This article provides relevant insights into incorporating creative arts skills into the core subjects, for the attention of parents, teachers and other stakeholders interested in the development of children at any stage in their educational journey.

Introduction

In recent years, there has been an increasing global recognition of the significance of integrating creative arts into educational curricula to foster cognitive [intellectual] foundations in students. Extensive research has consistently demonstrated that the arts are powerful tools for comprehending the world, comparable to subjects such as mathematics or language arts. The traditional approach to education often prioritises academic subjects such as maths and science, neglecting the role of creative arts in cognitive development. However, research has shown that the integration of creative arts, including visual arts, music, drama, and dance, can have significant benefits for students’ cognitive abilities. The notion that the arts are merely extracurricular activities is an inaccurate but commonly held belief. By engaging in artistic activities, students not only develop their creative skills but also enhance critical thinking, problem-solving, and decision-making skills. The close interrelation between motor development and cognitive development, the role of the cerebellum and prefrontal cortex in cognitive functions, and the impact of integrating creative arts in the curriculum on cognitive foundations need to be recognised.

The Interrelation of Motor Development and Cognitive Development

Contrary to the popular notion that motor development occurs early and cognitive development occurs later, motor development and cognitive development are actually closely intertwined and both develop over extended periods (Diamond, 2000). In fact, when cognitive development is disrupted, motor development is often adversely affected (Diamond, 2000). This suggests that there is a strong connection between the two domains and that improvements in motor skills can positively impact cognitive abilities.

The Role of the Cerebellum and Prefrontal Cortex in Cognitive Functions

While cerebellum is traditionally associated with motor coordination, it has been found to be involved in cognitive processes alongside the prefrontal cortex [which is more typically associated with cognitive functioning] (Koziol et al., 2013; Strick et al., 2009), thus revealing that the cerebellum and prefrontal cortex both play crucial roles in cognitive functions. Functional neuroimaging studies have shown close co-activation between specific areas in both the cerebellum and the prefrontal cortex (the neocerebellum and dorsolateral prefrontal cortex), indicating their interdependence in cognitive tasks (Marvel & Desmond, 2010; Moriguchi & Hiraki, 2009). In fact, damage to either one or the other of these specific areas can lead to similar cognitive deficits, further highlighting their interconnectedness (Diamond, 2000). Both regions reach maturity late in development, suggesting that they continue to develop and refine cognitive functions throughout childhood and adolescence (Tiemeier et al., 2010).

The Impact of Integrating Creative Arts in the Curriculum on Cognitive Foundations

Integrating creative arts in the curriculum offers a unique opportunity to foster cognitive foundations in students. Engaging in artistic activities requires the integration of motor skills, cognitive processes, and emotional expression. By participating in visual arts, music, drama, or dance, students develop their motor skills, coordination, and spatial awareness, which are closely linked to cognitive development (Diamond, 2000). The creative process involved in artistic activities stimulates critical thinking, problem-solving, and decision-making skills. Students are encouraged to think outside the box, explore different perspectives, and generate innovative ideas. This cultivates a mindset of creativity and innovation that is essential for success in the modern world. In fact, one study conducted by the National Endowment for the Arts (2012) found that students who participate in the arts consistently outperform their peers in academic areas such as reading, writing, and mathematics.

Moreover, creative arts provide a platform for self-expression and emotional well-being. Artistic activities allow students to express their thoughts, emotions, and experiences in a nonverbal and creative manner. This can be particularly beneficial for students who may struggle with traditional academic subjects or have difficulty expressing themselves verbally. By engaging in creative arts, students develop their emotional intelligence, empathy, and self-awareness, which are important aspects of cognitive development.

Integrating creative arts in the curriculum also promotes interdisciplinary learning and the integration of different cognitive domains. Artistic activities often require students to draw connections between different subjects, such as history, science, and literature. This interdisciplinary approach enhances students’ ability to make connections, think critically, and apply knowledge in various contexts.

