were really poor and she had a sense of hopelessness,\" she recalls.\u003c/p>\n\u003cp>The student took out a piece of paper and colored the whole sheet with thick black marker. Kaimal didn't say anything.\u003c/p>\n\u003cp>\"She looked at that black sheet of paper and stared at it for some time,\" says Kaimal. \"And then she said, 'Wow. That looks really dark and bleak.' \"\u003c/p>\n\u003cp>And then something amazing happened, says Kaimal. The student looked around and grabbed some pink sculpting clay. And she started making ... flowers: \"She said, you know what? I think maybe this reminds me of spring.\"\u003c/p>\n\u003cp>Through that session and through creating art, says Kaimal, the student was able to imagine possibilities and see a future beyond the present moment in which she was despairing and depressed.\u003c/p>\n\u003cp>\"This act of imagination is actually an act of survival,\" she says. \"It is preparing us to imagine possibilities and hopefully survive those possibilities.\"\u003c/p>\n\u003cp>\u003cstrong>It activates the reward center of our brain\u003c/strong>\u003c/p>\n\u003cp>For a lot of people, making art can be nerve-wracking. What are you going to make? What kind of materials should you use? What if you can't execute it? What if it ... sucks?\u003c/p>\n\u003cp>Studies show that despite those fears, \"engaging in any sort of visual expression results in the reward pathway in the brain being activated,\" says Kaimal. \"Which means that you feel good and it's perceived as a pleasurable experience.\"\u003c/p>\n\u003cp>She and a team of researchers discovered this in a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S019745561630171X\">2017 paper published\u003c/a> in the journal \u003cem>The Arts in Psychotherapy\u003c/em>. They measured blood flow to the brain's reward center, the medial prefrontal cortex, in 26 participants as they completed three art activities: coloring in a mandala, doodling and drawing freely on a blank sheet of paper. And indeed — the researchers found an increase in blood flow to this part of the brain when the participants were making art.\u003c/p>\n\u003cp>This research suggests making art may have benefit for people dealing with health conditions that activate the reward pathways in the brain, like addictive behaviors, eating disorders or mood disorders, the researchers wrote.\u003c/p>\n\u003cp>\u003cstrong>It lowers stress\u003c/strong>\u003c/p>\n\u003cp>Although the research in the field of art therapy is emerging, there's evidence that making art can lower stress and anxiety. In \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5004743/\">a 2016 paper\u003c/a> in the \u003cem>Journal of the American Art Therapy Association\u003c/em>, Kaimal and a group of researchers measured cortisol levels of 39 healthy adults. Cortisol is a hormone that helps the body respond to stress.\u003c/p>\n\u003cp>They found that 45 minutes of creating art in a studio setting with an art therapist significant lowered cortisol levels.\u003c/p>\n\u003cp>The paper also showed that there were no differences in health outcomes between people who identify as experienced artists and people who don't. So that means that no matter your skill level, you'll be able to feel all the good things that come with making art.\u003c/p>\n\u003cp>\u003cstrong>It lets you focus deeply \u003c/strong>\u003c/p>\n\u003cp>Ultimately, says Kaimal, making art should induce what the scientific community calls \"flow\" — the wonderful thing that happens when you're in the zone. \"It's that sense of losing yourself, losing all awareness. You're so in the moment and fully present that you forget all sense of time and space,\" she says.\u003c/p>\n\u003cp>And what's happening in your brain when you're in flow state? \"It activates several networks including relaxed reflective state, focused attention to task and sense of pleasure,\" she says. Kaimal points to \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00300/full\">a 2018 study published\u003c/a> in the journal \u003cem>Frontiers in Psychology\u003c/em>, which found that flow was characterized by increased theta wave activity in the frontal areas of the brain — and moderate alpha wave activities in the frontal and central areas.\u003c/p>\n\u003cp>\u003cstrong>So what kind of art should you try?\u003c/strong>\u003c/p>\n\u003cp>Some types of art appear to yield greater health benefits than others.\u003c/p>\n\u003cp>Kaimal says modeling clay, for example, is wonderful to play around with. \"It engages both your hands and many parts of your brain in sensory experiences,\" she says. \"Your sense of touch, your sense of three-dimensional space, sight, maybe a little bit of sound — all of these are engaged in using several parts of yourself for self-expression, and likely to be more beneficial.\"\u003c/p>\n\u003cp>A number of studies have shown that \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S019745561630171X#bib0095\">coloring inside a shape\u003c/a> — specifically a pre-drawn geometric mandala design — is more effective in boosting mood than coloring on a blank paper or even coloring inside a square shape. And\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07421656.2012.680047\"> one 2012 study\u003c/a> published in \u003cem>Journal of the American Art Therapy Association\u003c/em> showed that coloring inside a mandala reduces anxiety to a greater degree compared to coloring in a plaid design or a plain sheet of paper.\u003c/p>\n\u003cp>Strang says there's no one medium or art activity that's \"better\" than another. \"Some days you want to may go home and paint. Other days you might want to sketch,\" she says. \"Do what's most beneficial to you at any given time.\"\u003c/p>\n\u003cp>\u003cstrong>Process your emotions\u003c/strong>\u003c/p>\n\u003cp>It's important to note: if you're going through serious mental health distress, you should seek the guidance of a professional art therapist, says Strang.\u003c/p>\n\u003cp>However, if you're making art to connect with your own creativity, decrease anxiety and hone your coping skills, \"by all means, figure out how to allow yourself to do that,\" she says.\u003c/p>\n\u003cp>Just let those \"lines, shapes and colors translate your emotional experience into something visual,\" she says. \"Use the feelings that you feel in your body, your memories. Because words don't often get it.\"\u003c/p>\n\u003cp>Her words made me reflect on all those moments when I reached into my purse for my pen and sketchbook. A lot of the time, I was using my drawings and little musings to communicate how I was feeling. What I was doing was helping myself deal. It was cathartic. And that catharsis gave me a sense of relief.\u003c/p>\n\u003cp>A few months ago, I got into an argument with someone. On my bus ride to work the next day, I was still stewing over it. In frustration, I pulled out my notebook and wrote out the old adage, \"Do not let the world make you hard.\"\u003c/p>\n\u003cp>I carefully ripped the message off the page and affixed it to the seat in front of me on the bus. I thought, let this be a reminder to anyone who reads it!\u003c/p>\n\u003cp>I took a photo of the note and posted it to my Instagram. Looking back at the image later that night, I realized who the message was really for. Myself.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Malaka Gharib is a writer and editor on NPR's science desk and the author of \u003c/em>\u003ca href=\"https://www.amazon.com/Was-Their-American-Dream-Graphic/dp/0525575111/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=&sr=\">I Was Their American Dream: A Graphic Memoir\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Feeling+Artsy%3F+Here%27s+How+Making+Art+Helps+Your+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Making art is fun. But there's a lot more to it. It might serve an evolutionary purpose — and emerging research shows that it can help us process difficult emotions and tap into joy.","status":"publish","parent":0,"modified":1662959948,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":49,"wordCount":1682},"headData":{"title":"What Happens in Your Brain When You Make Art - MindShift","description":"Making art is fun. But there's a lot more to it. It might serve an evolutionary purpose — and emerging research shows that it can help us process difficult emotions and tap into joy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Happens in Your Brain When You Make Art","datePublished":"2020-01-13T06:09:01.000Z","dateModified":"2022-09-12T05:19:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55169 https://ww2.kqed.org/mindshift/?p=55169","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/12/what-happens-in-your-brain-when-you-make-art/","disqusTitle":"What Happens in Your Brain When You Make Art","WpOldSlug":"what-happens-in-your-brain-when-you-make-art__trashed","nprByline":"Malaka Gharib","nprImageAgency":"Meredith Rizzo/NPR","nprStoryId":"795010044","nprApiLink":"http://api.npr.org/query?id=795010044&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2020/01/11/795010044/feeling-artsy-heres-how-making-art-helps-your-brain?ft=nprml&f=795010044","nprRetrievedStory":"1","nprPubDate":"Sat, 11 Jan 2020 07:00:00 -0500","nprStoryDate":"Sat, 11 Jan 2020 07:00:41 -0500","nprLastModifiedDate":"Sat, 11 Jan 2020 07:00:41 -0500","path":"/mindshift/55169/what-happens-in-your-brain-when-you-make-art","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A lot of my free time is spent doodling. I'm a journalist on NPR's science desk by day. But all the time in between, I am an artist — specifically, a cartoonist.\u003c/p>\n\u003cp>I draw in between tasks. I sketch at the coffee shop before work. And I like challenging myself to complete a zine — a little magazine — on my 20-minute bus commute.\u003c/p>\n\u003cp>I do these things partly because it's fun and entertaining. But I suspect there's something deeper going on. Because when I create, I feel like it clears my head. It helps me make sense of my emotions. And it somehow, it makes me feel calmer and more relaxed.\u003c/p>\n\u003cp>That made me wonder: What is going on in my brain when I draw? Why does it feel so nice? And how can I get other people — even if they don't consider themselves artists — on the creativity train?\u003c/p>\n\u003cp>It turns out there's a lot happening in our minds and bodies when we make art.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Creativity in and of itself is important for remaining healthy, remaining connected to yourself and connected to the world,\" says \u003ca href=\"https://www.uab.edu/cas/psychology/people/faculty/christianne-strang\">Christianne Strang\u003c/a>, a professor of neuroscience at the University of Alabama Birmingham and the former president of the \u003ca href=\"https://arttherapy.org/\">American Art Therapy Association\u003c/a>.\u003c/p>\n\u003cp>This idea extends to any type of visual creative expression: drawing, painting, collaging, sculpting clay, writing poetry, cake decorating, knitting, scrapbooking — the sky's the limit.\u003c/p>\n\u003cp>\"Anything that engages your creative mind — the ability to make connections between unrelated things and imagine new ways to communicate — is good for you,\" says \u003ca href=\"https://drexel.edu/cnhp/faculty/profiles/KaimalGirija/\">Girija Kaimal\u003c/a>. She is a professor at Drexel University and a researcher in art therapy, leading art sessions with members of the military suffering from traumatic brain injury and caregivers of cancer patients.