Explaining theory through artistic metaphors, an evaluation of arts-based works created by social science students

Abstract

What is the potential of arts-based works to help learners grasp complex theoretical insights? In this paper, we discuss the integration of an artistically inspired course in a university curriculum. Social science students created arts-based works to explain the essence of complex social theories. These works were used to communicate theoretical insights to peer students during a presentation session. Through a questionnaire, we analyzed which works scored best in generating a sense of understanding of the theory. We then evaluated the artistic and technical characteristics of the highest and lowest scoring works. Our findings reveal that incorporating material accuracy, connective relations, and a coherent narrative into arts-based science dissemination can enhance engagement with and communication of theoretical knowledge. We therefore encourage educational staff and researchers to consider these characteristics when teaching and disseminating social scientific concepts.