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Here is what we’ve learned through experience about why arts integration is so important: –

Working in the arts helps learners to develop creative problem-solving skills. Teaching through the arts can present difficult concepts visually, making them more easy to understand. Art instruction helps children with the development of motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness. Visual arts teach learners about color, layout, perspective, and balance: all techniques that are necessary in presentations (visual, digital) of academic work. Integrating art with other disciplines reaches students who might not otherwise be engaged in classwork. Arts experiences boost critical thinking, teaching students to take the time to be more careful and thorough in how they observe the world. The arts provide challenges for learners at all levels. Art education connects students with their own culture as well as with the wider world. A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement, to participate in a math and science fair, or to win an award for writing an essay or poem than children who do not participate. A study of Missouri public schools in 2010 found that greater arts education led to fewer disciplinary infractions and higher attendance, graduation rates, and test scores.

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Why is learning art important for children?

Art is important for children especially during their early development. Research shows that art activities develop brain capacity in early childhood. Art engages children’s senses in open-ended play and supports the development of cognitive, social-emotional and multisensory skills.
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What art is important for kids?

1. Improves motor skills – Arts and crafts improve motor skills like gross motor skills, fine motor skills, and hand-eye coordination. Art activities such as drawing, painting, and crafts encourage neural connections. Similarly, exercises that help with fine motor skills include drawing, using scissors, finger painting, and origami.
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What are the 5 importance of art?

Understanding The Importance Of Art – Art plays an important role in society, perhaps a role that’s more important than we even realize. Here are three ways that are important:

Art is a powerful way to express oneself, and it is also one of the most important ways to connect with others. Art helps you process your emotions and understand your surroundings. It allows you to see life from a different perspective and it makes you feel alive. Art has always been an important part of human society since the beginning of time. Art has been used as a tool for cultural exchange, education, and expression.

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What does a child learn from art?

Art exploration is not only fun and entertaining, but also educational. Here are some tips for growing your budding artist. Support your child’s artistic journey with these tips. Photo credit: Lenchensmama | MSU Extension Children are naturally curious. From the minute they gain control of their limbs, they work to put themselves out into the world to see how it all works. They explore, observe and imitate, trying to figure out how things operate and how to control themselves and their environments.

• This unrestricted exploration helps children form connections in their brain, it helps them learn—and it’s also fun.
• Art is a natural activity to support this free play in children.
• The freedom to manipulate different materials in an organic and unstructured way allows for exploration and experimentation.

These artistic endeavors and self-directed explorations are not only fun, but educational as well. Art allows youth to practice a wide range of skills that are useful not only for life, but also for learning. Skills youth practice when participating in art activities include:

Fine motor skills, Grasping pencils, crayons, chalk and paintbrushes helps children develop their fine motor muscles. This development will help your child with writing, buttoning a coat and other tasks that require controlled movements. Cognitive development, Art can help children learn and practice skills like patterning and cause and effect (i.e., “If I push very hard with a crayon the color is darker.”). They can also practice critical thinking skills by making a mental plan or picture of what they intend to create and following through on their plan. Math skills. Children can learn, create and begin to understand concepts like size, shape, making comparisons, counting and spatial reasoning. Language skills. As children describe and share their artwork, as well as their process, they develop language skills. You can encourage this development by actively listening and asking open-ended questions in return. It is also a great opportunity to learn new vocabulary words regarding their project (i.e., texture).

In addition to helping youth develop important skills, free expression is also good for overall health and well-being. Giving your child a creative outlet can help relieve stress and work through things happening in their lives. By encouraging artistic expression, you can help facilitate learning.

1. Want to support your child’s artistic journey? Here are a few tips from Michigan State University Extension : Talk with your child about their work.
2. It’s often hard to decipher a child’s drawings, even though the child knows exactly what it is.
3. When we ask, “What is it?” we are saying that it should look like something we’d recognize.

Instead, ask open-ended questions like “Tell me about your picture.” You can also describe specific things your child is doing by saying things such as, “You’re making short lines, I see you are using red, green and blue.” You can also describe the actions your child is taking or the materials they are using by saying things such as, “You are using a soft paintbrush, I noticed you are making small circles, you are using two crayons at the same time!”