\u003c/p>\n\u003cp>But she's a big believer that art is for everybody — and no matter what your skill level, it's something you should try to do on a regular basis. Here's why:\u003c/p>\n\u003cp>\u003cstrong>It helps you imagine a more hopeful future\u003c/strong>\u003c/p>\n\u003cp>Art's ability to flex our imaginations may be one of the reasons why we've been making art since we were cave-dwellers, says Kaimal. It might serve an evolutionary purpose. She has a theory that art-making helps us navigate problems that might arise in the future. She \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07421656.2019.1667670?journalCode=uart20\">wrote about this\u003c/a> in October in the \u003cem>Journal of the American Art Therapy Association\u003c/em>.\u003c/p>\n\u003cp>Her theory builds off of an idea developed in the last few years — that our brain is a predictive machine. The brain uses \"information to make predictions about we might do next — and more importantly what we need to do next to survive and thrive,\" says Kaimal.\u003c/p>\n\u003cp>When you make art, you're making a series of decisions — what kind of drawing utensil to use, what color, how to translate what you're seeing onto the paper. And ultimately, interpreting the images — figuring out what it means.\u003c/p>\n\u003cp>\"So what our brain is doing every day, every moment, consciously and unconsciously, is trying to imagine what is going to come and preparing yourself to face that,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Kaimal has seen this play out at her clinical practice as an art therapist with a student who was severely depressed. \"She was despairing. Her grades were really poor and she had a sense of hopelessness,\" she recalls.\u003c/p>\n\u003cp>The student took out a piece of paper and colored the whole sheet with thick black marker. Kaimal didn't say anything.\u003c/p>\n\u003cp>\"She looked at that black sheet of paper and stared at it for some time,\" says Kaimal. \"And then she said, 'Wow. That looks really dark and bleak.' \"\u003c/p>\n\u003cp>And then something amazing happened, says Kaimal. The student looked around and grabbed some pink sculpting clay. And she started making ... flowers: \"She said, you know what? I think maybe this reminds me of spring.\"\u003c/p>\n\u003cp>Through that session and through creating art, says Kaimal, the student was able to imagine possibilities and see a future beyond the present moment in which she was despairing and depressed.\u003c/p>\n\u003cp>\"This act of imagination is actually an act of survival,\" she says. \"It is preparing us to imagine possibilities and hopefully survive those possibilities.\"\u003c/p>\n\u003cp>\u003cstrong>It activates the reward center of our brain\u003c/strong>\u003c/p>\n\u003cp>For a lot of people, making art can be nerve-wracking. What are you going to make? What kind of materials should you use? What if you can't execute it? What if it ... sucks?\u003c/p>\n\u003cp>Studies show that despite those fears, \"engaging in any sort of visual expression results in the reward pathway in the brain being activated,\" says Kaimal. \"Which means that you feel good and it's perceived as a pleasurable experience.\"\u003c/p>\n\u003cp>She and a team of researchers discovered this in a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S019745561630171X\">2017 paper published\u003c/a> in the journal \u003cem>The Arts in Psychotherapy\u003c/em>. They measured blood flow to the brain's reward center, the medial prefrontal cortex, in 26 participants as they completed three art activities: coloring in a mandala, doodling and drawing freely on a blank sheet of paper. And indeed — the researchers found an increase in blood flow to this part of the brain when the participants were making art.\u003c/p>\n\u003cp>This research suggests making art may have benefit for people dealing with health conditions that activate the reward pathways in the brain, like addictive behaviors, eating disorders or mood disorders, the researchers wrote.\u003c/p>\n\u003cp>\u003cstrong>It lowers stress\u003c/strong>\u003c/p>\n\u003cp>Although the research in the field of art therapy is emerging, there's evidence that making art can lower stress and anxiety. In \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5004743/\">a 2016 paper\u003c/a> in the \u003cem>Journal of the American Art Therapy Association\u003c/em>, Kaimal and a group of researchers measured cortisol levels of 39 healthy adults. Cortisol is a hormone that helps the body respond to stress.\u003c/p>\n\u003cp>They found that 45 minutes of creating art in a studio setting with an art therapist significant lowered cortisol levels.\u003c/p>\n\u003cp>The paper also showed that there were no differences in health outcomes between people who identify as experienced artists and people who don't. So that means that no matter your skill level, you'll be able to feel all the good things that come with making art.\u003c/p>\n\u003cp>\u003cstrong>It lets you focus deeply \u003c/strong>\u003c/p>\n\u003cp>Ultimately, says Kaimal, making art should induce what the scientific community calls \"flow\" — the wonderful thing that happens when you're in the zone. \"It's that sense of losing yourself, losing all awareness. You're so in the moment and fully present that you forget all sense of time and space,\" she says.\u003c/p>\n\u003cp>And what's happening in your brain when you're in flow state? \"It activates several networks including relaxed reflective state, focused attention to task and sense of pleasure,\" she says. Kaimal points to \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00300/full\">a 2018 study published\u003c/a> in the journal \u003cem>Frontiers in Psychology\u003c/em>, which found that flow was characterized by increased theta wave activity in the frontal areas of the brain — and moderate alpha wave activities in the frontal and central areas.\u003c/p>\n\u003cp>\u003cstrong>So what kind of art should you try?\u003c/strong>\u003c/p>\n\u003cp>Some types of art appear to yield greater health benefits than others.\u003c/p>\n\u003cp>Kaimal says modeling clay, for example, is wonderful to play around with. \"It engages both your hands and many parts of your brain in sensory experiences,\" she says. \"Your sense of touch, your sense of three-dimensional space, sight, maybe a little bit of sound — all of these are engaged in using several parts of yourself for self-expression, and likely to be more beneficial.\"\u003c/p>\n\u003cp>A number of studies have shown that \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S019745561630171X#bib0095\">coloring inside a shape\u003c/a> — specifically a pre-drawn geometric mandala design — is more effective in boosting mood than coloring on a blank paper or even coloring inside a square shape. And\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07421656.2012.680047\"> one 2012 study\u003c/a> published in \u003cem>Journal of the American Art Therapy Association\u003c/em> showed that coloring inside a mandala reduces anxiety to a greater degree compared to coloring in a plaid design or a plain sheet of paper.\u003c/p>\n\u003cp>Strang says there's no one medium or art activity that's \"better\" than another. \"Some days you want to may go home and paint. Other days you might want to sketch,\" she says. \"Do what's most beneficial to you at any given time.\"\u003c/p>\n\u003cp>\u003cstrong>Process your emotions\u003c/strong>\u003c/p>\n\u003cp>It's important to note: if you're going through serious mental health distress, you should seek the guidance of a professional art therapist, says Strang.\u003c/p>\n\u003cp>However, if you're making art to connect with your own creativity, decrease anxiety and hone your coping skills, \"by all means, figure out how to allow yourself to do that,\" she says.\u003c/p>\n\u003cp>Just let those \"lines, shapes and colors translate your emotional experience into something visual,\" she says. \"Use the feelings that you feel in your body, your memories. Because words don't often get it.\"\u003c/p>\n\u003cp>Her words made me reflect on all those moments when I reached into my purse for my pen and sketchbook. A lot of the time, I was using my drawings and little musings to communicate how I was feeling. What I was doing was helping myself deal. It was cathartic. And that catharsis gave me a sense of relief.\u003c/p>\n\u003cp>A few months ago, I got into an argument with someone. On my bus ride to work the next day, I was still stewing over it. In frustration, I pulled out my notebook and wrote out the old adage, \"Do not let the world make you hard.\"\u003c/p>\n\u003cp>I carefully ripped the message off the page and affixed it to the seat in front of me on the bus. I thought, let this be a reminder to anyone who reads it!\u003c/p>\n\u003cp>I took a photo of the note and posted it to my Instagram. Looking back at the image later that night, I realized who the message was really for. Myself.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Malaka Gharib is a writer and editor on NPR's science desk and the author of \u003c/em>\u003ca href=\"https://www.amazon.com/Was-Their-American-Dream-Graphic/dp/0525575111/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=&sr=\">I Was Their American Dream: A Graphic Memoir\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Feeling+Artsy%3F+Here%27s+How+Making+Art+Helps+Your+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55169/what-happens-in-your-brain-when-you-make-art","authors":["byline_mindshift_55169"],"categories":["mindshift_192"],"tags":["mindshift_1036","mindshift_20854","mindshift_20784","mindshift_1040","mindshift_20865"],"featImg":"mindshift_55189","label":"mindshift"},"mindshift_54370":{"type":"posts","id":"mindshift_54370","meta":{"index":"posts_1591205157","site":"mindshift","id":"54370","score":null,"sort":[1571120616000]},"guestAuthors":[],"slug":"how-art-can-help-center-a-students-learning-experience","title":"How Art Can Help Center a Student’s Learning Experience","publishDate":1571120616,"format":"audio","headTitle":"How Art Can Help Center a Student’s Learning Experience | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>When I visited Maya Lin, an elementary school in Alameda, California where art is at the center of learning, third graders were in the middle of a multi-week project on climate change. Pairs of students had chosen climates around the world and researched them to learn about the weather, flora and fauna.\u003c/p>\n\u003cp>In art class, they created artistic representations of their climates using either a torn-paper collage technique or oil pastels. They also wrote books about how climate change will affect their climates and the animals that live there. In the process, they learned what fossil fuels are, where they come from, and how they’re extracted. They studied how the greenhouse gas effect works and made a visual model of it.\u003c/p>\n\u003cp>One boy, John, showed me his model and described the science behind it.\u003c/p>\n\u003cp>“I made a project with one of my friends about the greenhouse effect and how the sun’s heat rays go in, and the heat gets trapped inside the atmosphere and heats up the earth,” said John.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked him about the artistic techniques he used to create a blotchy effect on the sun.\u003c/p>\n\u003cp>“I saw a picture of the sun to try and draw it and there were spots where it was really really bright. So I drew those spots in and then I put tape over it and then I dabbed the paintbrush so it looked like spots, and then the spots where I put tape were still paper white,” he explained. He’d also used collage to create a translucent effect for the atmosphere.