Educators in non-arts subjects can apply the mechanisms by which arts learning supports social-emotional development¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report argues arts education is well-suited to social-emotional development but not unique in this regard. As the executive summary puts it, "There are lessons that educators in non-arts subjects can draw from the mechanisms whereby arts learning has a positive social-emotional impact on children and adolescents." The theory of action is explicitly intended to support educators in other curricular areas, and the report notes many instructional frameworks already embed similar ideas in definitions of good teaching.

Design Implications¶

Context¶

Requirements¶

• Educators must identify the action and reflection opportunities and social-emotional components within their own subject's practices

Constraints¶

• The report acknowledges it is an open question whether effects stem from art itself or from cultural and contextual beliefs about what art is and can do

Target Learners¶

• K–12 students in non-arts academic subjects

Target Learning Goals¶

• Social-emotional competencies such as perseverance, collaboration, and self-expression

Affordances¶

• Arts Education Sel Theory Of Action

Related Strategies¶

• Create a safe space in arts instruction so students can take productive risks and grow emotionally

Examples¶

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Key Sources¶

• 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