Imitate your child, Instead of drawing your own picture, sit down with your child and imitate their actions. Make big scribbles, small lines or practice drawing circles. If your child is focused on what you are drawing or how “good” your picture is, they are less likely to be imaginative and creative on their own. Provide choices, Gather a wide range of materials for your child to use like paint, colored pencils, chalk, play dough, markers, crayons, oil pastels, scissors and stamps. Mix it up by bringing in unexpected materials like Q-tips, dinosaurs, dry pasta or beans. Support, don’t lead. Have you ever noticed that activities become much less fun when they are dictated by someone else? The same goes for kids—let them decide what materials they want to use and how and when to use them. Maybe they want to peel the paper off a crayon and use it lengthwise on the paper, instead of writing with the tip. Keep it open-ended. Instead of sitting down with a specific plan or outcome in mind, let your child explore, experiment and use their imaginations. They might make a big mess or change their mind several times—this is all part of the creative process. Focus on the process, not the product, Encouraging your child in the action of unstructured art helps them work with intrinsic motivation. It teaches them to express themselves freely, without worrying about what others think. If a lot of attention is given to the final product or we spend a lot of energy praising the end result, a child may be more likely to do things to get your approval instead of doing what they want to do. Part of focusing on the process involves encouraging effort; exploration and effort are more important than the end product. Notice their hard work! Let it go. As long as a child is safe (i.e., not running with scissors), let them explore. They may spend the majority of the time sharpening colored pencils instead of actually drawing with them. Children learn through playing, exploring and trial and error. When we give them freedom to discover, they are learning to create and experiment in new and innovative ways.

Get your child creating and learning—all you’ll need is a paintbrush and an open mind. For other articles on child development, parenting and more, visit the MSU Extension website. This article was published by Michigan State University Extension, For more information, visit https://extension.msu.edu,
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What is the main importance of art?

It’s a sad truth most artists must reconcile at some point in their creative lives: the role of the arts is constantly being questioned. Some people question whether the arts are necessary or justified, most often when the subject has to do with funding arts curricula.

For others, there is no debating the belief that the arts have never been more important to our society and should be fully integrated into our lives, our community and education in general. First, art is the barometer that measures levels of cultural sophistication. Throughout human existence, we have learned about cultural accomplishments from the cultural artifacts left behind.

Many of these artifacts have left behind permanent marks on the planet. Consider the construction of Stonehenge, the Greek Parthenon, the Roman Colosseum, the Hagia Sophia, the Blue Mosque, gothic cathedrals, St. Peter’s Basilica, Meso-American pyramids, the Taj Mahal and even, the Statue of Liberty.

Each of these iconic structures also is a piece of art that communicates important messages about the time, place and context in which the structure was created. In addition to providing commentary about the larger culture, art makes life more manageable, tolerable and enjoyable. One may not think about more utilitarian items and places as “art,” but they do contribute to one’s aesthetic experience.

Think about the iPhone, the Fort Worth Water Gardens, Call of Duty: Black Ops, floor rugs, royal processions, Gucci’s Spring line, Versace furniture, Ducati motorcycles, Land Rovers, Gaudi’s Sagrada Familia, Calvin Klein, Calatrava bridges, sunglasses, military uniforms, Star Wars, Rolling Stone Magazine covers and the Transformers.

• Now, remove any element founded in creativity, art and design, and all that remains are piles of materials that require human imagination and visual thinking.
• Art forces humans to look beyond that which is necessary to survive and leads people to create for the sake of expression and meaning.
• Our own city, Fort Worth, is home to three world-renowned museums: The Amon Carter Museum of American Art, The Kimbell Art Museum and the Modern Art Museum.

This city’s moniker of “Cowboys and Culture” is apt—a merging of Fort Worth’s rich western history as equally shaped by cowboys, expansive ranches, the Chisolm Trail AND important fine art institutions. It is the cultural arts that elevate our city onto the international stage.

1. Art can communicate information, shape our everyday lives, make a social statement and be enjoyed for aesthetic beauty.
2. Tarrant County College reinforces Fort Worth’s rich culture.
3. Each campus offers a variety of fine art experiences for students of all majors to attend and become inspired.
4. These opportunities include theater performances, music concerts, dance performances and visual art gallery exhibitions.

Trinity River Campus is even home to a large techno-centric art collection. These free resources represent an extension of the classroom and can be utilized and appreciated by the entire community. In an informal conversation with Scott Robinson, dean of humanities at the Trinity River Campus, several Design I students were discussing the importance of art and why it is necessary in an academic environment.

• Through much discussion and some arguing, the group concluded that the arts are necessary to give meaning to things.
• The sciences provide the facts and information that give order to our world and are at the vanguard of innovation and human achievement.
• For example, science can teach us about the life cycle of organisms.

It explains why organisms age, it provides the ability to prolong life through medicine and it gives an insight into the workings of death and decay. On the other hand, art can give meaning to the concept of death. Egyptians mummified individuals and laid them to rest in magnificent tombs, while present-day humans place loved ones in the ground (or in mausoleums) and decorate that resting place with plaques, memorials and flowers.

El Dia de los Muertos celebrates the passing of loved ones and remembers them through visitations, offerings and the belief that their souls remain near. These cultural practices, combined with our scientific understanding, allow us to process life and death more holistically. Is it fair or even justified to separate art from the sciences? The only answer to this question is a resounding “NO.” The arts and sciences have a symbiotic relationship.