\u003c/p>\n\u003cfigure id=\"attachment_54419\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54419 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg\" alt=\"John's artwork depicting the greenhouse gas effect.\" width=\"1920\" height=\"1282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John’s artwork depicting the greenhouse gas effect. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I was struck by how much John could tell me both about the iterative creative process he went through, and the science his work represented. He described several early attempts at creating effects that didn’t work – at first, he wanted his sun to be three-dimensional, but couldn’t get it to stay up. He says he was frustrated, but he pushed through those feelings and tried something different.\u003c/p>\n\u003cp>John’s persistence – and the sheer number of hours he was allotted for artwork during school hours – stood out to me. At a lot of schools I’ve visited, art is relegated to a separate class once a week. The fact that students were showing their knowledge of science through their artwork here struck me as unique.\u003c/p>\n\u003cp>Over the past two decades, policies focused on math and reading test scores, along with a global recession, have pushed many schools to cut what they considered to be “extras.” In many places, that has meant visual art, music, drama, and dance. These subjects became afterthoughts as school leaders put pressure on teachers to raise kids’ scores in the ‘focus’ subjects – math and reading.\u003c/p>\n\u003cp>Now, many educators are starting to realize the folly of these practices, backed up by an \u003ca href=\"https://www.artsed411.org/resources/research_reports\">increasingly robust body of research\u003c/a> about the power of art to improve learning.\u003c/p>\n\u003cp>Johns Hopkins University professor Mariale Hardiman published a 2019 paper in Trends in Neuroscience and Education describing the results of a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2211949317300558?via%3Dihub\">randomized, controlled trial\u003c/a> she conducted in fifth grade science classrooms. She and her team found that arts integration instruction led to long-term retention of science concepts at least as successfully as conventional science teaching. Arts integration was particularly helpful for students with the lowest reading scores.\u003c/p>\n\u003cp>Studies like this one have led to a resurgence of interest in \u003ca href=\"https://www.kqed.org/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive\">arts integration\u003c/a>, a pedagogy that uses art as a vehicle for learning about any subject. This isn’t a new idea – some educators have long believed in and used art as part of their practice – but now there’s more research to back it up, including work out of \u003ca href=\"http://www.pz.harvard.edu/who-we-are/about\">Harvard’s Project Zero\u003c/a>. Several schools have led this movement, going all in on art at a time when many schools around the country were slashing their arts budgets. Maya Lin is one of them.\u003c/p>\n\u003cp>For teachers at Maya Lin, integrating art throughout the curriculum and the school day is about making learning fun, multi-disciplinary, connected and creative. It gives students a way to think about the world differently, to make connections, and to contemplate their place within it. Thinking like an artist helps them develop habits that they’ll use no matter what they go on to do, and it has helped inculcate an ethic of perseverance, challenge, and craft to everything students do.\u003c/p>\n\u003cfigure id=\"attachment_54427\" class=\"wp-caption alignnone\" style=\"max-width: 1080px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg\" alt=\"\" width=\"1080\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg 1080w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-900x1200.jpg 900w\" sizes=\"(max-width: 1080px) 100vw, 1080px\">\u003cfigcaption class=\"wp-caption-text\">Student work connected to reading Langston Hughes. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“At its core, arts integration is social justice,” Maya Lin art teacher Constance Moore told me. “It’s a way of creating equity, it’s a way of looking at the world and thinking about different perspectives, and centering ideas and people who have not been in the center. Art is such a great way to do that for kids because it makes it accessible to them.”\u003c/p>\n\u003cp>\u003cstrong>Maya Lin’s Journey to Arts Integration Was About Equity\u003c/strong>\u003c/p>\n\u003cp>Before it was called Maya Lin, this school was known as Washington Elementary. Back then, Washington served a mostly low-income population and over a third of its students were designated English language learners. And, like many schools, it was a mainstay of the local community with many committed teachers. But the school’s test scores weren’t great, and enrollment was low, so when Alameda Unified School District started feeling the pinch of the recession in 2009 and 2010, Washington was a prime candidate for closure.\u003c/p>\n\u003cp>A dedicated group of parents and teachers fought hard to stop the district’s closure plans and to keep a school in the community. They applied for an innovation grant from the district, emphasizing that if they won, they would build a school centered around art. Students would learn all the required standards, but art would be a critical way for teachers to evaluate what students understand. The district accepted the proposal. Washington Elementary closed in the spring of 2011, but reopened again as Maya Lin School in the fall of 2012 with a new focus on arts integration.\u003c/p>\n\u003cp>District officials told the principal, Judy Goodwin, that she could hire her own staff. She first invited the teachers at Washington to join the project. About half of them did, and the other half were transferred to other jobs in the district.\u003c/p>\n\u003cp>Maya Lin’s new teaching staff, both the former Washington staff and new hires, went through the \u003ca href=\"http://www.integratedlearningacoe.org/\">Integrated Learning Specialist Program \u003c/a>(ILSP) at the Alameda County Office of Education. They learned how to build arts-centered projects collaboratively with other teachers, how to assess learning through art, and they figured out ways to integrate state standards from disparate disciplines – like science and social studies – using art in everyday learning and the habits of successful artists to guide the way.\u003c/p>\n\u003cp>“The arts provide an access point for everyone,” said Caitlin Gordon, a third grade teacher at Maya Lin. She has found that when art is at the center of the learning experience, it evens the playing field for kids with learning disabilities, or those who are still learning English, or who have less background knowledge about a topic.\u003c/p>\n\u003cp>“I think it’s a way for kids to take some really meaty and intense concepts and process them. I think it allows children to learn about how the process of something is just as important, if not more important, than the product. I think it just really helps create more of that well-balanced, critical-thinking person that we want for our future.”\u003c/p>\n\u003cp>Gordon is always impressed by how thoughtfully her students approach their own work and that of their peers. They ask good questions and are willing to stretch when a concept doesn’t come easily.\u003c/p>\n\u003cfigure id=\"attachment_54423\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54423 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-teachers.jpg\" alt=\"The third grade teaching team greeted students with a fun photo.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-1200x900.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The third grade teaching team greeted students with a fun photo. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Principal Judy Goodwin and her staff committed to this work seven years ago, they wanted to build a school that would highlight the strengths of the students in it, not just the areas of weakness that test scores showed. And, just as important, they wanted teaching to be a collaborative and creative experience for the adults too.\u003c/p>\n\u003cp>The art teacher, Constance Moore, is grateful for that collaborative spirit. She says usually the art teacher is relegated to an out-of-the-way classroom where no one bothers them. Teachers are grateful they can send their kids to her for awhile, but other than that, what happens in the art room is separate from other learning.\u003c/p>\n\u003cp>“But this is completely different. I’m just fully woven into the fabric of the school,” Moore said.\u003c/p>\n\u003cp>For example, Moore helped plan the climate change project. The three third grade teachers, Caitlin Gordon, Brian Dodson, and Sharon Jackson, developed this project together with Moore’s artistic knowledge guiding them. They discussed the learning goals, developed a thematic through line, and mapped out the science, social studies, and writing standards they’d be covering. And they talked through how students would demonstrate their understanding through art.\u003c/p>\n\u003cp>\u003cstrong>Tackling Climate Change Through Art\u003c/strong>\u003c/p>\n\u003cp>Some of the work takes place in their classrooms, but it often crosses over into the art studio, where Moore makes sure students are learning specific artistic techniques, the life and history of the artists themselves, and most importantly the \u003ca href=\"http://www.pz.harvard.edu/resources/eight-habits-of-mind\">Studio Habits of Mind\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_54424\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-large wp-image-54424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg\" alt=\"Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom.jpg 1440w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The habits are:\u003c/p>\n\u003cul>\n\u003cli>develop craft\u003c/li>\n\u003cli>engage and persist\u003c/li>\n\u003cli>envision\u003c/li>\n\u003cli>express\u003c/li>\n\u003cli>observe\u003c/li>\n\u003cli>reflect\u003c/li>\n\u003cli>stretch and explore\u003c/li>\n\u003cli>understand art worlds\u003c/li>\n\u003c/ul>\n\u003cp>These practices aren’t only used in the art studio at Maya Lin. They are the basis of all academic work in the school, providing a language students use to talk about their learning. One third grade girl explained that she has to “stretch and explore” in math class, especially when learning fractions, a concept that’s been confusing for her.\u003c/p>\n\u003cp>Or, when John spoke about the setbacks he encountered making his climate change project, he said even though he was frustrated, he “engaged and persisted,” and he did a lot of “envisioning” to come up with new ideas. Everyone at the school uses that language.\u003c/p>\n\u003cp>In teacher Brian Dodson’s classroom, students were in full-on creation mode when I visited. Some spread out into the hallway and others worked on the floor, while still more were huddled around desks pushed together into pods. Out in the hallway, two girls were working on a large painting inspired by \u003ca href=\"https://mymodernmet.com/sean-yoro-hula-interview/\">Sean Yoro\u003c/a>, a Hawaiian artist. Another girl, Clementine, was busily painting a trash can. One side featured pristine ocean, the other side had trash floating in it.