Theory of action: art practices carry social-emotional components that, cultivated over time, build social-emotional competencies¶

Theory · All theories
Evidence · 2 claims (1 for, 1 against) · 1 study (1 review), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The report's central framework holds that each large-scale art education process is composed of many small-scale art practices, and that each practice simultaneously contains a social-emotional component. As the authors state, "Each art practice has a social-emotional component; it is simultaneously an arts activity AND a social-emotional activity." Repeated social-emotional components accumulate into long-term social-emotional competencies, just as repeated art practices build art competencies. The framework is offered to help educators design arts experiences that intentionally leverage social-emotional development.

Design Implications¶

Context¶

Requirements¶

• Educators must be intentional in shaping the social-emotional contexts created through arts lessons, since effects occur regardless of instructor intent

Constraints¶

• The report notes effects can be negative as well as positive, and outcomes varied among participants and across settings

Target Learners¶

• K–12 students in arts education settings

Target Learning Objectives¶

• Social-emotional competencies such as self-management, interpersonal skills, and self-expression and identity

Claims¶

• Artistic and social-emotional competencies are mutually reinforcing [+W]
• Existing arts-SEL research lacks the rigor to support strong empirical claims of direct causal contribution [-W]

Related Theories¶

• Developmental relationships: experiences shape development most within strong, supportive, sustained relationships with adults and peers
• Ten developmental experiences framework: five action and five reflection experiences underpin social-emotional development

Examples¶

• Educators in non-arts subjects can apply the mechanisms by which arts learning supports social-emotional development
• Create a safe space in arts instruction so students can take productive risks and grow emotionally

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