Casting the Conceptual Net: Cognitive Possibilities for Embracing the Social and Emotional Richness of Art Education

Art integration applications in middle school 5th class science lesson

“…These processes cover elements such as knowing, remembering, judging, problem solving, and meta-cognition. It is also thought that being engaged in art provides a deeper conceptual understanding and has effects that enhance some mental function (Blatt-Gross, 2010;Duggan, 2007;Land, 2013).…”

Convergence among imagination, social-emotional learning and media literacy: an integrative literature review

“…Studies that aim at a multi-arts programme (Clark, 2007;Goldstein & Bloom, 2010;Joronen et al, 2011;Kim & Wiehe-Beck, 2016;Ruokonen & Ruismäki, 2015;Shank, 2016) take into consideration Vygotsky's theory of art (1971( , as cited in Hedegaard, 2016, with arts satisfying human's cognitive, emotional and social needs. From this point of view, arts education constitutes the social and emotional form of cognition (Blatt-Gross, 2010). Bandura's social cognitive theory or social learning states that children learn ideas, values, emotions, and even behaviours by observing others in their social environment and in the media as well.…”

“…Arts can serve similar social-emotional benefits, such as recognizing, expressing and managing emotions, enhancing self-and other-awareness and responsible decision making (Arslan, 2014;Joronen et al, 2011). Therefore, we cannot ignore the cognitive, emotional and social benefits that arts have to offer in education (Blatt-Gross, 2010). It will be worthy to investigate whether media pose obstacles or facilitate the aforementioned benefits and examine the claim of Franks (2014) that the development of social skills may be impaired by social media, by creating superficial relationships and cultivating casual empathy and other crucial social skills.…”

Making Content Relevant (Or Not): Exploring the Outcomes of a Project-Based Curriculum in Post-Secondary Art Appreciation

“…Ironically, art has long been rejected as a fundamentally cognitive practice because of its social and affective associations, which educational neuroscience now reveals as a cognitive strength (Blatt-Gross, 2010). Hence, in the post-secondary classroom, incorporating art-making and its potential package of emotional and social content (not just the study of art-specific concepts and vocabulary) into the curriculum offers a valuable conduit for emotionally significant and socially-situated learning (Blatt-Gross, 2010) in addition to better preparing students for the complexities of the 21 st century world (Boss & Larmer, 2018).…”