\u003c/p>\n\u003cp>“I wanted to paint on a trash can because I wanted to show if we don’t fill up the trash can, it’s better for the ocean,” said Clementine. “My essential question is, why are the coral reefs dying?” she said. She went on to explain that trash in the ocean suffocates the coral, which is a problem because the coral reefs provide oxygen. “If we keep this up we could have a little bit less oxygen,” she said.\u003c/p>\n\u003cfigure id=\"attachment_54429\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54429 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg\" alt=\"Student works on her final project for a unit on climate change.\" width=\"1920\" height=\"1281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student works on her final project for a unit on climate change. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In teacher Caitlin Gordon’s classroom, students were critiquing one another’s work at a midpoint in the process, using what they call “the ladder of feedback.” The ladder helps partners take turns presenting their work, getting positive and negative feedback from a partner, and thinking through how they plan to incorporate the feedback. Students choose from several sentence starters to get the conversation going. I listened in as two girls gave one another feedback.\u003c/p>\n\u003cp>“When I started, I envisioned that there would be a factory and then there would be a tornado heading towards that,” one girl started, explaining her art piece. “But then I got a new idea when I was working on that to make all the natural disasters that climate change could create, like forest fires, tornados, and so much more.”\u003c/p>\n\u003cp>“I can tell you engaged and persisted because I can see a lot of scribbles, and if something wasn’t exactly as you imagined it, you just kept going,” her partner said, using one of the feedback frames. “Next time, maybe you could stretch and explore by making it in a box. How do you envision your next steps?”\u003c/p>\n\u003cp>“I envision my next steps by maybe redoing the tornado and making it a little bit better,” the first girls said. Then they switched roles. When they were finished reflecting on their own work, and giving feedback to their partner, the girls set off to implement some of the changes that came up during the discussion.\u003c/p>\n\u003cp>This is exactly the type of dialogue teachers at Maya Lin have worked so hard to produce. The girls stayed on task, gave each other real feedback, and pushed one another to produce better work. Those are the habits of artists and scholars.\u003c/p>\n\u003cp>“Human beings have been making art and expressing themselves, even if it’s not called art, since we were human beings,” art teacher Constance Moore said. “If you take that out, you’re taking out a part of being wholly human. So you cannot be getting a full education without art. Period.”\u003c/p>\n\u003cp>Over the past seven years, test scores at Maya Lin have improved, and when I visited, joyful learning was happening all around. The school has gone from almost closing because of low enrollment, to being at capacity with a waiting list. The district converted a nearby middle school, Wood Middle, to an arts integration approach and there are other schools in the district interested in learning more.\u003c/p>\n\u003cp>“I think we need to embrace art as not that add-on, that it can be the center of how students can demonstrate their understanding. And that needs to be very intentional work,” said Principal Judy Goodwin.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Art has often been relegated as an additional activity in schools. But schools that put art at the center of a child's learning experience through arts integration are seeing kids thrive. ","status":"publish","parent":0,"modified":1700528837,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2465},"headData":{"title":"How Art Can Help Center a Student’s Learning Experience | KQED","description":"Art has often been relegated as an additional activity in schools. But schools that put art at the center of a child's learning experience through arts integration are seeing kids thrive. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Art Can Help Center a Student’s Learning Experience","datePublished":"2019-10-15T06:23:36.000Z","dateModified":"2023-11-21T01:07:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioTrackLength":1286,"path":"/mindshift/54370/how-art-can-help-center-a-students-learning-experience","audioUrl":"https://www.kqed.org/.stream/anon/radio/storiesteachersshare/2019/10/ThirdGradersCanShowWhatTheyKnowThroughArtQC.mp3","audioDuration":1286000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>When I visited Maya Lin, an elementary school in Alameda, California where art is at the center of learning, third graders were in the middle of a multi-week project on climate change. Pairs of students had chosen climates around the world and researched them to learn about the weather, flora and fauna.\u003c/p>\n\u003cp>In art class, they created artistic representations of their climates using either a torn-paper collage technique or oil pastels. They also wrote books about how climate change will affect their climates and the animals that live there. In the process, they learned what fossil fuels are, where they come from, and how they’re extracted. They studied how the greenhouse gas effect works and made a visual model of it.\u003c/p>\n\u003cp>One boy, John, showed me his model and described the science behind it.\u003c/p>\n\u003cp>“I made a project with one of my friends about the greenhouse effect and how the sun’s heat rays go in, and the heat gets trapped inside the atmosphere and heats up the earth,” said John.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked him about the artistic techniques he used to create a blotchy effect on the sun.\u003c/p>\n\u003cp>“I saw a picture of the sun to try and draw it and there were spots where it was really really bright. So I drew those spots in and then I put tape over it and then I dabbed the paintbrush so it looked like spots, and then the spots where I put tape were still paper white,” he explained. He’d also used collage to create a translucent effect for the atmosphere.\u003c/p>\n\u003cfigure id=\"attachment_54419\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54419 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg\" alt=\"John's artwork depicting the greenhouse gas effect.\" width=\"1920\" height=\"1282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John’s artwork depicting the greenhouse gas effect. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I was struck by how much John could tell me both about the iterative creative process he went through, and the science his work represented. He described several early attempts at creating effects that didn’t work – at first, he wanted his sun to be three-dimensional, but couldn’t get it to stay up. He says he was frustrated, but he pushed through those feelings and tried something different.\u003c/p>\n\u003cp>John’s persistence – and the sheer number of hours he was allotted for artwork during school hours – stood out to me. At a lot of schools I’ve visited, art is relegated to a separate class once a week. The fact that students were showing their knowledge of science through their artwork here struck me as unique.\u003c/p>\n\u003cp>Over the past two decades, policies focused on math and reading test scores, along with a global recession, have pushed many schools to cut what they considered to be “extras.” In many places, that has meant visual art, music, drama, and dance. These subjects became afterthoughts as school leaders put pressure on teachers to raise kids’ scores in the ‘focus’ subjects – math and reading.\u003c/p>\n\u003cp>Now, many educators are starting to realize the folly of these practices, backed up by an \u003ca href=\"https://www.artsed411.org/resources/research_reports\">increasingly robust body of research\u003c/a> about the power of art to improve learning.\u003c/p>\n\u003cp>Johns Hopkins University professor Mariale Hardiman published a 2019 paper in Trends in Neuroscience and Education describing the results of a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2211949317300558?via%3Dihub\">randomized, controlled trial\u003c/a> she conducted in fifth grade science classrooms. She and her team found that arts integration instruction led to long-term retention of science concepts at least as successfully as conventional science teaching. Arts integration was particularly helpful for students with the lowest reading scores.\u003c/p>\n\u003cp>Studies like this one have led to a resurgence of interest in \u003ca href=\"https://www.kqed.org/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive\">arts integration\u003c/a>, a pedagogy that uses art as a vehicle for learning about any subject. This isn’t a new idea – some educators have long believed in and used art as part of their practice – but now there’s more research to back it up, including work out of \u003ca href=\"http://www.pz.harvard.edu/who-we-are/about\">Harvard’s Project Zero\u003c/a>. Several schools have led this movement, going all in on art at a time when many schools around the country were slashing their arts budgets. Maya Lin is one of them.\u003c/p>\n\u003cp>For teachers at Maya Lin, integrating art throughout the curriculum and the school day is about making learning fun, multi-disciplinary, connected and creative. It gives students a way to think about the world differently, to make connections, and to contemplate their place within it. Thinking like an artist helps them develop habits that they’ll use no matter what they go on to do, and it has helped inculcate an ethic of perseverance, challenge, and craft to everything students do.\u003c/p>\n\u003cfigure id=\"attachment_54427\" class=\"wp-caption alignnone\" style=\"max-width: 1080px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-54427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg\" alt=\"\" width=\"1080\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg 1080w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-900x1200.jpg 900w\" sizes=\"(max-width: 1080px) 100vw, 1080px\">\u003cfigcaption class=\"wp-caption-text\">Student work connected to reading Langston Hughes. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“At its core, arts integration is social justice,” Maya Lin art teacher Constance Moore told me. “It’s a way of creating equity, it’s a way of looking at the world and thinking about different perspectives, and centering ideas and people who have not been in the center. Art is such a great way to do that for kids because it makes it accessible to them.”\u003c/p>\n\u003cp>\u003cstrong>Maya Lin’s Journey to Arts Integration Was About Equity\u003c/strong>\u003c/p>\n\u003cp>Before it was called Maya Lin, this school was known as Washington Elementary. Back then, Washington served a mostly low-income population and over a third of its students were designated English language learners. And, like many schools, it was a mainstay of the local community with many committed teachers. But the school’s test scores weren’t great, and enrollment was low, so when Alameda Unified School District started feeling the pinch of the recession in 2009 and 2010, Washington was a prime candidate for closure.\u003c/p>\n\u003cp>A dedicated group of parents and teachers fought hard to stop the district’s closure plans and to keep a school in the community. They applied for an innovation grant from the district, emphasizing that if they won, they would build a school centered around art. Students would learn all the required standards, but art would be a critical way for teachers to evaluate what students understand. The district accepted the proposal. Washington Elementary closed in the spring of 2011, but reopened again as Maya Lin School in the fall of 2012 with a new focus on arts integration.