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What Happens in Your Brain When You Make Art
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It might serve an evolutionary purpose -- and emerging research shows that it can help us feel happy and relaxed.","imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/01/make-art-still_wide-d70306f780183e78e1f0fa29f03a50edd0dc1575-3-160x90.jpg","width":160,"height":90,"mimeType":"image/jpeg"},"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/01/make-art-still_wide-d70306f780183e78e1f0fa29f03a50edd0dc1575-3-800x450.jpg","width":800,"height":450,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/01/make-art-still_wide-d70306f780183e78e1f0fa29f03a50edd0dc1575-3-768x432.jpg","width":768,"height":432,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/01/make-art-still_wide-d70306f780183e78e1f0fa29f03a50edd0dc1575-3-1020x574.jpg","width":1020,"height":574,"mimeType":"image/jpeg"},"complete_open_graph":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/01/make-art-still_wide-d70306f780183e78e1f0fa29f03a50edd0dc1575-3-1200x675.jpg","width":1200,"height":675,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/01/make-art-still_wide-d70306f780183e78e1f0fa29f03a50edd0dc1575-3-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/01/make-art-still_wide-d70306f780183e78e1f0fa29f03a50edd0dc1575-3-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/01/make-art-still_wide-d70306f780183e78e1f0fa29f03a50edd0dc1575-3.jpg","width":1606,"height":903}},"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"byline_mindshift_62261":{"type":"authors","id":"byline_mindshift_62261","meta":{"override":true},"slug":"byline_mindshift_62261","name":"Seyma Bayram","isLoading":false},"byline_mindshift_60686":{"type":"authors","id":"byline_mindshift_60686","meta":{"override":true},"slug":"byline_mindshift_60686","name":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_59170":{"type":"authors","id":"byline_mindshift_59170","meta":{"override":true},"slug":"byline_mindshift_59170","name":"Rachel Martin and Clare Marie Schneider","isLoading":false},"byline_mindshift_58827":{"type":"authors","id":"byline_mindshift_58827","meta":{"override":true},"slug":"byline_mindshift_58827","name":"Elizabeth Blair","isLoading":false},"byline_mindshift_56012":{"type":"authors","id":"byline_mindshift_56012","meta":{"override":true},"slug":"byline_mindshift_56012","name":"Katherine Nagasawa, WBEZ","isLoading":false},"byline_mindshift_55169":{"type":"authors","id":"byline_mindshift_55169","meta":{"override":true},"slug":"byline_mindshift_55169","name":"Malaka Gharib","isLoading":false},"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"},"hollykorbey":{"type":"authors","id":"4445","meta":{"index":"authors_1591205172","id":"4445","found":true},"name":"Holly Korbey","firstName":"Holly","lastName":"Korbey","slug":"hollykorbey","email":"holly@hollykorbey.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"}},"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_62261":{"type":"posts","id":"mindshift_62261","meta":{"index":"posts_1591205157","site":"mindshift","id":"62261","score":null,"sort":[1692711759000]},"guestAuthors":[],"slug":"new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going","title":"New Jersey requires climate change education. A year in, here's how it's going","publishDate":1692711759,"format":"standard","headTitle":"New Jersey requires climate change education. A year in, here’s how it’s going | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Evelyn Lansing, a senior at Hopewell Valley Central High School in Pennington, N.J., brushed purple glaze onto her clay tile as the school year came to an end in June.\u003c/p>\n\u003cp>Lansing and her classmates had spent weeks researching the impacts of human-caused climate change on their communities and their own lives. Their bas-relief tiles and the three-dimensional images sculpted onto them represented something each of them learned.\u003c/p>\n\u003cp>Lansing’s tile featured a blueberry branch – a nod to the rich agricultural heritage of New Jersey, which has earned it the nickname “the garden state.”\u003c/p>\n\u003cp>“A lot of those things that we are used to seeing aren’t going to be able to be grown here with the continuing climate change,” said Lansing, who comes from a family that grows their own food.\u003c/p>\n\u003cp>New Jersey – a state with roughly 130-miles of coastline – is already confronting multiple climate realities, from more frequent flooding and extreme heat to air pollution from wildfire smoke in Canada.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In New Jersey classrooms, students are facing these realities head on. In 2020, the state became the first in the country to adopt \u003ca href=\"https://www.nj.gov/education/standards/climate/learning/gradeband/index.shtml\">standards requiring climate change to be taught across grade levels and in nearly all subjects\u003c/a> in K-12 public schools.\u003c/p>\n\u003cp>Those standards were rolled out last year, including in the ceramics class at Hopewell Valley Central High.\u003c/p>\n\u003cp>Students in the class, like freshman Devin Brown, discovered that climate change threatens the state’s biodiversity. Brown grew up catching and releasing crayfish in New Jersey streams. She learned through her research that climate change is endangering their habitat, so she sculpted a crayfish onto her clay tile.\u003c/p>\n\u003cfigure id=\"attachment_62264\" class=\"wp-caption aligncenter\" style=\"max-width: 2400px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074.jpg\" alt=\"\" width=\"2400\" height=\"1348\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074.jpg 2400w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-800x449.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1020x573.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1536x863.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-2048x1150.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1920x1078.jpg 1920w\" sizes=\"(max-width: 2400px) 100vw, 2400px\">\u003cfigcaption class=\"wp-caption-text\">Left: Hopewell Valley Central High School freshman Devin Brown’s tile shows a crayfish – several species of which are currently endangered – to show how climate change is threatening New Jersey’s biodiversity. Right: Senior Evelyn Lansing’s tile features a blueberry branch, a popular berry in New Jersey, to communicate her concerns about the effects of climate change on agriculture. \u003ccite>(Carolyn McGrath)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think art is a really powerful way to spread awareness about climate change,” Brown said. “And I think it can really connect to parts of people that studies and articles do not.”\u003c/p>\n\u003cp>Brown and Lansing’s art teacher Carolyn McGrath said she encourages students to think of art as a tool.\u003c/p>\n\u003cp>“How do we use art to address climate change, or how do we use art to explore feelings about climate change or to communicate about climate change or to motivate people to do something about climate change, right? So, this is the power of art,” McGrath said.\u003c/p>\n\u003ch3>Setting the standards\u003c/h3>\n\u003cp>Lauren Madden, a professor of elementary science education at The College of New Jersey, advised the New Jersey Department of Education and First Lady Tammy Murphy’s office as they developed the new standards.\u003c/p>\n\u003cp>Climate change instruction in K-12 schools is long overdue, Madden said.\u003c/p>\n\u003cp>“We’ve decided to take young children seriously. We’ve decided that this is something we can unpack in the early years,” she said.\u003c/p>\n\u003cp>To promote climate literacy, especially in the early years of school, climate change education should be accessible, Madden said. Climate change education doesn’t have to be complex for young students to understand what it means.\u003c/p>\n\u003cp>“We can really get into a lot of the foundational information, looking at graphs and photographs and maps and places that things have changed over time and get into some of that solution-building at an earlier age,” Madden said.\u003c/p>\n\u003cp>New Jersey set aside \u003ca href=\"https://www.njsba.org/news-publications/school-board-notes/february-22-2023-vol-xlvi-no-27/njdoe-allocates-4-5m-in-grants-to-support-climate-change-education-in-schools/\">$4.5 million in grants in 2023 \u003c/a>to support and train educators and ensure students in underserved districts also have access to climate change education. The state has appropriated another $5 million toward climate change education in its 2024 fiscal year budget, New Jersey Department of Education spokesperson Laura Fredrick said.\u003c/p>\n\u003cp>The \u003ca href=\"https://njclimateeducation.org/\">New Jersey Climate Education Hub\u003c/a> also helps teachers by sharing instructional materials that educators working across different subject areas can use.\u003c/p>\n\u003cp>Other states, \u003ca href=\"https://ctmirror.org/2022/05/19/ct-schools-will-soon-be-required-to-teach-climate-change/\">like Connecticut\u003c/a>, are trying to follow in New Jersey’s footsteps.\u003c/p>\n\u003cfigure id=\"attachment_62265\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62265\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1889\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-800x590.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1020x753.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-160x118.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-768x567.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1536x1134.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-2048x1511.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1920x1417.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Hopewell Valley Central High School freshman Devin Brown said that learning about climate change this school year has made her feel that she can make a difference. “I just think about how the small things really impact and how everyone has the ability to really impact and help our earth,” she said. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>An interdisciplinary approach to climate education\u003c/h3>\n\u003cp>Now, students learn about climate change not only in McGrath’s ceramics class, but in most subjects including physical education.\u003c/p>\n\u003cp>In Suzanne Horsley’s wellness class at Toll Gate Grammar School in Pennington, students sit in a circle in the gym. Horsley’s students are usually outside, but on this day, they are indoors because of wildfire smoke.\u003c/p>\n\u003cp>“We just experienced this week some very interesting air quality, correct?,” Horsley asks the class. The students nod and chant “Yes” in unison.\u003c/p>\n\u003cp>Smoke from \u003ca href=\"https://www.npr.org/2023/07/11/1187105458/this-is-canadas-worst-fire-season-in-modern-history-but-its-not-new\">Canadian wildfires\u003c/a> has swept across much of the northeast and other parts of the country this summer, including New Jersey. In Pennington, the air quality index in June had reached hazardous levels.\u003c/p>\n\u003cp>“We are experiencing that and that impacts our health,” Horsley explained to her students. She then launched into a lesson on the carbon cycle and the impacts of air pollution on the cardiorespiratory system.\u003c/p>\n\u003cp>The game Horsley’s students played on that June day helped them understand the impacts of wildfire smoke on air quality and on the body.\u003c/p>\n\u003cp>The students were stationed in pairs in colored zones in the gym – yellow, orange and pink. The colors represented different air quality zones, with pink being the worst.\u003c/p>\n\u003cp>The students threw same-colored scarves in the air to their partner who then had to run to catch the scarf.\u003c/p>\n\u003cp>Students in the pink zone had to run the farthest.\u003c/p>\n\u003cp>Fourth grader Charlie Belli said moving helps him deal with his own anxiety about climate change.\u003c/p>\n\u003cp>“Running around makes me feel, like, less stressed about climate change,” Belli said.