Artistic and social-emotional competencies are mutually reinforcing¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Social-emotional competencies affect and are affected by artistic competencies: art competency may depend on social-emotional competency, and social-emotional competencies contribute to developing artistic skills and knowledge. → Camille A. Farrington 2018

Evidence¶

Camille A. Farrington 2018¶

Camille A. Farrington, Joseph Maurer, Meredith R. Aska McBride, Jenny Nagaoka, J. S. Puller, Steve Shewfelt, Elizabeth M. Weiss, and Lindsay Wright. (2018). Arts Education and Social-Emotional Learning Outcomes Among K–12 Students: Developing a Theory of Action. University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/arts-education-and-social-emotional-learning-outcomes

q1 · i? · theoretical · r3

A theoretical argument within the report's theory of action, illustrated by examples: technically demanding art forms require self-discipline, self-regulation, and perseverance, while expression-oriented art forms require accessing and working with emotions. No empirical test of the bidirectional relation is reported.

"That is, social-emotional and artistic competencies are mutually reinforcing; artistic competencies both affect and are affected by one's competencies in the social-emotional realm."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students' success in school and beyond is inextricably linked to healthy social and emotional development — a broader claim this one bears on
• Existing arts-SEL research lacks the rigor to support strong empirical claims of direct causal contribution — related
• The five essential supports reinforce each other and depend on a school environment infused with mutual trust — related
• Educator social-emotional competency and wellbeing contribute to warm student-teacher relationships and to trusted adults who model stress management for students — related