\u003c/p>\n\u003cp>District officials told the principal, Judy Goodwin, that she could hire her own staff. She first invited the teachers at Washington to join the project. About half of them did, and the other half were transferred to other jobs in the district.\u003c/p>\n\u003cp>Maya Lin’s new teaching staff, both the former Washington staff and new hires, went through the \u003ca href=\"http://www.integratedlearningacoe.org/\">Integrated Learning Specialist Program \u003c/a>(ILSP) at the Alameda County Office of Education. They learned how to build arts-centered projects collaboratively with other teachers, how to assess learning through art, and they figured out ways to integrate state standards from disparate disciplines – like science and social studies – using art in everyday learning and the habits of successful artists to guide the way.\u003c/p>\n\u003cp>“The arts provide an access point for everyone,” said Caitlin Gordon, a third grade teacher at Maya Lin. She has found that when art is at the center of the learning experience, it evens the playing field for kids with learning disabilities, or those who are still learning English, or who have less background knowledge about a topic.\u003c/p>\n\u003cp>“I think it’s a way for kids to take some really meaty and intense concepts and process them. I think it allows children to learn about how the process of something is just as important, if not more important, than the product. I think it just really helps create more of that well-balanced, critical-thinking person that we want for our future.”\u003c/p>\n\u003cp>Gordon is always impressed by how thoughtfully her students approach their own work and that of their peers. They ask good questions and are willing to stretch when a concept doesn’t come easily.\u003c/p>\n\u003cfigure id=\"attachment_54423\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54423 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-teachers.jpg\" alt=\"The third grade teaching team greeted students with a fun photo.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-teachers-1200x900.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The third grade teaching team greeted students with a fun photo. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Principal Judy Goodwin and her staff committed to this work seven years ago, they wanted to build a school that would highlight the strengths of the students in it, not just the areas of weakness that test scores showed. And, just as important, they wanted teaching to be a collaborative and creative experience for the adults too.\u003c/p>\n\u003cp>The art teacher, Constance Moore, is grateful for that collaborative spirit. She says usually the art teacher is relegated to an out-of-the-way classroom where no one bothers them. Teachers are grateful they can send their kids to her for awhile, but other than that, what happens in the art room is separate from other learning.\u003c/p>\n\u003cp>“But this is completely different. I’m just fully woven into the fabric of the school,” Moore said.\u003c/p>\n\u003cp>For example, Moore helped plan the climate change project. The three third grade teachers, Caitlin Gordon, Brian Dodson, and Sharon Jackson, developed this project together with Moore’s artistic knowledge guiding them. They discussed the learning goals, developed a thematic through line, and mapped out the science, social studies, and writing standards they’d be covering. And they talked through how students would demonstrate their understanding through art.\u003c/p>\n\u003cp>\u003cstrong>Tackling Climate Change Through Art\u003c/strong>\u003c/p>\n\u003cp>Some of the work takes place in their classrooms, but it often crosses over into the art studio, where Moore makes sure students are learning specific artistic techniques, the life and history of the artists themselves, and most importantly the \u003ca href=\"http://www.pz.harvard.edu/resources/eight-habits-of-mind\">Studio Habits of Mind\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_54424\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-large wp-image-54424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg\" alt=\"Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/maya-lin-shom.jpg 1440w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The habits are:\u003c/p>\n\u003cul>\n\u003cli>develop craft\u003c/li>\n\u003cli>engage and persist\u003c/li>\n\u003cli>envision\u003c/li>\n\u003cli>express\u003c/li>\n\u003cli>observe\u003c/li>\n\u003cli>reflect\u003c/li>\n\u003cli>stretch and explore\u003c/li>\n\u003cli>understand art worlds\u003c/li>\n\u003c/ul>\n\u003cp>These practices aren’t only used in the art studio at Maya Lin. They are the basis of all academic work in the school, providing a language students use to talk about their learning. One third grade girl explained that she has to “stretch and explore” in math class, especially when learning fractions, a concept that’s been confusing for her.\u003c/p>\n\u003cp>Or, when John spoke about the setbacks he encountered making his climate change project, he said even though he was frustrated, he “engaged and persisted,” and he did a lot of “envisioning” to come up with new ideas. Everyone at the school uses that language.\u003c/p>\n\u003cp>In teacher Brian Dodson’s classroom, students were in full-on creation mode when I visited. Some spread out into the hallway and others worked on the floor, while still more were huddled around desks pushed together into pods. Out in the hallway, two girls were working on a large painting inspired by \u003ca href=\"https://mymodernmet.com/sean-yoro-hula-interview/\">Sean Yoro\u003c/a>, a Hawaiian artist. Another girl, Clementine, was busily painting a trash can. One side featured pristine ocean, the other side had trash floating in it.\u003c/p>\n\u003cp>“I wanted to paint on a trash can because I wanted to show if we don’t fill up the trash can, it’s better for the ocean,” said Clementine. “My essential question is, why are the coral reefs dying?” she said. She went on to explain that trash in the ocean suffocates the coral, which is a problem because the coral reefs provide oxygen. “If we keep this up we could have a little bit less oxygen,” she said.\u003c/p>\n\u003cfigure id=\"attachment_54429\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-54429 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg\" alt=\"Student works on her final project for a unit on climate change.\" width=\"1920\" height=\"1281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student works on her final project for a unit on climate change. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In teacher Caitlin Gordon’s classroom, students were critiquing one another’s work at a midpoint in the process, using what they call “the ladder of feedback.” The ladder helps partners take turns presenting their work, getting positive and negative feedback from a partner, and thinking through how they plan to incorporate the feedback. Students choose from several sentence starters to get the conversation going. I listened in as two girls gave one another feedback.\u003c/p>\n\u003cp>“When I started, I envisioned that there would be a factory and then there would be a tornado heading towards that,” one girl started, explaining her art piece. “But then I got a new idea when I was working on that to make all the natural disasters that climate change could create, like forest fires, tornados, and so much more.”\u003c/p>\n\u003cp>“I can tell you engaged and persisted because I can see a lot of scribbles, and if something wasn’t exactly as you imagined it, you just kept going,” her partner said, using one of the feedback frames. “Next time, maybe you could stretch and explore by making it in a box. How do you envision your next steps?”\u003c/p>\n\u003cp>“I envision my next steps by maybe redoing the tornado and making it a little bit better,” the first girls said. Then they switched roles. When they were finished reflecting on their own work, and giving feedback to their partner, the girls set off to implement some of the changes that came up during the discussion.\u003c/p>\n\u003cp>This is exactly the type of dialogue teachers at Maya Lin have worked so hard to produce. The girls stayed on task, gave each other real feedback, and pushed one another to produce better work. Those are the habits of artists and scholars.\u003c/p>\n\u003cp>“Human beings have been making art and expressing themselves, even if it’s not called art, since we were human beings,” art teacher Constance Moore said. “If you take that out, you’re taking out a part of being wholly human. So you cannot be getting a full education without art. Period.”\u003c/p>\n\u003cp>Over the past seven years, test scores at Maya Lin have improved, and when I visited, joyful learning was happening all around. The school has gone from almost closing because of low enrollment, to being at capacity with a waiting list. The district converted a nearby middle school, Wood Middle, to an arts integration approach and there are other schools in the district interested in learning more.\u003c/p>\n\u003cp>“I think we need to embrace art as not that add-on, that it can be the center of how students can demonstrate their understanding. And that needs to be very intentional work,” said Principal Judy Goodwin.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54370/how-art-can-help-center-a-students-learning-experience","authors":["234"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_1036","mindshift_20854","mindshift_21018","mindshift_20784","mindshift_1040","mindshift_20789","mindshift_21132"],"featImg":"mindshift_54619","label":"mindshift_21847"},"mindshift_39941":{"type":"posts","id":"mindshift_39941","meta":{"index":"posts_1591205157","site":"mindshift","id":"39941","score":null,"sort":[1436966954000]},"guestAuthors":[],"slug":"making-learning-visible-doodling-helps-memories-stick","title":"Making Learning Visible: Doodling Helps Memories Stick","publishDate":1436966954,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Shelley Paul and Jill Gough had heard that doodling while taking notes could help improve memory and concept retention, but as instructional coaches they were reluctant to bring the idea to teachers without trying it out themselves first.\u003c/p>\n\u003cp>To give it a fair shot, Paul tried sketching all her notes from a two-day conference. By the end, her drawings had improved and she was convinced the approach could work for kids, too.\u003c/p>\n\u003cp>“It causes you to listen at a different level,” said Jill Gough, director of teaching and learning at \u003ca href=\"http://www.trinityatl.org/about_trinity/index.aspx\" target=\"_blank\">Trinity Schools\u003c/a>. Doodling has long been seen as a sign that students aren't paying attention. But it may be time to give doodling an image makeover.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards.'\u003ccite>Shelley Paul, Director of learning design at Woodward Academy\u003c/cite>\u003c/aside>\n\u003cp>Paul and Gough began introducing the idea to teachers at their school slowly. A group would meet before school and listen to a TED talk, trying to sketch the big ideas. They would then share their drawings with one another and talk about why and how they represented ideas. Understanding that it’s important to model risk-taking for both teachers and students, Paul next tried taking sketchnotes in high school-level classes.