\u003c/p>\n\u003cfigure id=\"attachment_62262\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1964\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-800x614.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1020x782.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-160x123.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-768x589.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1536x1178.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-2048x1571.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1920x1473.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">In Suzanne Horsley’s wellness classes at Toll Gate Grammar School in Pennington, N.J., elementary students learn about the health impacts of climate change. They play games that demonstrate what they have learned. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A \u003ca href=\"https://climatecommunication.yale.edu/publications/climate-change-psychological-distress-prevalence/\">study published in July\u003c/a> by the Yale Program on Climate Change Communication found that at least 7% of American adults experience some form of psychological distress due to climate change. Younger adults and Hispanic populations reported the highest levels of psychological distress related to climate change according to the report.\u003c/p>\n\u003cp>“Climate change, it’s a part of the lives of the students these days, so really every possible subject area that can teach it should be teaching it,” Horsley said.\u003c/p>\n\u003cp>She emphasized the importance of teaching climate change across different subject areas – not only because climate change impacts all aspects of young people’s lives, but also because each student has a different learning style.\u003c/p>\n\u003cp>“Teaching it in wellness class in addition to other subject areas allows students who are passionate in one subject or another to find perhaps new knowledge in a way that would be more appropriate for them,” Horsley said.\u003c/p>\n\u003ch3>Pushback against climate change education\u003c/h3>\n\u003cp>Not everyone thinks climate change should be taught in schools.\u003c/p>\n\u003cp>Conservative states like Idaho and Texas have pushed back on such instruction in K-12 schools in recent years.\u003c/p>\n\u003cp>In Idaho, the \u003ca href=\"https://thegroundtruthproject.org/inside-idahos-long-legislative-battle-over-climate-change-education/\">state legislature repeatedly rejected learning standards\u003c/a> that mentioned climate change.\u003c/p>\n\u003cp>In Texas, the \u003ca href=\"https://www.scientificamerican.com/article/texas-weakens-climate-science-education-guidelines/\">state board of education issued guidance\u003c/a> to schools last spring encouraging them to highlight the “positive” aspects of the fossil fuel industry in instructional materials.\u003c/p>\n\u003cp>After an outcry from the school board earlier this year, the \u003ca href=\"https://www.readingeagle.com/2023/02/09/kutztown-one-book-one-school-literacy-program-halted-after-outcry-over-books-focus-on-climate-change/\">Kutztown School District in Pennsylvania\u003c/a> banned a popular young adult novel about middle schoolers navigating climate disasters.\u003c/p>\n\u003cp>The pushback has also extended to college campuses. A \u003ca href=\"https://www.legislature.ohio.gov/legislation/135/sb83\">senate bill in Ohio\u003c/a> this year would require public university and college professors to teach the “scientific strengths and weaknesses” of climate change, despite the overwhelming \u003ca href=\"https://www.theguardian.com/science/2019/jul/24/scientific-consensus-on-humans-causing-global-warming-passes-99\">scientific consensus on climate change\u003c/a>.\u003c/p>\n\u003cp>All of this is happening despite studies that show most parents in the nation favor climate change being taught in schools.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">2019 NPR and Ipsos poll\u003c/a> found that more than 80% of parents nationwide supported climate change instruction.\u003c/p>\n\u003cp>The resistance to climate change instruction is not an accident, said investigative reporter Katie Worth who wrote \u003ca href=\"https://globalreports.columbia.edu/books/miseducation/\">a book on how climate change is taught in America\u003c/a>.\u003c/p>\n\u003cp>She traces the pushback against climate education to the fossil fuel industry and its decades-long effort to sow doubt about climate change.\u003c/p>\n\u003cp>“We know from memos that came from the industry that they literally thought about how to get kids to doubt climate change. There was a meeting in which leaders of the fossil fuel industry got together and they discussed ‘how are we going to get our messages in front of kids?’ And they succeeded at that,” Worth said.\u003c/p>\n\u003cp>The results of those efforts, she said, are evident in textbooks and learning standards that undermine the science of, or scientific consensus on, climate change.\u003c/p>\n\u003cp>Sowing doubt about climate change, Worth said, allows the fossil fuel industry to maintain its business interests.\u003c/p>\n\u003cp>“If you seed that into kids, you’re protecting your business in the future, too, because now you’re creating future doubters about climate change and it really pays off,” Worth said.\u003c/p>\n\u003cp>Even in New Jersey, where \u003ca href=\"https://www.google.com/url?q=https://www.fdu.edu/news/fdu-poll-jersey-residents-support-teaching-climate-change-in-schools/&sa=D&source=docs&ust=1690553109910917&usg=AOvVaw2ae2GgHO4T7_78OP0ktIq1\">70% of residents support climate change education\u003c/a>, some parents oppose it.\u003c/p>\n\u003cfigure id=\"attachment_62266\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1919\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1536x1151.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-2048x1535.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1920x1439.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Albert Morales, assistant principal at Rosa International Middle School in Cherry Hill, N.J., said state-mandated climate change instruction protects teachers and students from efforts to deny climate change education. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The state’s standards \u003ca href=\"https://www.nj.gov/education/standards/climate/learning/gradeband/index.shtml\">apply to seven subjects\u003c/a>, with plans to expand into English Language Arts and math classes.\u003c/p>\n\u003cp>At a public hearing in May, members of a group called \u003ca href=\"https://www.facebook.com/groups/440515696704904\">Team Protect Your Children\u003c/a> spoke out against those plans.\u003c/p>\n\u003cp>Kathleen Kirk was one of them. She took issue with elementary students learning about climate change, which she described as a “theory” during the hearing.\u003c/p>\n\u003cp>“Climate change is based on weak science,” Kirk said.\u003c/p>\n\u003cp>Comments like Kirk’s are why state-mandated climate change instruction is important, said Albert Morales, assistant principal at Rosa International Middle School in Cherry Hill, N.J.\u003c/p>\n\u003cp>Morales said state-mandated climate change instruction protects students and teachers from efforts to deny climate education.\u003c/p>\n\u003cp>“Because we are a public school and if they are in the standards, then those are things that we are mandated to teach,” Morales said. “So I think the fact that New Jersey has those standards is in a way a protection that allows us to teach about what’s actually happening.”\u003c/p>\n\u003cp>Horsley, who teaches the wellness class at Toll Gate Grammar School, said before New Jersey adopted the standards, she worried about teaching climate change.\u003c/p>\n\u003cp>“I didn’t want to get in hot water, if you will, in a district that maybe thought this wasn’t appropriate,” Horsley recalled. “So the second it became our standard, it was something I was anxious and quick to jump on.”\u003c/p>\n\u003ch3>Climate change education resonates with students\u003c/h3>\n\u003cp>For students in New Jersey, like junior Lucy Webster at Hopewell Valley Central High, climate change education has been empowering.\u003c/p>\n\u003cp>Webster still thinks about the first time she learned about climate change, long before the state mandate.\u003c/p>\n\u003cp>“As a little kid, I was really scared of the changes in the extreme weather that was going on around me and missing school because of hurricanes,” she said.\u003c/p>\n\u003cp>Her 5th grade science teacher Helen Corveleyn helped.\u003c/p>\n\u003cfigure id=\"attachment_62267\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62267\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1919\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1536x1151.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-2048x1535.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1920x1439.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Left to right: Iris Lautermilch, Tabitha Webster, Lucy Webster and Benjamin Pollara are members of the Youth Environmental Society at Hopewell Valley Central High School in Pennington, N.J. The group wants to see climate change taught in every class at their school. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Her telling me why these were happening made me feel like I could do something about it even though I was like 11,” Webster said.\u003c/p>\n\u003cp>Today, Webster helps lead the Youth Environmental Society at her high school.\u003c/p>\n\u003cp>The group, which McGrath mentors, is working on a climate action plan with parents, teachers and students. Their goals include getting their school to transition to electric buses and to train guidance counselors in climate mental health awareness.\u003c/p>\n\u003cp>The students also want climate change to be taught in every classroom.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In June, the group wrote a letter to the New Jersey Board of Education urging the board to adopt the new English Language Arts and math standards that would include climate change. The board is reviewing the standards and an official vote has not been set.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Jersey+requires+climate+change+education.+A+year+in%2C+here%27s+how+it%27s+going&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In 2020, New Jersey became the first state in the country to require climate change education across grade levels and in most subjects. The standards were rolled out this past year. ","status":"publish","parent":0,"modified":1692711759,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":69,"wordCount":2200},"headData":{"title":"New Jersey requires climate change education. A year in, here's how it's going | KQED","description":"New Jersey rolled out its climate change education standards across grade levels and in most subject this past year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"New Jersey rolled out its climate change education standards across grade levels and in most subject this past year."},"nprByline":"Seyma Bayram","nprImageAgency":"Seyma Bayram/NPR","nprStoryId":"1191114786","nprApiLink":"http://api.npr.org/query?id=1191114786&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/08/20/1191114786/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going?ft=nprml&f=1191114786","nprRetrievedStory":"1","nprPubDate":"Mon, 21 Aug 2023 09:54:00 -0400","nprStoryDate":"Sun, 20 Aug 2023 12:27:23 -0400","nprLastModifiedDate":"Mon, 21 Aug 2023 09:54:21 -0400","nprAudio":"https://play.podtrac.com/npr-191676894/edge1.pod.npr.org/anon.npr-mp3/npr/atc/2023/07/20230719_atc_new_jersey_is_the_first_state_to_mandate_climate_change_education.mp3?orgId=1&topicId=1167&d=276&story=1191114786&awCollectionId=1&awEpisodeId=1191114786&ft=nprml&f=1191114786","nprAudioM3u":"http://api.npr.org/m3u/11194703035-7f2079.m3u?orgId=1&topicId=1167&d=276&story=1191114786&ft=nprml&f=1191114786","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going","audioUrl":"https://play.podtrac.com/npr-191676894/edge1.pod.npr.org/anon.npr-mp3/npr/atc/2023/07/20230719_atc_new_jersey_is_the_first_state_to_mandate_climate_change_education.mp3?orgId=1&topicId=1167&d=276&story=1191114786&awCollectionId=1&awEpisodeId=1191114786&ft=nprml&f=1191114786","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Evelyn Lansing, a senior at Hopewell Valley Central High School in Pennington, N.J., brushed purple glaze onto her clay tile as the school year came to an end in June.