Integrating Creative Arts into the Curriculum

Now that we understand the cognitive benefits of integrating creative arts, let’s explore practical strategies for incorporating them into the curriculum:

Interdisciplinary Projects

Design and implement interdisciplinary projects that integrate the creative arts with core subjects such as maths, science, language arts, and social studies (Abreu & Grinevich, 2014). For example, students can create visual representations of scientific concepts, write and perform plays based on historical events, or compose music inspired by literature readings. This approach allows students to apply creative arts skills while reinforcing their understanding of core subject matter.

Project-Based Learning

Implement project-based learning approaches that incorporate the creative arts into core subject projects (Abreu & Grinevich, 2014; Craft, 2003), enabling students to engage in hands-on activities that require artistic skills, such as creating multimedia presentations, designing visual displays, or producing videos. This approach promotes active learning, critical thinking, and problem-solving while integrating creative arts skills.

Collaborative Projects

Encourage collaboration between creative arts teachers and core subject teachers to develop joint projects that integrate skills from both areas (Abreu & Grinevich, 2014; Lima & Timm-Bottos, 2018). This collaboration can involve joint planning, co-teaching, and shared resources. By working together, teachers can create meaningful learning experiences that incorporate the skills needed for the creative arts and core subjects.

Cross-Curricular Assessments

Develop assessments that evaluate students’ understanding and application of creative arts skills within the context of core subjects (Bridgstock, 2013). For example, assess students’ ability to use visual arts techniques to communicate scientific concepts or evaluate their use of dramatic elements to portray historical events. This approach ensures that creative arts skills are valued and assessed alongside core subject knowledge.

Professional Development

Provide professional development opportunities for teachers to enhance their understanding of how to incorporate creative arts skills into core subjects (Heinonen et al., 2011). Workshops, seminars, and training sessions can equip teachers with the necessary knowledge and strategies to integrate creative arts skills effectively.

Community Partnerships

Establish partnerships with local arts organisations or museums, to provide additional resources and expertise for incorporating creative arts skills into core subjects (Abreu & Grinevich, 2014; Lima & Timm-Bottos, 2018). These partnerships can offer guest speakers, workshops, or field trips that expose students to different artistic practices and perspectives.

Technology Integration

Use technology tools and resources to enhance the integration of creative arts skills into core subjects (Bridgstock, 2013). For example, students can use digital art programmes, music composition software, or multimedia platforms to create and present their work. Technology can facilitate the exploration and application of creative arts skills within the context of core subjects.

Authentic Audience

Provide opportunities for students to share their creative arts projects with an authentic audience beyond the classroom (Abreu & Grinevich, 2014). This can include exhibitions, performances, or online platforms where students can showcase their work. Sharing their creations with others enhances students’ motivation, confidence, and sense of accomplishment.

Reflection and Self-Assessment

Incorporate reflection and self-assessment activities into the integration of creative arts skills into core subjects (Bridgstock, 2013). Encourage students to reflect on their creative process, evaluate their own work, and set goals for improvement. This promotes metacognition and empowers students to take ownership of their learning.

Address Student Resistance

Be aware of potential student resistance to nontraditional teaching methods and address it proactively (Seidel & Tanner, 2013). Educators can explain the benefits of creative arts integration, create a supportive and inclusive classroom environment, and involve students in decision-making processes to alleviate resistance.

Conclusion

The integration of creative arts in the curriculum is a powerful tool for fostering cognitive foundations in students. By engaging in artistic activities, students develop their motor skills, enhance critical thinking and problem-solving abilities, and promote emotional well-being. The close interrelation between motor development and cognitive development highlights the importance of incorporating movement and artistic expression into the learning process. The cerebellum and prefrontal cortex play crucial roles in cognitive functions, and integrating creative arts can stimulate and enhance the development of these brain regions. Educators and parents should recognise the value of creative arts in cognitive development and are strongly encouraged to strive to integrate them into the life / curricular experiences they offer to children, in order to provide them with a well-rounded upbringing and education.

References

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Bone, J. K., Bu, F., Fluharty, M. E., Paul, E., Sonke, J. E., & Fancourt, D. (2021). Who engages in the arts in the united states? a comparison of several types of engagement using data from the general social survey. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-11263-0

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