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Paul, who is director of learning design at \u003ca href=\"http://www.woodward.edu/index.aspx\" target=\"_blank\">Woodward Academy\u003c/a>. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These experiences convinced Paul and Gough that something powerful happens when auditory learning is transposed into images. It didn’t take much to excite students about the idea.\u003c/p>\n\u003cp>“It really is amazing how much, with just a tiny bit of introduction, most kids will take to it,” Paul said.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignleft size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Teachers were more skeptical at first, but the approach and its results slowly won many of them over. A fifth-grade science teacher at Trinity was convinced when a student left his understanding of how magnets work on her desk -- a sheet of paper covered in drawings.\u003c/p>\n\u003cp>“What they can produce is beautiful and it makes them better listeners,” Gough said.\u003c/p>\n\u003cp>The practice also makes student learning visible and provides a valuable formative assessment tool. If a student sketches an interesting side note in the lesson, but misses the big themes, that will show up in her drawing. And when students share their drawings with one another, they have the chance to fill in the gaps in their knowledge, and drawings, while discussing the key ideas. Going over the drawings also solidifies the information for students.\u003c/p>\n\u003cp>“We’re using the collective brain to deepen all of our learning,” Paul said.\u003c/p>\n\u003cp>\u003cstrong>BASED IN NEUROSCIENCE\u003c/strong>\u003c/p>\n\u003cp>While doodling has often been seen as frivolous at best and distracting at worst, the idea of sketchnoting has grounding in neuroscience research about how to improve memory. When ideas and related concepts can be encapsulated in an image, the brain remembers the information associated with that image. \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, a professor of neuroscience at Texas A&M University, says the process is akin to a zip file.\u003c/p>\n\u003cp>“This is a way to get your working memory to carry more,” Klemm said at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_39945\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3.jpg\">\u003cimg class=\"wp-image-39945 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg\" alt=\"A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\" width=\"640\" height=\"476\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-800x595.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1180x877.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-768x571.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-320x238.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\u003c/figcaption>\u003c/figure>\n\u003cp>Klemm advocates thinking in images and stringing them together into what he calls “story chains,” to vastly improve how much students can remember. Sketching notes makes these story chains visible and tangible.\u003c/p>\n\u003cp>“Teachers were amazed at the depth and diversity of what the kids produce, even the first time we tried this,” Paul said.\u003c/p>\n\u003cp>Gough and Paul were originally inspired by \u003ca href=\"http://www.ted.com/talks/sunni_brown?language=en\" target=\"_blank\">Sunni Brown’s TED Talk\u003c/a>, in which she tries to convince listeners that drawing plays a central role in learning. Later the two educators took Brown’s webinar, which helped give them useful tricks and, most importantly, the license to mess up, share their failures and keep practicing.\u003c/p>\n\u003cp>[ted id=1230]\u003c/p>\n\u003cp>And, while students take copious notes, they may not be retaining much of what they write down. When a student doodles, on the other hand, he is synthesizing the information, making choices about what’s important and encoding the memory in a new way.\u003c/p>\n\u003cp>“If we draw or sketch, that’s activating the visual pathway, so we’re using our audio senses to take in information. But our output is visual, so there isn’t that traffic jam,” Gough said.\u003c/p>\n\u003cp>It can be hard to sketchnote in real time and keep up with the flow of a lectures. But even that isn’t all bad. “Even the things you cut get attached to the things you did choose because you can take yourself back to that choice,” Paul said. The two educators have also experimented with using little sketches as ways to take notes in the margins of books.\u003c/p>\n\u003cp>\u003cstrong>DOODLING IN THE DIGITAL AGE\u003c/strong>\u003c/p>\n\u003cp>It may seem like doodling will become a thing of the past as schools increasingly move towards digital textbooks and notetaking. But Gough and Paul say there are always ways to adapt the practice and new affordances that technology can offer. Since many public school students can’t write in their paper textbooks anyway, perhaps they can sketch when they take notes virtually. Sketching with a stylus on a tablet, for example, could also offer some interesting new avenues for color and design that pen and paper don’t.\u003c/p>\n\u003cp>More than anything, Paul and Gough want to offer multiple entry points for students to access learning. While doodling works for some kids, it might not for others and that’s fine. What’s most important is that teachers allow for variation in learning styles, even when it is unfamiliar to them.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\">\u003cimg class=\"alignnone size-full wp-image-41149\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\" alt=\"functions-of-skin-life-sci-grade-7-lauren\" width=\"1920\" height=\"1456\">\u003c/a>\u003c/p>\n\u003cp>“If we are going to model lifelong learning for and with children and our colleagues, sometimes we have to be uncomfortable and try it,” Gough said.\u003c/p>\n\u003cp>Sketchnoting has become an important learning tool for these two educators, but they say it was just as important to practice public risk-taking.\u003c/p>\n\u003cp>Both women tweeted out their sketches from the very beginning -- a scary thing to do when the first pictures were mostly stick figures running off the page, but one that immediately helped generate support from other doodlers. Now Paul and Gough regularly share both their own drawings and their students’ work and growth.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Schools are teaching sketchnoting as an innovative way to help students synthesize information that's important. Doodlers are making connections from what they hear to what they draw. ","status":"publish","parent":0,"modified":1464912245,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1182},"headData":{"title":"Making Learning Visible: Doodling Helps Memories Stick | KQED","description":"Schools are teaching sketchnoting as an innovative way to help students synthesize information that's important. Doodlers are making connections from what they hear to what they draw. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making Learning Visible: Doodling Helps Memories Stick","datePublished":"2015-07-15T13:29:14.000Z","dateModified":"2016-06-03T00:04:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39941 http://ww2.kqed.org/mindshift/?p=39941","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/","disqusTitle":"Making Learning Visible: Doodling Helps Memories Stick","path":"/mindshift/39941/making-learning-visible-doodling-helps-memories-stick","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Shelley Paul and Jill Gough had heard that doodling while taking notes could help improve memory and concept retention, but as instructional coaches they were reluctant to bring the idea to teachers without trying it out themselves first.\u003c/p>\n\u003cp>To give it a fair shot, Paul tried sketching all her notes from a two-day conference. By the end, her drawings had improved and she was convinced the approach could work for kids, too.\u003c/p>\n\u003cp>“It causes you to listen at a different level,” said Jill Gough, director of teaching and learning at \u003ca href=\"http://www.trinityatl.org/about_trinity/index.aspx\" target=\"_blank\">Trinity Schools\u003c/a>. Doodling has long been seen as a sign that students aren't paying attention. But it may be time to give doodling an image makeover.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards.'\u003ccite>Shelley Paul, Director of learning design at Woodward Academy\u003c/cite>\u003c/aside>\n\u003cp>Paul and Gough began introducing the idea to teachers at their school slowly. A group would meet before school and listen to a TED talk, trying to sketch the big ideas. They would then share their drawings with one another and talk about why and how they represented ideas. Understanding that it’s important to model risk-taking for both teachers and students, Paul next tried taking sketchnotes in high school-level classes.\u003c/p>\n\u003cp>“I sat through two 45-minute lectures in high school social studies and not only was I super focused because I was doodling, I could also basically give the lecture afterwards,” said Paul, who is director of learning design at \u003ca href=\"http://www.woodward.edu/index.aspx\" target=\"_blank\">Woodward Academy\u003c/a>. “And if I look at the doodle again today for three to four minutes, I can basically remember it all again.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These experiences convinced Paul and Gough that something powerful happens when auditory learning is transposed into images. It didn’t take much to excite students about the idea.\u003c/p>\n\u003cp>“It really is amazing how much, with just a tiny bit of introduction, most kids will take to it,” Paul said.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignleft size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Teachers were more skeptical at first, but the approach and its results slowly won many of them over. A fifth-grade science teacher at Trinity was convinced when a student left his understanding of how magnets work on her desk -- a sheet of paper covered in drawings.\u003c/p>\n\u003cp>“What they can produce is beautiful and it makes them better listeners,” Gough said.\u003c/p>\n\u003cp>The practice also makes student learning visible and provides a valuable formative assessment tool. If a student sketches an interesting side note in the lesson, but misses the big themes, that will show up in her drawing. And when students share their drawings with one another, they have the chance to fill in the gaps in their knowledge, and drawings, while discussing the key ideas. Going over the drawings also solidifies the information for students.\u003c/p>\n\u003cp>“We’re using the collective brain to deepen all of our learning,” Paul said.\u003c/p>\n\u003cp>\u003cstrong>BASED IN NEUROSCIENCE\u003c/strong>\u003c/p>\n\u003cp>While doodling has often been seen as frivolous at best and distracting at worst, the idea of sketchnoting has grounding in neuroscience research about how to improve memory. When ideas and related concepts can be encapsulated in an image, the brain remembers the information associated with that image. \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, a professor of neuroscience at Texas A&M University, says the process is akin to a zip file.