\u003c/p>\n\u003cp>Lansing and her classmates had spent weeks researching the impacts of human-caused climate change on their communities and their own lives. Their bas-relief tiles and the three-dimensional images sculpted onto them represented something each of them learned.\u003c/p>\n\u003cp>Lansing’s tile featured a blueberry branch – a nod to the rich agricultural heritage of New Jersey, which has earned it the nickname “the garden state.”\u003c/p>\n\u003cp>“A lot of those things that we are used to seeing aren’t going to be able to be grown here with the continuing climate change,” said Lansing, who comes from a family that grows their own food.\u003c/p>\n\u003cp>New Jersey – a state with roughly 130-miles of coastline – is already confronting multiple climate realities, from more frequent flooding and extreme heat to air pollution from wildfire smoke in Canada.\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>In New Jersey classrooms, students are facing these realities head on. In 2020, the state became the first in the country to adopt \u003ca href=\"https://www.nj.gov/education/standards/climate/learning/gradeband/index.shtml\">standards requiring climate change to be taught across grade levels and in nearly all subjects\u003c/a> in K-12 public schools.\u003c/p>\n\u003cp>Those standards were rolled out last year, including in the ceramics class at Hopewell Valley Central High.\u003c/p>\n\u003cp>Students in the class, like freshman Devin Brown, discovered that climate change threatens the state’s biodiversity. Brown grew up catching and releasing crayfish in New Jersey streams. She learned through her research that climate change is endangering their habitat, so she sculpted a crayfish onto her clay tile.\u003c/p>\n\u003cfigure id=\"attachment_62264\" class=\"wp-caption aligncenter\" style=\"max-width: 2400px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074.jpg\" alt=\"\" width=\"2400\" height=\"1348\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074.jpg 2400w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-800x449.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1020x573.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1536x863.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-2048x1150.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/2-images-1-_custom-875fed1d7f166f539870824b7b2d83eec570e074-1920x1078.jpg 1920w\" sizes=\"(max-width: 2400px) 100vw, 2400px\">\u003cfigcaption class=\"wp-caption-text\">Left: Hopewell Valley Central High School freshman Devin Brown’s tile shows a crayfish – several species of which are currently endangered – to show how climate change is threatening New Jersey’s biodiversity. Right: Senior Evelyn Lansing’s tile features a blueberry branch, a popular berry in New Jersey, to communicate her concerns about the effects of climate change on agriculture. \u003ccite>(Carolyn McGrath)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I think art is a really powerful way to spread awareness about climate change,” Brown said. “And I think it can really connect to parts of people that studies and articles do not.”\u003c/p>\n\u003cp>Brown and Lansing’s art teacher Carolyn McGrath said she encourages students to think of art as a tool.\u003c/p>\n\u003cp>“How do we use art to address climate change, or how do we use art to explore feelings about climate change or to communicate about climate change or to motivate people to do something about climate change, right? So, this is the power of art,” McGrath said.\u003c/p>\n\u003ch3>Setting the standards\u003c/h3>\n\u003cp>Lauren Madden, a professor of elementary science education at The College of New Jersey, advised the New Jersey Department of Education and First Lady Tammy Murphy’s office as they developed the new standards.\u003c/p>\n\u003cp>Climate change instruction in K-12 schools is long overdue, Madden said.\u003c/p>\n\u003cp>“We’ve decided to take young children seriously. We’ve decided that this is something we can unpack in the early years,” she said.\u003c/p>\n\u003cp>To promote climate literacy, especially in the early years of school, climate change education should be accessible, Madden said. Climate change education doesn’t have to be complex for young students to understand what it means.\u003c/p>\n\u003cp>“We can really get into a lot of the foundational information, looking at graphs and photographs and maps and places that things have changed over time and get into some of that solution-building at an earlier age,” Madden said.\u003c/p>\n\u003cp>New Jersey set aside \u003ca href=\"https://www.njsba.org/news-publications/school-board-notes/february-22-2023-vol-xlvi-no-27/njdoe-allocates-4-5m-in-grants-to-support-climate-change-education-in-schools/\">$4.5 million in grants in 2023 \u003c/a>to support and train educators and ensure students in underserved districts also have access to climate change education. The state has appropriated another $5 million toward climate change education in its 2024 fiscal year budget, New Jersey Department of Education spokesperson Laura Fredrick said.\u003c/p>\n\u003cp>The \u003ca href=\"https://njclimateeducation.org/\">New Jersey Climate Education Hub\u003c/a> also helps teachers by sharing instructional materials that educators working across different subject areas can use.\u003c/p>\n\u003cp>Other states, \u003ca href=\"https://ctmirror.org/2022/05/19/ct-schools-will-soon-be-required-to-teach-climate-change/\">like Connecticut\u003c/a>, are trying to follow in New Jersey’s footsteps.\u003c/p>\n\u003cfigure id=\"attachment_62265\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62265\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1889\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-800x590.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1020x753.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-160x118.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-768x567.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1536x1134.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-2048x1511.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6741-1-_custom-ac8331614ce52c5278e14e26e4f63d6ee55605de-1920x1417.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Hopewell Valley Central High School freshman Devin Brown said that learning about climate change this school year has made her feel that she can make a difference. “I just think about how the small things really impact and how everyone has the ability to really impact and help our earth,” she said. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>An interdisciplinary approach to climate education\u003c/h3>\n\u003cp>Now, students learn about climate change not only in McGrath’s ceramics class, but in most subjects including physical education.\u003c/p>\n\u003cp>In Suzanne Horsley’s wellness class at Toll Gate Grammar School in Pennington, students sit in a circle in the gym. Horsley’s students are usually outside, but on this day, they are indoors because of wildfire smoke.\u003c/p>\n\u003cp>“We just experienced this week some very interesting air quality, correct?,” Horsley asks the class. The students nod and chant “Yes” in unison.\u003c/p>\n\u003cp>Smoke from \u003ca href=\"https://www.npr.org/2023/07/11/1187105458/this-is-canadas-worst-fire-season-in-modern-history-but-its-not-new\">Canadian wildfires\u003c/a> has swept across much of the northeast and other parts of the country this summer, including New Jersey. In Pennington, the air quality index in June had reached hazardous levels.\u003c/p>\n\u003cp>“We are experiencing that and that impacts our health,” Horsley explained to her students. She then launched into a lesson on the carbon cycle and the impacts of air pollution on the cardiorespiratory system.\u003c/p>\n\u003cp>The game Horsley’s students played on that June day helped them understand the impacts of wildfire smoke on air quality and on the body.\u003c/p>\n\u003cp>The students were stationed in pairs in colored zones in the gym – yellow, orange and pink. The colors represented different air quality zones, with pink being the worst.\u003c/p>\n\u003cp>The students threw same-colored scarves in the air to their partner who then had to run to catch the scarf.\u003c/p>\n\u003cp>Students in the pink zone had to run the farthest.\u003c/p>\n\u003cp>Fourth grader Charlie Belli said moving helps him deal with his own anxiety about climate change.\u003c/p>\n\u003cp>“Running around makes me feel, like, less stressed about climate change,” Belli said.\u003c/p>\n\u003cfigure id=\"attachment_62262\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1964\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-800x614.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1020x782.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-160x123.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-768x589.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1536x1178.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-2048x1571.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7296-1-_custom-74244e743d6183d44f375e8325862fe354e171f3-1920x1473.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">In Suzanne Horsley’s wellness classes at Toll Gate Grammar School in Pennington, N.J., elementary students learn about the health impacts of climate change. They play games that demonstrate what they have learned. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A \u003ca href=\"https://climatecommunication.yale.edu/publications/climate-change-psychological-distress-prevalence/\">study published in July\u003c/a> by the Yale Program on Climate Change Communication found that at least 7% of American adults experience some form of psychological distress due to climate change. Younger adults and Hispanic populations reported the highest levels of psychological distress related to climate change according to the report.\u003c/p>\n\u003cp>“Climate change, it’s a part of the lives of the students these days, so really every possible subject area that can teach it should be teaching it,” Horsley said.\u003c/p>\n\u003cp>She emphasized the importance of teaching climate change across different subject areas – not only because climate change impacts all aspects of young people’s lives, but also because each student has a different learning style.\u003c/p>\n\u003cp>“Teaching it in wellness class in addition to other subject areas allows students who are passionate in one subject or another to find perhaps new knowledge in a way that would be more appropriate for them,” Horsley said.\u003c/p>\n\u003ch3>Pushback against climate change education\u003c/h3>\n\u003cp>Not everyone thinks climate change should be taught in schools.\u003c/p>\n\u003cp>Conservative states like Idaho and Texas have pushed back on such instruction in K-12 schools in recent years.\u003c/p>\n\u003cp>In Idaho, the \u003ca href=\"https://thegroundtruthproject.org/inside-idahos-long-legislative-battle-over-climate-change-education/\">state legislature repeatedly rejected learning standards\u003c/a> that mentioned climate change.\u003c/p>\n\u003cp>In Texas, the \u003ca href=\"https://www.scientificamerican.com/article/texas-weakens-climate-science-education-guidelines/\">state board of education issued guidance\u003c/a> to schools last spring encouraging them to highlight the “positive” aspects of the fossil fuel industry in instructional materials.\u003c/p>\n\u003cp>After an outcry from the school board earlier this year, the \u003ca href=\"https://www.readingeagle.com/2023/02/09/kutztown-one-book-one-school-literacy-program-halted-after-outcry-over-books-focus-on-climate-change/\">Kutztown School District in Pennsylvania\u003c/a> banned a popular young adult novel about middle schoolers navigating climate disasters.