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

Strategy · All strategies
Evidence · no claims cited

Description¶

Among the most consistent elements of effective arts instruction surfaced in the research is teachers creating a "safe space" in which students can participate in the arts. Safe spaces are rooted in consciously and intentionally created environments of trust, and may involve facilitating student agency and responsiveness to student desire—meaningful choices, ownership of the learning process, and comfort expressing oneself with trusted adults and peers.

Design Implications¶

Context¶

Requirements¶

• Consciously and intentionally created environments of trust, with opportunities for student agency and meaningful choice

Constraints¶

• The report notes there may be no single answer or key to how safe spaces are created

Target Learners¶

• K–12 arts students, including students who feel exposed or reluctant to participate publicly

Target Learning Goals¶

• Emotional growth, productive risk-taking, and self-expression

Affordances¶

• Developmental Relationships Context Sel

Related Strategies¶

• Educators in non-arts subjects can apply the mechanisms by which arts learning supports social-emotional development
• Building Trusting Relationships
• Relationship Building
• Classroom Climate Routines
• Maintain Presence for Students
• Establish Guidelines for Discussions
• Arouse desired emotions in pupils through art, literature, history, and imitation of admired models

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