\u003c/p>\n\u003cp>“This is a way to get your working memory to carry more,” Klemm said at a \u003ca href=\"http://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain conference\u003c/a> in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_39945\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3.jpg\">\u003cimg class=\"wp-image-39945 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg\" alt=\"A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\" width=\"640\" height=\"476\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1440x1070.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-800x595.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-1180x877.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-768x571.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Antony-Julius_Caesar-3-320x238.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A ninth-grader's doodle of a discussion about Mark Antony's rhetorical strategies in Act 3 of 'Julius Caesar.'(Courtesy of Shelley Paul)\u003c/figcaption>\u003c/figure>\n\u003cp>Klemm advocates thinking in images and stringing them together into what he calls “story chains,” to vastly improve how much students can remember. Sketching notes makes these story chains visible and tangible.\u003c/p>\n\u003cp>“Teachers were amazed at the depth and diversity of what the kids produce, even the first time we tried this,” Paul said.\u003c/p>\n\u003cp>Gough and Paul were originally inspired by \u003ca href=\"http://www.ted.com/talks/sunni_brown?language=en\" target=\"_blank\">Sunni Brown’s TED Talk\u003c/a>, in which she tries to convince listeners that drawing plays a central role in learning. Later the two educators took Brown’s webinar, which helped give them useful tricks and, most importantly, the license to mess up, share their failures and keep practicing.\u003c/p>\n\u003cp>[ted id=1230]\u003c/p>\n\u003cp>And, while students take copious notes, they may not be retaining much of what they write down. When a student doodles, on the other hand, he is synthesizing the information, making choices about what’s important and encoding the memory in a new way.\u003c/p>\n\u003cp>“If we draw or sketch, that’s activating the visual pathway, so we’re using our audio senses to take in information. But our output is visual, so there isn’t that traffic jam,” Gough said.\u003c/p>\n\u003cp>It can be hard to sketchnote in real time and keep up with the flow of a lectures. But even that isn’t all bad. “Even the things you cut get attached to the things you did choose because you can take yourself back to that choice,” Paul said. The two educators have also experimented with using little sketches as ways to take notes in the margins of books.\u003c/p>\n\u003cp>\u003cstrong>DOODLING IN THE DIGITAL AGE\u003c/strong>\u003c/p>\n\u003cp>It may seem like doodling will become a thing of the past as schools increasingly move towards digital textbooks and notetaking. But Gough and Paul say there are always ways to adapt the practice and new affordances that technology can offer. Since many public school students can’t write in their paper textbooks anyway, perhaps they can sketch when they take notes virtually. Sketching with a stylus on a tablet, for example, could also offer some interesting new avenues for color and design that pen and paper don’t.\u003c/p>\n\u003cp>More than anything, Paul and Gough want to offer multiple entry points for students to access learning. While doodling works for some kids, it might not for others and that’s fine. What’s most important is that teachers allow for variation in learning styles, even when it is unfamiliar to them.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\">\u003cimg class=\"alignnone size-full wp-image-41149\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/functions-of-skin-life-sci-grade-7-lauren1-e1436963762566.jpg\" alt=\"functions-of-skin-life-sci-grade-7-lauren\" width=\"1920\" height=\"1456\">\u003c/a>\u003c/p>\n\u003cp>“If we are going to model lifelong learning for and with children and our colleagues, sometimes we have to be uncomfortable and try it,” Gough said.\u003c/p>\n\u003cp>Sketchnoting has become an important learning tool for these two educators, but they say it was just as important to practice public risk-taking.\u003c/p>\n\u003cp>Both women tweeted out their sketches from the very beginning -- a scary thing to do when the first pictures were mostly stick figures running off the page, but one that immediately helped generate support from other doodlers. Now Paul and Gough regularly share both their own drawings and their students’ work and growth.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39941/making-learning-visible-doodling-helps-memories-stick","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20837"],"featImg":"mindshift_41148","label":"mindshift"},"mindshift_32318":{"type":"posts","id":"mindshift_32318","meta":{"index":"posts_1591205157","site":"mindshift","id":"32318","score":null,"sort":[1385487937000]},"guestAuthors":[],"slug":"how-visual-thinking-improves-writing","title":"How Visual Thinking Improves Writing","publishDate":1385487937,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32814\" class=\"wp-caption center\" style=\"max-width: 520px\">\u003cimg class=\"size-full wp-image-32814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png\" alt=\"Screen Shot 2013-11-25 at 7.29.08 PM\" width=\"520\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-400x186.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-320x149.png 320w\" sizes=\"(max-width: 520px) 100vw, 520px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Younger kids typically love to draw and aren't too worried about the outcomes of their artwork -- until they get older. By the time they've learned to read and write, art takes a back burner to academics, primarily because of what most schools prioritize. Over time it becomes harder for kids to think in pictures the way they once did. But what if students were encouraged to think in pictures alongside words?\u003c/p>\n\u003cp>“There’s something about writing that is a link to your brain,” said \u003ca href=\"http://www.marissamoss.com/\">Marissa Moss\u003c/a>, author of the popular children’s book series \u003ca href=\"http://www.marissamoss.com/books.php?series=amelia\">Amelia’s Notebook\u003c/a>. In the books, Moss takes on the persona of a little girl expressing her ideas about the world and people around her. The books are a combination of words and drawings and look free form – as though Amelia sketched them herself.\u003c/p>\n\u003cp>Taking a cue from Moss, teachers from \u003ca href=\"http://oakknoll.mpcsd.org/modules/cms/announce.phtml?sessionid=f5209f8c8981312fcb7a852c762ce48a\">Oak Knoll Elementary School\u003c/a> in Menlo Park, Calif., decided to have their students keep notebooks in a similar style. The notebooks aren’t graded; rather, they're a place of private, free expression. Karen Clancy and Andrea Boatright presented the project at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> hosted by the Nueva School recently.\u003c/p>\n\u003cp>“They’re not used to being given permission to write about whatever they want,” Clancy said. But once her students realized that they really weren’t being graded and that they had freedom of expression, they eventually came to demand time to write.\u003c/p>\n\u003cp>Moss says writing without fear of consequences is key to developing a writer’s voice. “If you're perfect you are guaranteed to not write a thing,” Moss said. “It’s like driving with one foot on the gas and one foot on the break.” She has developed some\u003ca href=\"http://www.marissamoss.com/teacherinfo.php\"> guides\u003c/a> to help teachers coax students into using art and writing in their journals at the same time, as a way of flexing their visual thinking along with literacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have no power when you are a kid, but when you are telling stories you have incredible power. Kids get that.” \u003c/aside>\n\u003cp>She thinks it’s important for students to have a space to express themselves without specific writing assignments or limitations. They write and draw what matters in their own lives and in the process develop their voice, humor, and point of view. They get to play with language and break out of cookie cutter forms of writing like the persuasive essay.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Oak Knoll, the students love what they call their Lifebook Journals, writing in them daily in addition to other, more formal writing assigned and graded by the teacher. “This will affect their ability to do all the other things they need to know,” said Andrea Boatright, another teacher at Oak Knoll who uses Lifebooks.\u003c/p>\n\u003cp>“You have no power when you are a kid, but when you are telling stories you have incredible power,” Moss said. “Kids get that.” And when they have the space to write and draw some realize they like to write, and by extension read, more than they thought. “It’s so easy to quash people and then they never want to write again,” Moss said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"cd213b82ebaac523aaa94882ed2fb4ae\"]\u003c/p>\n\u003cp>While her students love their journals now, Boatright admits it was a little hard to get even young students to believe they wouldn’t be graded on their writing. So at first, Boatright gave her students “beginner Lifebooks,” just pieces of paper stapled together with construction paper covers. She discussed with the class how to write and draw out their thoughts. She even modeled what the Lifebook could look like. When students were writing in the Lifebooks, so was she. It took her students about a month to settle into the project.\u003c/p>\n\u003cp>Once the students were more comfortable with the idea of free expression, Boatright asked students to pick one thing they’d written and share it with the class, one what she called a “museum day.” After sharing, students were allowed to graduate to a permanent Lifebook -- a composition notebook personalized by the owner.\u003c/p>\n\u003cp>Now, the students write four to five times a week for 45 minutes at a time. Boatright helps prompt kids that get stuck and some kids choose to do comic strips at first, easing into heavier writing later. Other students have worked collaboratively on Lifebook stories.\u003c/p>\n\u003cp>Boatright says her students’ word choice, voice and sentence fluency improved dramatically after starting the Lifebook project. She compared a class that used Lifebooks with another class in the school that otherwise used the same curriculum, but didn’t incorporate Lifebooks. She found that students who kept Lifebooks had an increased motivation to write, something parents noticed as well.\u003c/p>\n\u003cp>“Writing and reading go together,” Moss pointed out. “If you write well, you’ll be more excited about reading.” Often English class focuses on formal skills and formalized assessments. But those assignments often don’t allow students to develop a distinct voice, one of the hardest things to teach, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Encouraging kids to think in pictures and words can free up their creativity and language skills as they write.","status":"publish","parent":0,"modified":1385488249,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":874},"headData":{"title":"How Visual Thinking Improves Writing | KQED","description":"Encouraging kids to think in pictures and words can free up their creativity and language skills as they write.