\u003c/p>\n\u003cp>The pushback has also extended to college campuses. A \u003ca href=\"https://www.legislature.ohio.gov/legislation/135/sb83\">senate bill in Ohio\u003c/a> this year would require public university and college professors to teach the “scientific strengths and weaknesses” of climate change, despite the overwhelming \u003ca href=\"https://www.theguardian.com/science/2019/jul/24/scientific-consensus-on-humans-causing-global-warming-passes-99\">scientific consensus on climate change\u003c/a>.\u003c/p>\n\u003cp>All of this is happening despite studies that show most parents in the nation favor climate change being taught in schools.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">2019 NPR and Ipsos poll\u003c/a> found that more than 80% of parents nationwide supported climate change instruction.\u003c/p>\n\u003cp>The resistance to climate change instruction is not an accident, said investigative reporter Katie Worth who wrote \u003ca href=\"https://globalreports.columbia.edu/books/miseducation/\">a book on how climate change is taught in America\u003c/a>.\u003c/p>\n\u003cp>She traces the pushback against climate education to the fossil fuel industry and its decades-long effort to sow doubt about climate change.\u003c/p>\n\u003cp>“We know from memos that came from the industry that they literally thought about how to get kids to doubt climate change. There was a meeting in which leaders of the fossil fuel industry got together and they discussed ‘how are we going to get our messages in front of kids?’ And they succeeded at that,” Worth said.\u003c/p>\n\u003cp>The results of those efforts, she said, are evident in textbooks and learning standards that undermine the science of, or scientific consensus on, climate change.\u003c/p>\n\u003cp>Sowing doubt about climate change, Worth said, allows the fossil fuel industry to maintain its business interests.\u003c/p>\n\u003cp>“If you seed that into kids, you’re protecting your business in the future, too, because now you’re creating future doubters about climate change and it really pays off,” Worth said.\u003c/p>\n\u003cp>Even in New Jersey, where \u003ca href=\"https://www.google.com/url?q=https://www.fdu.edu/news/fdu-poll-jersey-residents-support-teaching-climate-change-in-schools/&sa=D&source=docs&ust=1690553109910917&usg=AOvVaw2ae2GgHO4T7_78OP0ktIq1\">70% of residents support climate change education\u003c/a>, some parents oppose it.\u003c/p>\n\u003cfigure id=\"attachment_62266\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1919\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1536x1151.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-2048x1535.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_7219_custom-f4bdbe099c98bffded85bb20042d8136d830a9ad-1920x1439.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Albert Morales, assistant principal at Rosa International Middle School in Cherry Hill, N.J., said state-mandated climate change instruction protects teachers and students from efforts to deny climate change education. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The state’s standards \u003ca href=\"https://www.nj.gov/education/standards/climate/learning/gradeband/index.shtml\">apply to seven subjects\u003c/a>, with plans to expand into English Language Arts and math classes.\u003c/p>\n\u003cp>At a public hearing in May, members of a group called \u003ca href=\"https://www.facebook.com/groups/440515696704904\">Team Protect Your Children\u003c/a> spoke out against those plans.\u003c/p>\n\u003cp>Kathleen Kirk was one of them. She took issue with elementary students learning about climate change, which she described as a “theory” during the hearing.\u003c/p>\n\u003cp>“Climate change is based on weak science,” Kirk said.\u003c/p>\n\u003cp>Comments like Kirk’s are why state-mandated climate change instruction is important, said Albert Morales, assistant principal at Rosa International Middle School in Cherry Hill, N.J.\u003c/p>\n\u003cp>Morales said state-mandated climate change instruction protects students and teachers from efforts to deny climate education.\u003c/p>\n\u003cp>“Because we are a public school and if they are in the standards, then those are things that we are mandated to teach,” Morales said. “So I think the fact that New Jersey has those standards is in a way a protection that allows us to teach about what’s actually happening.”\u003c/p>\n\u003cp>Horsley, who teaches the wellness class at Toll Gate Grammar School, said before New Jersey adopted the standards, she worried about teaching climate change.\u003c/p>\n\u003cp>“I didn’t want to get in hot water, if you will, in a district that maybe thought this wasn’t appropriate,” Horsley recalled. “So the second it became our standard, it was something I was anxious and quick to jump on.”\u003c/p>\n\u003ch3>Climate change education resonates with students\u003c/h3>\n\u003cp>For students in New Jersey, like junior Lucy Webster at Hopewell Valley Central High, climate change education has been empowering.\u003c/p>\n\u003cp>Webster still thinks about the first time she learned about climate change, long before the state mandate.\u003c/p>\n\u003cp>“As a little kid, I was really scared of the changes in the extreme weather that was going on around me and missing school because of hurricanes,” she said.\u003c/p>\n\u003cp>Her 5th grade science teacher Helen Corveleyn helped.\u003c/p>\n\u003cfigure id=\"attachment_62267\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62267\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1919\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1020x764.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1536x1151.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-2048x1535.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/img_6888_custom-fc114393647094ae8f05a4a66416f3202598b36f-1920x1439.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Left to right: Iris Lautermilch, Tabitha Webster, Lucy Webster and Benjamin Pollara are members of the Youth Environmental Society at Hopewell Valley Central High School in Pennington, N.J. The group wants to see climate change taught in every class at their school. \u003ccite>(Seyma Bayram/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Her telling me why these were happening made me feel like I could do something about it even though I was like 11,” Webster said.\u003c/p>\n\u003cp>Today, Webster helps lead the Youth Environmental Society at her high school.\u003c/p>\n\u003cp>The group, which McGrath mentors, is working on a climate action plan with parents, teachers and students. Their goals include getting their school to transition to electric buses and to train guidance counselors in climate mental health awareness.\u003c/p>\n\u003cp>The students also want climate change to be taught in every classroom.\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>In June, the group wrote a letter to the New Jersey Board of Education urging the board to adopt the new English Language Arts and math standards that would include climate change. The board is reviewing the standards and an official vote has not been set.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=New+Jersey+requires+climate+change+education.+A+year+in%2C+here%27s+how+it%27s+going&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going","authors":["byline_mindshift_62261"],"categories":["mindshift_21508","mindshift_21579","mindshift_193"],"tags":["mindshift_20854","mindshift_950","mindshift_21124","mindshift_21765","mindshift_21278"],"featImg":"mindshift_62263","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":""},"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_60686":{"type":"posts","id":"mindshift_60686","meta":{"index":"posts_1591205157","site":"mindshift","id":"60686","score":null,"sort":[1672657242000]},"guestAuthors":[],"slug":"why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores","title":"Why teach the arts? Large, randomized test finds improved student behavior and no harm to test scores","publishDate":1672657242,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Why learn art in school?\u003c/p>\n\u003cp>The arts have been part of public education almost from the beginning. Nineteenth century education reformer Horace Mann, the father of American public schools, believed that the arts enhanced learning. He made drawing and music part of the Massachusetts curriculum for “common schools.” Many decades later, labor unions and progressives saw the arts as a way for the working class to develop intellectually and be empowered.\u003c/p>\n\u003cp>Arts education steadily increased throughout most of the 20th century. But in the 1970s, the arts began to fall victim to fiscal crises and \u003ca href=\"https://www.arts.gov/sites/default/files/2008-SPPA-ArtsLearning.pdf\">budget cuts\u003c/a>. Arts classes were further squeezed out after a 2001 \u003ca href=\"https://www.congress.gov/bill/107th-congress/house-bill/1\">federal law\u003c/a> required schools to test children annually. Schools with low test scores felt pressure to devote \u003ca href=\"https://www.gao.gov/assets/gao-09-286.pdf\">more time to reading and math\u003c/a>. Then the 2008 recession slashed school art budgets even more. The poorest students were sometimes left with no art in school at all.\u003c/p>\n\u003cp>Arts advocates grew increasingly alarmed and \u003ca href=\"https://www.wallacefoundation.org/knowledge-center/arts-education/pages/default.aspx?utm_id=go_cmp-273985249_adg-16248356089_ad-287202336650_kwd-16047533659_dev-c_ext-_prd-_mca-_sig-Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB&utm_source=google&gclid=Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB\">marshaled evidence for why the arts matter\u003c/a>. Proponents made claims for how instruction in the arts raises\u003ca href=\"https://www.wallacefoundation.org/knowledge-center/Documents/Arts-Integration-Research-Every-Student-Succeeds-Act-ESSA.pdf\"> grades, boosts SAT scores and increases the rate of college going\u003c/a>.\u003c/p>\n\u003cp>In Houston, Texas, \u003ca href=\"http://media.wix.com/ugd/553c60_d871a332ccf0426989a134875ddf0a89.pdf\">almost 30 percent of the schools\u003c/a> had no fine arts teachers in 2013-14. The city’s art community, from the Houston Ballet to the Alley Theater and the Houston Symphony, wanted to rectify this and, together with philanthropies, offered low-cost art performances, field trips and education programs to schools. The schools would have to kick in only $5 to $10 per student for the year.\u003c/p>\n\u003ch2>Large trial\u003c/h2>\n\u003cp>More schools signed up than the program could handle. And this provided a rare opportunity to put arts education to a rigorous test to see what its benefits and opportunity costs really are. Researchers randomly assigned 21 elementary and middle schools to receive arts education first and watched what happened to 8,000 of their students in grades three through eight. They compared them with 8,000 students at 21 other schools that had to wait and didn’t get the extra arts for at least a couple years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students in both groups were demographically similar: One quarter of the students were Black, two-thirds were Hispanic. More than 85 percent of their families were poor enough to qualify for free or reduced-price lunch. Of course, it wasn’t a blind test. The students knew they were getting art and there was no placebo, but it’s as close as you get to a pharmaceutical drug trial in education.\u003c/p>\n\u003cp>The arts programming itself ranged a lot. Sometimes artists visited the schools and taught a series of weekly lessons in dance or theater. Other times students went on field trips to museums where art educators explained paintings and sculptures. Sometimes it was a one-off symphony performance with a discussion afterward.