Research on arts-based learning across disciplines

  • The Art of Science Learning (AoSL) initiative looked at the interrelationship between arts-based learning and innovation and creativity in STEM (Science, Technology, Engineering and Math) learners and professionals. Incorporating arts-based learning into STEM training contributes to the enhancement of students’ creative critical thinking skills, increases collaborative abilities while working within groups, increases emotional intelligence competence and leads to innovative achievements. It is where art meets with science and learning that discovery and creativity take place (Goldmans, Yalowitz, & Wilcox, 2016; Seifter, 2016).
  • Brenner (2014; 2010) studied how arts-based learning complements leadership development programs and approaches. It is through the arts-infused programming that a variety of learning styles are being addressed. It is considered to be offering a more holistic approach in leadership development by tapping into the individual competencies of the learners. Additionally, arts-based effectiveness in leadership development is based on the opportunities for critical reflective engagements and collaborative partnerships that it provides to all learners.
  • Corporate arts-based learning aims at immersing learners in the arts in order to equip them with essential skills such as leadership and management development in business, collaboration and observation skills, creative thinking, ability to relate concepts and apply vision into real situations (Naiman, n.d).
  • Arts-based learning can be effectively incorporated in medical education for prospective physicians to develop critical thinking and collaborative skills and to increase their confidence level (de la Croix, Rose, Wildig, and Willson, 2011). While engaging with arts-based pedagogical approaches, medical students were better prepared to communicate effectively with patients, to address the stressful demands of their service, to develop a broader awareness of the others, and acquired a better understanding on how to relate with people from diverse background.
  • Arts-based learning is in alignment with the Aboriginal values and teaching pedagogies, and has been applied successfully in the education of Aboriginal children, youth, and adult population.
  • University of Guelph faculty members participated in a study on the integration of arts-based learning approaches and the study and practice of civil society. More specifically, the research team looked at aspects such as collective decision making on common interests, acquiring and maintaining democratic and fair processes in civil engagement, and creating social and community relationships based on values of trust and respect on cultural diversity. Arts-based learning tools can be used for establishing and securing civil society and positive social changes, fostering the development of several skills, abilities and competencies among individuals and groups.