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Visual Thinking Improves Writing","datePublished":"2013-11-26T17:45:37.000Z","dateModified":"2013-11-26T17:50:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32318 http://blogs.kqed.org/mindshift/?p=32318","disqusUrl":"https://ww2.kqed.org/mindshift/2013/11/26/how-visual-thinking-improves-writing/","disqusTitle":"How Visual Thinking Improves Writing","path":"/mindshift/32318/how-visual-thinking-improves-writing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32814\" class=\"wp-caption center\" style=\"max-width: 520px\">\u003cimg class=\"size-full wp-image-32814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png\" alt=\"Screen Shot 2013-11-25 at 7.29.08 PM\" width=\"520\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-400x186.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-320x149.png 320w\" sizes=\"(max-width: 520px) 100vw, 520px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Younger kids typically love to draw and aren't too worried about the outcomes of their artwork -- until they get older. By the time they've learned to read and write, art takes a back burner to academics, primarily because of what most schools prioritize. Over time it becomes harder for kids to think in pictures the way they once did. But what if students were encouraged to think in pictures alongside words?\u003c/p>\n\u003cp>“There’s something about writing that is a link to your brain,” said \u003ca href=\"http://www.marissamoss.com/\">Marissa Moss\u003c/a>, author of the popular children’s book series \u003ca href=\"http://www.marissamoss.com/books.php?series=amelia\">Amelia’s Notebook\u003c/a>. In the books, Moss takes on the persona of a little girl expressing her ideas about the world and people around her. The books are a combination of words and drawings and look free form – as though Amelia sketched them herself.\u003c/p>\n\u003cp>Taking a cue from Moss, teachers from \u003ca href=\"http://oakknoll.mpcsd.org/modules/cms/announce.phtml?sessionid=f5209f8c8981312fcb7a852c762ce48a\">Oak Knoll Elementary School\u003c/a> in Menlo Park, Calif., decided to have their students keep notebooks in a similar style. The notebooks aren’t graded; rather, they're a place of private, free expression. Karen Clancy and Andrea Boatright presented the project at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> hosted by the Nueva School recently.\u003c/p>\n\u003cp>“They’re not used to being given permission to write about whatever they want,” Clancy said. But once her students realized that they really weren’t being graded and that they had freedom of expression, they eventually came to demand time to write.\u003c/p>\n\u003cp>Moss says writing without fear of consequences is key to developing a writer’s voice. “If you're perfect you are guaranteed to not write a thing,” Moss said. “It’s like driving with one foot on the gas and one foot on the break.” She has developed some\u003ca href=\"http://www.marissamoss.com/teacherinfo.php\"> guides\u003c/a> to help teachers coax students into using art and writing in their journals at the same time, as a way of flexing their visual thinking along with literacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have no power when you are a kid, but when you are telling stories you have incredible power. Kids get that.” \u003c/aside>\n\u003cp>She thinks it’s important for students to have a space to express themselves without specific writing assignments or limitations. They write and draw what matters in their own lives and in the process develop their voice, humor, and point of view. They get to play with language and break out of cookie cutter forms of writing like the persuasive essay.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Oak Knoll, the students love what they call their Lifebook Journals, writing in them daily in addition to other, more formal writing assigned and graded by the teacher. “This will affect their ability to do all the other things they need to know,” said Andrea Boatright, another teacher at Oak Knoll who uses Lifebooks.\u003c/p>\n\u003cp>“You have no power when you are a kid, but when you are telling stories you have incredible power,” Moss said. “Kids get that.” And when they have the space to write and draw some realize they like to write, and by extension read, more than they thought. “It’s so easy to quash people and then they never want to write again,” Moss said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While her students love their journals now, Boatright admits it was a little hard to get even young students to believe they wouldn’t be graded on their writing. So at first, Boatright gave her students “beginner Lifebooks,” just pieces of paper stapled together with construction paper covers. She discussed with the class how to write and draw out their thoughts. She even modeled what the Lifebook could look like. When students were writing in the Lifebooks, so was she. It took her students about a month to settle into the project.\u003c/p>\n\u003cp>Once the students were more comfortable with the idea of free expression, Boatright asked students to pick one thing they’d written and share it with the class, one what she called a “museum day.” After sharing, students were allowed to graduate to a permanent Lifebook -- a composition notebook personalized by the owner.\u003c/p>\n\u003cp>Now, the students write four to five times a week for 45 minutes at a time. Boatright helps prompt kids that get stuck and some kids choose to do comic strips at first, easing into heavier writing later. Other students have worked collaboratively on Lifebook stories.\u003c/p>\n\u003cp>Boatright says her students’ word choice, voice and sentence fluency improved dramatically after starting the Lifebook project. She compared a class that used Lifebooks with another class in the school that otherwise used the same curriculum, but didn’t incorporate Lifebooks. She found that students who kept Lifebooks had an increased motivation to write, something parents noticed as well.\u003c/p>\n\u003cp>“Writing and reading go together,” Moss pointed out. “If you write well, you’ll be more excited about reading.” Often English class focuses on formal skills and formalized assessments. But those assignments often don’t allow students to develop a distinct voice, one of the hardest things to teach, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32318/how-visual-thinking-improves-writing","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_862","mindshift_1040","mindshift_851"],"featImg":"mindshift_32814","label":"mindshift"},"mindshift_31667":{"type":"posts","id":"mindshift_31667","meta":{"index":"posts_1591205157","site":"mindshift","id":"31667","score":null,"sort":[1381356412000]},"guestAuthors":[],"slug":"how-field-trips-build-critical-thinking-skills","title":"How Field Trips Build Critical Thinking Skills","publishDate":1381356412,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>School field trips are on the decline in American education for many reasons. Schools are making tough choices about how to spend scarce resources, are spending more time in class preparing for high-stakes tests and have begun using field trips as rewards for doing well on those tests. Whereas school field trips used to mean a trip to an art or history museum, now they are more likely to be an amusement park, movie or athletic event.\u003c/p>\n\u003cp>Researchers at the University of Arkansas have conducted a large randomized-control trial on what students learn from art museums. The report's authors \u003ca href=\"http://coehp.uark.edu/2474.php\">Jay P. Greene\u003c/a>, Brian Kisida and Daniel H. Bowen write:\u003c/p>\n\u003cp>\"We find that students learn quite a lot. In particular, enriching field trips contribute to the development of students into civilized young men and women who possess more knowledge about art, have stronger critical-thinking skills, exhibit increased historical empathy, display higher levels of tolerance, and have a greater taste for consuming art and culture.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://educationnext.org/files/ednext_XIV_1_greene_fig01-small.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://educationnext.org/the-educational-value-of-field-trips/\">The Educational Value of Field Trips\u003c/a>Crystal Bridges; Crystal Bridges Museum of American Art; School Tour © 2013 Stephen Ironside/Ironside Photography Bo Bartlett - \"The Box\" - 2002 * Oil on Linen * 82 x 100 - Photographer is Karen Mauch The school field trip has a long history in American public education.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://educationnext.org\" target=\"_blank\">Educationnext\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1381537762,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":219},"headData":{"title":"How Field Trips Build Critical Thinking Skills | KQED","description":"School field trips are on the decline in American education for many reasons. Schools are making tough choices about how to spend scarce resources, are spending more time in class preparing for high-stakes tests and have begun using field trips as rewards for doing well on those tests. Whereas school field trips used to mean","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Field Trips Build Critical Thinking Skills","datePublished":"2013-10-09T22:06:52.000Z","dateModified":"2013-10-12T00:29:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31667 http://blogs.kqed.org/mindshift/?p=31667","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/09/how-field-trips-build-critical-thinking-skills/","disqusTitle":"How Field Trips Build Critical Thinking Skills","path":"/mindshift/31667/how-field-trips-build-critical-thinking-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School field trips are on the decline in American education for many reasons. Schools are making tough choices about how to spend scarce resources, are spending more time in class preparing for high-stakes tests and have begun using field trips as rewards for doing well on those tests. Whereas school field trips used to mean a trip to an art or history museum, now they are more likely to be an amusement park, movie or athletic event.\u003c/p>\n\u003cp>Researchers at the University of Arkansas have conducted a large randomized-control trial on what students learn from art museums. The report's authors \u003ca href=\"http://coehp.uark.edu/2474.php\">Jay P. Greene\u003c/a>, Brian Kisida and Daniel H. Bowen write:\u003c/p>\n\u003cp>\"We find that students learn quite a lot. In particular, enriching field trips contribute to the development of students into civilized young men and women who possess more knowledge about art, have stronger critical-thinking skills, exhibit increased historical empathy, display higher levels of tolerance, and have a greater taste for consuming art and culture.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://educationnext.org/files/ednext_XIV_1_greene_fig01-small.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://educationnext.org/the-educational-value-of-field-trips/\">The Educational Value of Field Trips\u003c/a>Crystal Bridges; Crystal Bridges Museum of American Art; School Tour © 2013 Stephen Ironside/Ironside Photography Bo Bartlett - \"The Box\" - 2002 * Oil on Linen * 82 x 100 - Photographer is Karen Mauch The school field trip has a long history in American public education.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://educationnext.org\" target=\"_blank\">Educationnext\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31667/how-field-trips-build-critical-thinking-skills","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_1036","mindshift_381"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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