\u003c/p>\n\u003ch2>Results\u003c/h2>\n\u003cp>After at least a year of this artistic potpourri, the academic performance of students in math, reading and science was no different for those who got more art. Their state test scores were neither better nor worse than students who didn’t get art. To the researchers, that was good news.\u003c/p>\n\u003cp>“Schools that are struggling in math and reading are worried about where they can make space in the schedule to squeeze art in. They worry that math and reading is going to get worse if we add the arts,” said Daniel Bowen, an associate professor at Texas A&M University and one of the study’s co-authors. “That didn’t happen.”\u003c/p>\n\u003cp>While art won’t ruin math scores, the researchers found that art led to improvements in student behavior and other social-emotional skills that students need.\u003c/p>\n\u003cp>Disciplinary infractions were 3.6 percentage points lower among students who had more art exposure, according to the study, \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/pam.22449\">Investigating the Causal Effects of Arts Education\u003c/a>, which published online in the Journal of Policy Analysis and Management in November 2022. In the schools without art, 14.5 percent of students were disciplined compared to only 10.9 percent of students in the schools with art. The researchers also detected an increase in students’ compassion for others, or emotional empathy, based on student surveys. The surveys also found that elementary school students, who made up the majority of the students in the study, were more engaged in school and had stronger college aspirations.\u003c/p>\n\u003cp>During the study, the researchers conducted focus groups with principals, who said it was hard to make the case for art when they’re under pressure to raise math scores. This study, the researchers said, can help school leaders argue that the arts foster \u003ca href=\"https://hechingerreport.org/early-research-focuses-on-schools-that-develop-students-social-emotional-qualities/\">soft skills\u003c/a> that can be just as, if not more, important than test scores to children’s futures.\u003c/p>\n\u003cp>“There’s good reason to believe that arts education just improves student engagement. It is something that can make learning more intriguing and fun and interesting. And that’s what we found,” said Brian Kisida, an assistant professor at Truman School of Government and Public Affairs at the University of Missouri, and the other co-author of the study.\u003c/p>\n\u003cp>That higher student engagement, however, didn’t translate into better school attendance. Absenteeism was similar for both groups of schools, with and without art.\u003c/p>\n\u003cp>The only academic benefit from art at all was in one aspect of writing, as measured by Texas state assessments. Students who’d received more art lessons exhibited stronger ideas and thoughts, but not writing mechanics, such as spelling or grammar.\u003c/p>\n\u003cp>\u003cstrong>Dose of Reality\u003c/strong>\u003c/p>\n\u003cp>I wondered if it was a disappointment not to see greater academic benefits from exposure to art. But the researchers emphatically said “no.”\u003c/p>\n\u003cp>Kisida explained that most of the academic claims made by arts proponents are “dubious.” Yes, students who take more art classes tend to be better students, but there is no proof that the arts are making them smarter.\u003c/p>\n\u003cp>“We don’t know if it’s the arts that are doing the heavy lifting there, or if it’s just that students who are interested in the arts or whose parents push them into the arts are also students who excel in other areas,” said Kisida.\u003c/p>\n\u003cp>This large randomized controlled trial of art proves that academic gains – at least in the short run – are unlikely. Kisida says that this is a healthy dose of reality for arts advocates.\u003c/p>\n\u003cp>To be sure, cognitive scientists and literacy experts believe that knowledge of the world is important for reading comprehension and critical thinking. One reason is because it’s easier to absorb a new reading passage if a student is already familiar with the topic. But it would likely take years of accumulated art knowledge – and dozens of museum visits and theater performances – to see reading comprehension improve.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-the-lesson-the-arts-teach/\">\u003cem>art in school\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A large, randomized controlled trial of art education in Houston found that academic gains were unlikely but behavior improved.","status":"publish","parent":0,"modified":1672248770,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1195},"headData":{"title":"Why teach the arts? Large, randomized test finds improved student behavior and no harm to test scores - MindShift","description":"A large, randomized controlled trial of art education in Houston found that academic gains were unlikely but behavior improved.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Why learn art in school?\u003c/p>\n\u003cp>The arts have been part of public education almost from the beginning. Nineteenth century education reformer Horace Mann, the father of American public schools, believed that the arts enhanced learning. He made drawing and music part of the Massachusetts curriculum for “common schools.” Many decades later, labor unions and progressives saw the arts as a way for the working class to develop intellectually and be empowered.\u003c/p>\n\u003cp>Arts education steadily increased throughout most of the 20th century. But in the 1970s, the arts began to fall victim to fiscal crises and \u003ca href=\"https://www.arts.gov/sites/default/files/2008-SPPA-ArtsLearning.pdf\">budget cuts\u003c/a>. Arts classes were further squeezed out after a 2001 \u003ca href=\"https://www.congress.gov/bill/107th-congress/house-bill/1\">federal law\u003c/a> required schools to test children annually. Schools with low test scores felt pressure to devote \u003ca href=\"https://www.gao.gov/assets/gao-09-286.pdf\">more time to reading and math\u003c/a>. Then the 2008 recession slashed school art budgets even more. The poorest students were sometimes left with no art in school at all.\u003c/p>\n\u003cp>Arts advocates grew increasingly alarmed and \u003ca href=\"https://www.wallacefoundation.org/knowledge-center/arts-education/pages/default.aspx?utm_id=go_cmp-273985249_adg-16248356089_ad-287202336650_kwd-16047533659_dev-c_ext-_prd-_mca-_sig-Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB&utm_source=google&gclid=Cj0KCQiAqOucBhDrARIsAPCQL1au5mPukDV07MLmvto6uN0ISZVm0wahWTbmgZHBQsIvND6SkJV8LfIaArZcEALw_wcB\">marshaled evidence for why the arts matter\u003c/a>. Proponents made claims for how instruction in the arts raises\u003ca href=\"https://www.wallacefoundation.org/knowledge-center/Documents/Arts-Integration-Research-Every-Student-Succeeds-Act-ESSA.pdf\"> grades, boosts SAT scores and increases the rate of college going\u003c/a>.\u003c/p>\n\u003cp>In Houston, Texas, \u003ca href=\"http://media.wix.com/ugd/553c60_d871a332ccf0426989a134875ddf0a89.pdf\">almost 30 percent of the schools\u003c/a> had no fine arts teachers in 2013-14. The city’s art community, from the Houston Ballet to the Alley Theater and the Houston Symphony, wanted to rectify this and, together with philanthropies, offered low-cost art performances, field trips and education programs to schools. The schools would have to kick in only $5 to $10 per student for the year.\u003c/p>\n\u003ch2>Large trial\u003c/h2>\n\u003cp>More schools signed up than the program could handle. And this provided a rare opportunity to put arts education to a rigorous test to see what its benefits and opportunity costs really are. Researchers randomly assigned 21 elementary and middle schools to receive arts education first and watched what happened to 8,000 of their students in grades three through eight. They compared them with 8,000 students at 21 other schools that had to wait and didn’t get the extra arts for at least a couple years.\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 students in both groups were demographically similar: One quarter of the students were Black, two-thirds were Hispanic. More than 85 percent of their families were poor enough to qualify for free or reduced-price lunch. Of course, it wasn’t a blind test. The students knew they were getting art and there was no placebo, but it’s as close as you get to a pharmaceutical drug trial in education.\u003c/p>\n\u003cp>The arts programming itself ranged a lot. Sometimes artists visited the schools and taught a series of weekly lessons in dance or theater. Other times students went on field trips to museums where art educators explained paintings and sculptures. Sometimes it was a one-off symphony performance with a discussion afterward.\u003c/p>\n\u003ch2>Results\u003c/h2>\n\u003cp>After at least a year of this artistic potpourri, the academic performance of students in math, reading and science was no different for those who got more art. Their state test scores were neither better nor worse than students who didn’t get art. To the researchers, that was good news.\u003c/p>\n\u003cp>“Schools that are struggling in math and reading are worried about where they can make space in the schedule to squeeze art in. They worry that math and reading is going to get worse if we add the arts,” said Daniel Bowen, an associate professor at Texas A&M University and one of the study’s co-authors. “That didn’t happen.”\u003c/p>\n\u003cp>While art won’t ruin math scores, the researchers found that art led to improvements in student behavior and other social-emotional skills that students need.\u003c/p>\n\u003cp>Disciplinary infractions were 3.6 percentage points lower among students who had more art exposure, according to the study, \u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/pam.22449\">Investigating the Causal Effects of Arts Education\u003c/a>, which published online in the Journal of Policy Analysis and Management in November 2022. In the schools without art, 14.5 percent of students were disciplined compared to only 10.9 percent of students in the schools with art. The researchers also detected an increase in students’ compassion for others, or emotional empathy, based on student surveys. The surveys also found that elementary school students, who made up the majority of the students in the study, were more engaged in school and had stronger college aspirations.\u003c/p>\n\u003cp>During the study, the researchers conducted focus groups with principals, who said it was hard to make the case for art when they’re under pressure to raise math scores. This study, the researchers said, can help school leaders argue that the arts foster \u003ca href=\"https://hechingerreport.org/early-research-focuses-on-schools-that-develop-students-social-emotional-qualities/\">soft skills\u003c/a> that can be just as, if not more, important than test scores to children’s futures.\u003c/p>\n\u003cp>“There’s good reason to believe that arts education just improves student engagement. It is something that can make learning more intriguing and fun and interesting. And that’s what we found,” said Brian Kisida, an assistant professor at Truman School of Government and Public Affairs at the University of Missouri, and the other co-author of the study.\u003c/p>\n\u003cp>That higher student engagement, however, didn’t translate into better school attendance. Absenteeism was similar for both groups of schools, with and without art.\u003c/p>\n\u003cp>The only academic benefit from art at all was in one aspect of writing, as measured by Texas state assessments. Students who’d received more art lessons exhibited stronger ideas and thoughts, but not writing mechanics, such as spelling or grammar.\u003c/p>\n\u003cp>\u003cstrong>Dose of Reality\u003c/strong>\u003c/p>\n\u003cp>I wondered if it was a disappointment not to see greater academic benefits from exposure to art. But the researchers emphatically said “no.”