Effects of classroom-based creative expression programmes on children's well-being

Beauregard, Caroline

doi:10.1016/j.aip.2014.04.003

Cited by 32 publications

(18 citation statements)

References 64 publications

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“…He also reported an important emotional and embodied component to creative involvement, describing the ability to draw as a powerful way of working through ‘ sad ’ or ‘ upsetting ’ feelings and emotions. This chimes with findings pointing to the intrinsic role the arts and aesthetic expression has in everyday life (Beauregard, ; McLellan et al ., ). Aamir felt that his newly acquired skills and knowledge would lend themselves to his future ambitions to study and work with children.…”

Section: Developing Active Citizens Through Arts Awardsupporting

confidence: 83%

Developing ‘active citizens’: Arts Award, creativity and impact

Robinson

Paraskevopoulou

Hollingworth

2019

British Educational Res J

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Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship‐making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area.

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Section: Developing Active Citizens Through Arts Awardsupporting

confidence: 83%

Developing ‘active citizens’: Arts Award, creativity and impact

Robinson

Paraskevopoulou

Hollingworth

2019

British Educational Res J

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“…We appreciate that several states published recommended schedules that call for daily time for physical activity and the arts, even among states recommending a shortened day (see the San Antonio Case, for example). The benefits of exercise and creative expression for addressing stress and extended crises are well documented (S. Ahn & Fedewa, 2011;Beauregard, 2014;Jansen & LeBlanc, 2010;Meyer DeMott et al, 2017), and we applaud states for this emphasis. It is perhaps noteworthy that many school systems, when operating under a typical full-day schedule, do not allot daily time for physical activity and the arts.…”

Section: Resultsmentioning

confidence: 92%

Remote Learning Guidance From State Education Agencies During the COVID-19 Pandemic: A First Look

Reich¹,

Buttimer²,

Fang

et al. 2020

Preprint

186

157

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We analyze the state education agency policy guidance concerning remote learning published by all 50 U.S. states by the end of March 2020. We find several areas of consensus, including cancellation of testing, recommendations to continue some form of remote learning, attention to digital and non-digital options, and a concerns for providing a fair and appropriate education for students with disabilities. The primary area of policy divergence that we found regarded the purpose of continuous learning during a pandemic: whether to pursue forward progress in standards-aligned new material or whether to pursue skills review and enrichment learning. We recommend that states continue to emphasize equity, consider the particular challenges of home-based learning, and produce concise communications for multiple target audiences.

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“…Bell & Robbins, 2007;cf. Forgeard & Eichner, 2014) and that classroom-based creative expression programs incorporating dance, drama, or the visual arts may improve mental health in some children (Beauregard, 2014).…”

mentioning

confidence: 99%

Everyday creative activity as a path to flourishing

Conner

DeYoung

Silvia

2016

The Journal of Positive Psychology

233

160

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Recent experience sampling and diary studies have shown that spending time on creative goals during a day is associated with higher activated positive affect (PA) on that day. Based on models of creativity as a tool for promoting well-being, the present study examined cross-day relationships between creative activity, affect, and flourishing. A large sample of young adults (n = 658) took part in a 13-day daily diary study. Each day, they reported how much time they spent on creative activities, daily positive and negative affect, and daily flourishing. Lagged multilevel models revealed that people felt higher activated PA and flourishing following days when they reported more creative activity than usual. The other direction-PA predicting nextday creative activity-was not supported, suggesting that the cross-day effect was specific to creative activity predicting well-being. Overall, these findings support the emerging emphasis on everyday creativity as a means of cultivating positive psychological functioning.

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Effects of classroom-based creative expression programmes on children's well-being

Cited by 32 publications

References 64 publications

Developing ‘active citizens’: Arts Award, creativity and impact

Developing ‘active citizens’: Arts Award, creativity and impact

Remote Learning Guidance From State Education Agencies During the COVID-19 Pandemic: A First Look

Everyday creative activity as a path to flourishing

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