\u003c/p>\n\u003cp>Kisida explained that most of the academic claims made by arts proponents are “dubious.” Yes, students who take more art classes tend to be better students, but there is no proof that the arts are making them smarter.\u003c/p>\n\u003cp>“We don’t know if it’s the arts that are doing the heavy lifting there, or if it’s just that students who are interested in the arts or whose parents push them into the arts are also students who excel in other areas,” said Kisida.\u003c/p>\n\u003cp>This large randomized controlled trial of art proves that academic gains – at least in the short run – are unlikely. Kisida says that this is a healthy dose of reality for arts advocates.\u003c/p>\n\u003cp>To be sure, cognitive scientists and literacy experts believe that knowledge of the world is important for reading comprehension and critical thinking. One reason is because it’s easier to absorb a new reading passage if a student is already familiar with the topic. But it would likely take years of accumulated art knowledge – and dozens of museum visits and theater performances – to see reading comprehension improve.\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>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-the-lesson-the-arts-teach/\">\u003cem>art in school\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores","authors":["byline_mindshift_60686"],"categories":["mindshift_21504"],"tags":["mindshift_20854","mindshift_21513","mindshift_883"],"featImg":"mindshift_60692","label":"mindshift"},"mindshift_59170":{"type":"posts","id":"mindshift_59170","meta":{"index":"posts_1591205157","site":"mindshift","id":"59170","score":null,"sort":[1646231311000]},"guestAuthors":[],"slug":"small-steps-to-make-creativity-part-of-your-daily-routine","title":"Small steps to make creativity part of your daily routine","publishDate":1646231311,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Creativity can be elusive — whether you feel the pressure to make something \"good\" or can't find time for your artistic endeavors – it can be hard to dedicate yourself to a creative practice.\u003c/p>\n\u003cp>\u003ca href=\"https://juliacameronlive.com/about/\">Julia Cameron\u003c/a>, the author of the bestselling book \u003cem>The Artist's Way\u003c/em>, has spent her career teaching \"creative unblocking.\" In her new book, \u003ca href=\"https://us.macmillan.com/books/9781250809377/seekingwisdom\">\u003cem>Seeking Wisdom: a spiritual path to creative connection\u003c/em>\u003c/a>, Cameron combines the creative practices of \u003cem>The Artist's Way\u003c/em>, with a new intentional practice – prayer.\u003c/p>\n\u003cp>Cameron says that spirituality and prayer can deepen our creativity and vice versa. \"I have found that if I teach people to work on their creativity, their spirituality wakes up. And if I try teaching about spirituality, their creativity wakes up.\"\u003c/p>\n\u003cp>These tips can help you commit to and deepen both your creative and spiritual practices.\u003c/p>\n\u003ch3>Creative Practice #1: \"Morning Pages\"\u003c/h3>\n\u003cp>This is the fundamental tool Cameron suggests for unblocking creativity. It \"brings clarity, direction, and productivity to every area of our lives,\" says Cameron. Here's how they work:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First thing in the morning (Cameron says ideally no more than 45 minutes after waking), write three pages by hand about anything. Seriously, anything. The point is that you don't stop writing. If you're bored and can't think of what to write, write that.\u003c/p>\n\u003cp>\"Morning Pages serve as a kind of 'brain drain'\" says Cameron, \"that allows you to release the worries, fears, and distractions standing between you and your day.\" Morning Pages are a low-pressure way to express yourself. As Cameron says, \"there's no wrong way to do Morning Pages.\"\u003c/p>\n\u003cp>Just don't share your writing with anyone – these pages are meant to be a space where you can vent and share free of judgment, so don't censor yourself. It's OK if they turn into a grocery list, a rant at your sister or a poem.\u003c/p>\n\u003ch3>Creative Practice #2: \"Artist Date\"\u003c/h3>\n\u003cp>You don't have to consider yourself an artist to go on an Artist Date. Cameron describes it as a \"once-a-week, solo adventure that you take just for fun.\" Cameron's students say they \"find themselves befriending themselves\" on these dates.\u003c/p>\n\u003cp>Try and do something that delights you on your Artist Date: Eat at a new restaurant, peruse a bookstore, go to the beach or a movie. Your Artist Date doesn't need to be expensive – one of Cameron's favorite outings is to go visit bunnies at a pet store. The main point here is fun – do something fun and frivolous.\u003c/p>\n\u003ch3>Creative Practice #3: Walks\u003c/h3>\n\u003cp>Walks can help you \"commune with your own thoughts,\" says Cameron. Twice a week, take a solo, twenty-minute walk. Leave your phone at home. Don't run an errand on your way or bring the dog or a friend with you. Go alone and just walk.\u003c/p>\n\u003cp>Walking isn't just a creative practice, it's a spiritual practice as well. \"For centuries, spiritual seekers have walked — on quests, on pilgrimages, through labyrinths,\" says Cameron. Walking can be a way to connect to the world around you and to your higher power (however you define that).\u003c/p>\n\u003ch3>Creative Practice #4: Prayer\u003c/h3>\n\u003cp>Before you close this tab, know that Cameron defines prayer loosely. She's not mandating who you pray to or trying to define God for you. She just wants you to connect with a creative energy outside yourself.\u003c/p>\n\u003cp>Prayer will look, feel and sound different for all of us but it doesn't matter how it comes out – ultimately praying brings a kind of freedom, says Cameron. She suggests a few prayer practices for seeking wisdom:\u003c/p>\n\u003cp>\u003cstrong>Prayers of petition:\u003c/strong> This is what she calls the \"Santa Clause\" prayer. \"You're asking for something, and you're hoping that the higher power will deliver it.\"\u003c/p>\n\u003cp>Cameron recommends being super honest when praying, but also to remember that we have a limited point of view. \"You need to remind yourself that God is far-seeing ... and may have something better in store for you than what you yourself had planned.\"\u003c/p>\n\u003cp>\u003cstrong>Prayers of guidance: \u003c/strong>Once a day, write down a question that you have about your life and \"listen, and write out what comes back,\" she says. \"The point is to be willing to ask, and then be open to receiving. The answers that you hear may surprise you.\"\u003c/p>\n\u003cp>For example, maybe you are not sure what form your creativity should take. You could ask: what should I do or make with my creative desire? See what answer arises.\u003c/p>\n\u003cp>\u003cstrong>Prayers of gratitude: \u003c/strong>Talk about what you're grateful for. \"It might be, 'I'm grateful for my curly hair. I'm grateful for my dog.'\"\u003c/p>\n\u003cp>This practice, Cameron says, can transform pessimism into optimism, which she believes is a boon for creativity. \"We tend to believe in the image of a suffering artist. And that creativity is born out of pain. And what I have found is that creativity is born out of happiness, which is a radical step to take.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Marie Schneider, with engineering support from Daniel Shukhin. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. If you have a good life hack, leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem> or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. Your tip could appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you love Life Kit and want more, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+make+creativity+part+of+your+daily+routine+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Julia Cameron, author of \u003cem>The Artist's Way\u003c/em> and architect of the famous creative practice \"Morning Pages,\" has spent her career teaching \"creative unblocking.\"In her new book, \u003cem>Seeking Wisdom: a spiritual path to creative connection\u003c/em>, she combines the creative practices of \u003cem>The Artist's Way\u003c/em>, with a new intentional practice – prayer. ","status":"publish","parent":0,"modified":1647010525,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":923},"headData":{"title":"Small steps to make creativity part of your daily routine - MindShift","description":"Julia Cameron, author of The Artist's Way and architect of the famous creative practice "Morning Pages," has spent her career teaching "creative unblocking."In her new book, Seeking Wisdom: a spiritual path to creative connection, she combines the creative practices of The Artist's Way, with a new intentional practice – prayer. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59170 https://ww2.kqed.org/mindshift/?p=59170","disqusUrl":"https://ww2.kqed.org/mindshift/2022/03/02/small-steps-to-make-creativity-part-of-your-daily-routine/","disqusTitle":"Small steps to make creativity part of your daily routine","nprByline":"Rachel Martin and Clare Marie Schneider","nprImageAgency":"Photo Illustration by Becky Harlan/NPR","nprStoryId":"1083493312","nprApiLink":"http://api.npr.org/query?id=1083493312&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/02/28/1083493312/julia-cameron-author-of-artists-way-on-morning-pages-and-prayer?ft=nprml&f=1083493312","nprRetrievedStory":"1","nprPubDate":"Tue, 01 Mar 2022 19:23:00 -0500","nprStoryDate":"Tue, 01 Mar 2022 00:03:51 -0500","nprLastModifiedDate":"Tue, 01 Mar 2022 19:23:08 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2022/03/20220301_lifekit_julia_cameron_life_kit_me__-_final.mp3?orgId=1&topicId=1033&aggIds=676529561&d=880&p=510338&story=1083493312&t=podcast&e=1083493312&ft=nprml&f=1083493312","nprAudioM3u":"http://api.npr.org/m3u/11083543424-67b48a.m3u?orgId=1&topicId=1033&aggIds=676529561&d=880&p=510338&story=1083493312&t=podcast&e=1083493312&ft=nprml&f=1083493312","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2022/03/20220301_lifekit_julia_cameron_life_kit_me__-_final.mp3?orgId=1&topicId=1033&aggIds=676529561&d=880&p=510338&story=1083493312&t=podcast&e=1083493312&ft=nprml&f=1083493312","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Creativity can be elusive — whether you feel the pressure to make something \"good\" or can't find time for your artistic endeavors – it can be hard to dedicate yourself to a creative practice.\u003c/p>\n\u003cp>\u003ca href=\"https://juliacameronlive.com/about/\">Julia Cameron\u003c/a>, the author of the bestselling book \u003cem>The Artist's Way\u003c/em>, has spent her career teaching \"creative unblocking.\" In her new book, \u003ca href=\"https://us.macmillan.com/books/9781250809377/seekingwisdom\">\u003cem>Seeking Wisdom: a spiritual path to creative connection\u003c/em>\u003c/a>, Cameron combines the creative practices of \u003cem>The Artist's Way\u003c/em>, with a new intentional practice – prayer.\u003c/p>\n\u003cp>Cameron says that spirituality and prayer can deepen our creativity and vice versa. \"I have found that if I teach people to work on their creativity, their spirituality wakes up. And if I try teaching about spirituality, their creativity wakes up.\"\u003c/p>\n\u003cp>These tips can help you commit to and deepen both your creative and spiritual practices.\u003c/p>\n\u003ch3>Creative Practice #1: \"Morning Pages\"\u003c/h3>\n\u003cp>This is the fundamental tool Cameron suggests for unblocking creativity. It \"brings clarity, direction, and productivity to every area of our lives,\" says Cameron. Here's how they work:\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>First thing in the morning (Cameron says ideally no more than 45 minutes after waking), write three pages by hand about anything. Seriously, anything. The point is that you don't stop writing. If you're bored and can't think of what to write, write that.\u003c/p>\n\u003cp>\"Morning Pages serve as a kind of 'brain drain'\" says Cameron, \"that allows you to release the worries, fears, and distractions standing between you and your day.\" Morning Pages are a low-pressure way to express yourself. As Cameron says, \"there's no wrong way to do Morning Pages.\"\u003c/p>\n\u003cp>Just don't share your writing with anyone – these pages are meant to be a space where you can vent and share free of judgment, so don't censor yourself. It's OK if they turn into a grocery list, a rant at your sister or a poem.\u003c/p>\n\u003ch3>Creative Practice #2: \"Artist Date\"\u003c/h3>\n\u003cp>You don't have to consider yourself an artist to go on an Artist Date. Cameron describes it as a \"once-a-week, solo adventure that you take just for fun.\" Cameron's students say they \"find themselves befriending themselves\" on these dates.\u003c/p>\n\u003cp>Try and do something that delights you on your Artist Date: Eat at a new restaurant, peruse a bookstore, go to the beach or a movie. Your Artist Date doesn't need to be expensive – one of Cameron's favorite outings is to go visit bunnies at a pet store. The main point here is fun – do something fun and frivolous.\u003c/p>\n\u003ch3>Creative Practice #3: Walks\u003c/h3>\n\u003cp>Walks can help you \"commune with your own thoughts,\" says Cameron. Twice a week, take a solo, twenty-minute walk. Leave your phone at home. Don't run an errand on your way or bring the dog or a friend with you. Go alone and just walk.\u003c/p>\n\u003cp>Walking isn't just a creative practice, it's a spiritual practice as well. \"For centuries, spiritual seekers have walked — on quests, on pilgrimages, through labyrinths,\" says Cameron. Walking can be a way to connect to the world around you and to your higher power (however you define that).\u003c/p>\n\u003ch3>Creative Practice #4: Prayer\u003c/h3>\n\u003cp>Before you close this tab, know that Cameron defines prayer loosely. She's not mandating who you pray to or trying to define God for you. She just wants you to connect with a creative energy outside yourself.\u003c/p>\n\u003cp>Prayer will look, feel and sound different for all of us but it doesn't matter how it comes out – ultimately praying brings a kind of freedom, says Cameron. She suggests a few prayer practices for seeking wisdom:\u003c/p>\n\u003cp>\u003cstrong>Prayers of petition:\u003c/strong> This is what she calls the \"Santa Clause\" prayer. \"You're asking for something, and you're hoping that the higher power will deliver it.\"\u003c/p>\n\u003cp>Cameron recommends being super honest when praying, but also to remember that we have a limited point of view. \"You need to remind yourself that God is far-seeing ... and may have something better in store for you than what you yourself had planned.\"\u003c/p>\n\u003cp>\u003cstrong>Prayers of guidance: \u003c/strong>Once a day, write down a question that you have about your life and \"listen, and write out what comes back,\" she says. \"The point is to be willing to ask, and then be open to receiving. The answers that you hear may surprise you.\"\u003c/p>\n\u003cp>For example, maybe you are not sure what form your creativity should take. You could ask: what should I do or make with my creative desire? See what answer arises.\u003c/p>\n\u003cp>\u003cstrong>Prayers of gratitude: \u003c/strong>Talk about what you're grateful for. \"It might be, 'I'm grateful for my curly hair. I'm grateful for my dog.'\"\u003c/p>\n\u003cp>This practice, Cameron says, can transform pessimism into optimism, which she believes is a boon for creativity. \"We tend to believe in the image of a suffering artist. And that creativity is born out of pain. And what I have found is that creativity is born out of happiness, which is a radical step to take.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Marie Schneider, with engineering support from Daniel Shukhin. \u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. If you have a good life hack, leave us a voicemail at \u003c/em>\u003ca href=\"tel:2022169823\">\u003cem>202-216-9823\u003c/em>\u003c/a>\u003cem> or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. Your tip could appear in an upcoming episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you love Life Kit and want more, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+make+creativity+part+of+your+daily+routine+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine","authors":["byline_mindshift_59170"],"categories":["mindshift_193"],"tags":["mindshift_20854","mindshift_862","mindshift_851"],"featImg":"mindshift_59179","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":""},"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_58668":{"type":"posts","id":"mindshift_58668","meta":{"index":"posts_1591205157","site":"mindshift","id":"58668","score":null,"sort":[1634886575000]},"guestAuthors":[],"slug":"how-arts-practices-can-be-the-foundation-of-teaching-and-learning","title":"How arts practices can be the foundation of teaching and learning","publishDate":1634886575,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">\"How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">\"In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Applying the creative and iterative processes of art can be applied to more academic subjects to make learning feel more relevant to students. ","status":"publish","parent":0,"modified":1634886575,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2853},"headData":{"title":"How arts practices can be the foundation of teaching and learning - MindShift","description":"Applying the creative and iterative processes of art can be applied to more academic subjects to make learning feel more relevant to students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58668 https://ww2.kqed.org/mindshift/?p=58668","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/22/how-arts-practices-can-be-the-foundation-of-teaching-and-learning/","disqusTitle":"How arts practices can be the foundation of teaching and learning","path":"/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">\"How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\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>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">\"In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\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>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning","authors":["4445"],"categories":["mindshift_1"],"tags":["mindshift_20854","mindshift_797","mindshift_256"],"featImg":"mindshift_58673","label":"mindshift"},"mindshift_56168":{"type":"posts","id":"mindshift_56168","meta":{"index":"posts_1591205157","site":"mindshift","id":"56168","score":null,"sort":[1593423039000]},"guestAuthors":[],"slug":"when-the-show-must-go-online-for-theater-students","title":"When the Show Must Go On Online for Theater Students","publishDate":1593423039,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/AcademyActingCo/status/1275243369032269834\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=fy_Eq59EYlo&feature=youtu.be\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"High school theater programs are reinventing the summer arts camp during a pandemic, all to keep theater alive for students.","status":"publish","parent":0,"modified":1594835451,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":2041},"headData":{"title":"When the Show Must Go On Online for Theater Students - MindShift","description":"High school theater programs are reinventing the summer arts camp during a pandemic, all to keep theater alive for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56168 https://ww2.kqed.org/mindshift/?p=56168","disqusUrl":"https://ww2.kqed.org/mindshift/2020/06/29/when-the-show-must-go-online-for-theater-students/","disqusTitle":"When the Show Must Go On Online for Theater Students","path":"/mindshift/56168/when-the-show-must-go-online-for-theater-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After roles as a gravedigger in a grunge rock musical adaptation of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamlet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the Wicked Witch’s second-in-command in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Wiz\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, this spring, due to the spread of COVID-19, high school junior Jack Tatara found himself trying out a brand-new role: quarantined theater kid. When school closed and the theater program moved online, Tatara performed in their Zoom-based radio play of “The Twilight Zone.” He enjoyed performing from his bedroom so much, he’s considering joining the school’s summer program, which is now going online as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In years past, Winston Prep in New York City, which serves students with learning disabilities and challenges like dyslexia, ADHD and Nonverbal Learning Disorder, offered the Summer Theater, Arts and Music Program, or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, for students to hone their performing skills, socialize and have fun outside the classroom environment. But this year, due to coronavirus restrictions, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Stamp\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is trying to recreate itself online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer online offerings include work on acting and music skills, and a performance of some kind. Rachel McAlinn, Winston Prep’s theater teacher, said that even though this year Stamp can’t happen in person, students still need the support the arts program provides: keeping up social skills and fostering an important sense of community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of these kids would not be grouped together academically in school, based on their learning profiles,” McAlinn said. “But we’re all together in the theater program. We consider ourselves a family.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like summer stock and Shakespeare in the Park, summer theater programs for students have a long tradition. For young performers, summer programs are often the place where they can hone their skills in a focused environment, build community with like-minded kids and have fun—not to mention have the opportunity to put on a high-quality performance. While most professional theaters have discontinued public performances\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">until 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and most school districts remain closed due to the spread of the coronavirus, many educational theater programs are turning to online programs to keep students engaged over the summer. Legacy arts institutions and local groups alike are remaking the summer theater program for students from their homes—performing “radio plays,” providing online singing and dancing classes, and learning new skills like acting for the camera—all to keep theater alive for their students. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">At the same time, educational theater programs are straining to keep their organizations alive. Many of these programs are self-sustaining, raising money through box office sales and program advertising from big summer performances that won’t be happening. Without those sales, and without enrollment fees from students, programs are hoping they can hang on long enough to reopen safely next summer. Though arts programs are almost always in jeopardy, the pressures of closures from COVID-19, mixed with economic distress, make this summer especially consequential. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Summer theater moves online\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the University of North Carolina School of the Arts \u003c/span>\u003ca href=\"https://www.uncsa.edu/summer/index.aspx\">\u003cspan style=\"font-weight: 400\">Summer Intensive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed due to COVID-19, the faculty and staff quickly processed their initial shock and sprang into action. In summers past, UNCSA provided serious theater students with the kind of immersive training that prepares future regional professionals and Broadway stars. Ranging in age from fourteen to nineteen, students accepted into the prestigious program participated in four weeks of intense training, with days of acting, singing and dancing often running from 9 a.m. until 9 p.m., and ending with a big performance. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1275243369032269834"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, drama program director Kelly Maxner and the faculty decided to innovate quickly, offering a scaled-back online program with fewer students, more teachers, and slashing the attendance cost in half. With a curriculum based on what they learned teaching performance online during the spring semester to UNCSA undergrads, the online classes in singing, dancing and acting for high schoolers will be less focused on a final performance and more on boosting specific skills, like acting for the camera. They’ve also added a master class in art for social change—how artists behave as citizens, taking a specific look at current events and how artists adapt and express themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We recognize strongly that we can’t do what we did before,” Maxner said. “But what we’ve done is distilled the curriculum, the essentials of the training. We decided what was essential and important—not just for the arts training but for the whole experience of the intensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://ccm.uc.edu/summer/high-school-arts-immersion.html\">\u003cspan style=\"font-weight: 400\">High School Summer Immersion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program at the University of Cincinnati College-Conservatory of Music, in Cincinnati, Ohio, is running through all of June and a part of July, and includes a high school musical theater workshop, a ballet camp for elementary kids, and private music lessons. Enrollment in the summer program has remained high, even after the summer’s classes moved online. The High School Immersion Musical Theatre Workshop, for example, filled up in just a few days—a testament to how much kids want to keep performing even though the environment won’t be the same, said Anne Cushing-Reid, Director of Preparatory and Community Engagement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Conservatory’s focus has been on making students feel as if they were present on campus “These aren’t your typical online classes,” Cushing-Reid wrote in an email. “They’re designed to get students out of their seats and onto their at-home ‘dance floors’ or ‘music studios’—whether that is their living room, driveway or bedroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the musical theater workshop will also get a chance to work with more guest faculty through Zoom than had they met in person. Successful alumnus from Broadway, Off-Broadway and regional theater are able to join online meetings more easily, “expanding students’ networks and imparting expert knowledge from the performing arts industry,” Cushing-Reid said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different challenges, new benefits\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even smaller, regional programs are finding creative ways to engage young performers. The nonprofit \u003c/span>\u003ca href=\"http://www.mudlarktheater.org/\">\u003cspan style=\"font-weight: 400\">Mudlark Theatre\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Evanston, Illinois, is hoping to be able to open for summer camps, according to state guidelines, by late June or early July. In the meantime, Mudlark has been providing experiences for students online, including parodies of the news and a character-based role-playing game like \u003ca href=\"https://www.kqed.org/mindshift/tag/dungeons-dragons\">Dungeons & Dragons\u003c/a>, to keep students performing even if it’s not exactly theater.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56169\" class=\"wp-caption alignnone\" style=\"max-width: 828px\">\u003cimg class=\"size-full wp-image-56169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg\" alt=\"\" width=\"828\" height=\"963\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774.jpg 828w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-800x930.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-160x186.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG_0774-768x893.jpg 768w\" sizes=\"(max-width: 828px) 100vw, 828px\">\u003cfigcaption class=\"wp-caption-text\">Evansville Vanderburgh School Corporation All-City Summer Musical production of Les Misérables. \u003ccite>(Courtesy of EVSC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The All-City Summer Musical in Evansville, Indiana, a showcase of the best high school talent in the city, has been a big summer box-office draw in an area that boasts a strong performing tradition for more than thirty years, including when I attended this program as a high schooler many years ago. When performances of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, set for mid-July, were cancelled, all but two of the students decided to stay on for an online experience—even when director Robert Hunt and producer Tiffany Schriber Ball weren’t exactly sure what that would look like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based loosely on what they’d seen Broadway performers put together online, Schriber Ball and Hunt quickly decided that the performers would work on musical theatre scenes and song selections, and the orchestra would work on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sweeney Todd Suite\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, all on Zoom. They enlisted the help of a local university technical director to teach the backstage crew—the students who usually build the sets, and run lights and sound—how to design a set. Using both set-design software and old-fashioned popsicle sticks and glue to create models, students are gaining a new skill they wouldn’t have a chance to learn during a “normal” summer production. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early rehearsals have shown the social aspect of doing theater together—one of its biggest draws—is still lively, even online. Students are hanging around in “meetings,” even during the scheduled breaks, to joke around and talk. “One of the cast traditions is playing frisbee during breaks,” Hunt said. “And I was so thrilled to see they were playing ‘virtual’ frisbee with each other, saying ‘here, it’s coming for you!’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Uncertain what the future brings, the show goes on \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even one of the country’s largest high school theater gatherings and competitions, the\u003c/span>\u003ca href=\"https://itf.pathable.co/performances\"> \u003cspan style=\"font-weight: 400\">International Thespian Festival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, held for the past 25 summers at the University of Nebraska in Lincoln, is going virtual this year. The Educational Theatre Association, with chapters in 45 states and serving more than 130,000 theatre educators and students, is hosting the virtual event. It will include both pre-recorded performances of school productions that happened before schools closed, as well as an online showcase and some live-streaming events. \u003c/span>\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/fy_Eq59EYlo'\n title='//www.youtube.com/embed/fy_Eq59EYlo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The professional group is providing guidance for schools and programs as summer programs move online and re-invent a theatrical experience for students, even as the future for performances is uncertain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jim Palmarini, the Educational Theatre Association’s educational policy director, said their “\u003ca href=\"https://higherlogicdownload.s3.amazonaws.com/SCHOOLTHEATRE/7f9e7fa8-ea41-4033-b6a3-1ce9da6a7b6f/UploadedFiles/HPVMgpNDTw2FWro1JLiL_EdTA_ReOpen_Guide_2020_FINAL.pdf\">Recommendations for Reopening Theatre Programs\u003c/a>” guide was issued in June, acknowledging that ultimately each state’s and district’s requirements will be different. “The guide is seeking to address the middle ground of how each theatre program can safely reopen in the fall,” he said. “While performance remains central to school theatre programs, we know that producing live shows will be a challenge for many schools this upcoming school year. Because of that, we’re putting a lot of emphasis on the creative ways that schools can move their performances to an online format. Things are changing so fast that it is hard to say which school will be to do live performances, and which will not.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of public performances is bigger than dashed dreams of stardom. After spring shows were cancelled, and summer programs moved online, many programs lost a season’s worth of box office revenue to help mount the next show. A recent\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">CDC study showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that aerosol droplets transmitted by singing could pose a serious risk not just to singers standing close together, but to the audience as well, may mean performances are postponed for much longer. And providing summer online experiences also reveal \u003c/span>\u003ca href=\"https://hechingerreport.org/should-schools-teach-anyone-who-can-get-online-or-no-one-at-all/\">\u003cspan style=\"font-weight: 400\">big gaps in student equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since not everybody has a computer at home, or a decent internet connection. Schools and programs want to know: when will it be safe to perform in person again? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School theaters are also worried about looming\u003c/span>\u003ca href=\"blank\"> \u003cspan style=\"font-weight: 400\">state budget cuts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, due to lost tax revenue affected by the pandemic, for which the arts are usually first on the chopping block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for some programs, lost revenue and public performances have to be set aside: for students, the show must go on. For the past ninety-two summers, some of the country’s most accomplished high school actors, singers, dancers and musicians arrive at the \u003c/span>\u003ca href=\"https://www.interlochen.org/\">\u003cspan style=\"font-weight: 400\">Interlochen Center for the Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the woods of northern Michigan for a remote, focused six-week summer arts program to hone their skills. This summer’s online program, which will feature acting and musical theater classes and some kind of recorded end-of-season performance, won’t look the same. But the distance, said theater arts summer program director Bill Church, will make hearts grow fonder—not just for theater kids, but the educators who teach them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we get to invite people back, it’s going to be ridiculous,” Church said. “The celebration and the joy—I don’t think anyone will ever take theater or rehearsal for granted ever again.” \u003c/span>\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>Correction: An earlier version of this article misspelled Jack Tatara's name. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56168/when-the-show-must-go-online-for-theater-students","authors":["4445"],"categories":["mindshift_21358"],"tags":["mindshift_20854","mindshift_950","mindshift_21344","mindshift_21343","mindshift_358","mindshift_20784","mindshift_1040","mindshift_21007"],"featImg":"mindshift_56171","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":""},"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":""},"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"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2019/07/commonwealthclub.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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