Leonardo Da Vinci best captured the relationship of the two in his claim that they are separate but intertwining paths that lead one to the same end: knowledge. Angel Fernandez The focus on Science, Technology, Engineering and Math (STEM) is one of the current buzzworthy initiatives in academia.

The acronym can easily be transformed into STEAM by the inclusion of art into the formula. Art should be included and the focus should change. The exclusion of the arts is a disservice to the world’s youth. A popular bumper sticker asserts that “Earth” without “art” is just “Eh,” a desolate and meaningless place.

We can do better than that. We must. Art is the key.
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What are the 10 importance of art?

It helps to develop motor skills, eye-hand coordination and has a large impact on their social and emotional growth. It also enhances their cognitive development which can have a positive effect on math skills and other related subjects. Promote creativity in your child’s life in as many ways as you can.
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What are 3 benefits of art?

How Does Art Improve Your Mental Health? – Art can improve mental health by reducing stress and anxiety and promoting self-expression. Studies have also found that art can be an effective therapy for people with psychosis, allowing them to express their thoughts and feelings safely and constructively.
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What are the 3 purpose of art?

What Is the Purpose of Art in Our Life? In Art Blog The purpose of art in your life is to make you feel something. It can be a feeling of joy, sorrow, anger, and more. Art is a beautiful thing that has the power to bring people together and give them a sense of peace.

Art is a way to express our emotions and feelings. It can be used to communicate ideas and thoughts; it can be used as a tool for self-expression, used as a form of therapy, or even as a means to find beauty in life. Art also captures a moment in time, historical events, social ideas and concepts, and political or social commentary.

Let’s dive into the details and find out the seven purposes of Art.
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What is the most important value in art?

Value in art has various meanings, but for the purpose of this post, we will be referring to value in relation to color theory, Value in art is essentially how light or dark something is on a scale of white to black (with white being the highest value and black being the lowest value).

It is widely considered to be one of the most important variables to the success of a painting, even more so than your selection of color (hue). Value in art should be simple to understand, however, the inclusion of color can make it a challenging concept to grasp. You could have two different colors which appear completely different but have exactly the same value.

There would be little contrast between these colors despite the different hues. On the other hand, you could have many different values of the same hue. These are called tints and shades. You can produce tints of a color by adding white and shades by adding black.

The Value Scale What Is the Relationship Between Value and Color Limited Value Ranges How to Improve Your Understanding of Value Summary Want to Learn More? Thanks for Reading!

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What is the value of arts in education?

The Value and Quality of Arts Education The Value and Quality of Arts Education A Statement of Principles We, the undersigned representatives of professional education associations, share a deep concern about the nature, role, importance, and future of arts education in the schools where our members teach, administer, supervise, and make and implement education policy.

We are unanimous in our agreement that all Americans who share our concern about the quality of education in general, and of arts education in particular (dance, visual arts, music, theatre), should understand the value of arts education for every child, and we encourage those who will work with us to enhance and support arts education in our nation’s schools.

To that end, we invite all Americans, both within the professional education community and outside it, to join us in support of the following principles. First, every student in the nation should have an education in the arts. This means that all PreK-12 students must have a comprehensive, balanced, sequential, in-school program of instruction in the arts, taught by qualified teachers, designed to provide students of all ages with skills and knowledge in the arts in accordance with high national, state, and local standards.

Second, to ensure a basic education in the arts for all students, the arts should be recognized as serious, core academic subjects. The arts should not be treated as extracurricular activities, but as integral core disciplines. In practice, this means that effective arts education requires sequential curricula, regular time-on-task, qualified teachers, and a fair share of educational resources.

Similarly, arts instruction should be carried out with the same academic rigor and high expectations as instruction in other core subjects. Third, as education policy makers make decisions, they should incorporate the multiple lessons of recent research concerning the value and impact of arts education.

1. The arts have a unique ability to communicate the ideas and emotions of the human spirit.
2. Connecting us to our history, our traditions, and our heritage, the arts have a beauty and power unique in our culture.
3. At the same time, a growing body of research indicates that education in the arts provides significant cognitive benefits and bolsters academic achievement, beginning at an early age and continuing through school.

(See appendix for supporting examples.) Fourth, qualified arts teachers and sequential curriculum must be recognized as the basis and core for substantive arts education for all students. Teachers who are qualified as arts educators by virtue of academic study and artistic practice provide the very best arts education possible.

• In-school arts programs are designed to reach and teach all students, not merely the interested, the talented, or those with a particular socioeconomic background.
• These teachers and curricula should be supported by local school budgets and tax dollars, nurtured by higher education, and derive direct professional development benefits from outstanding teachers and trainers in the organizations we represent.

Several national education associations identify the arts as essential learning in which students must demonstrate achievement. (Breaking Ranks, NASSP, 1996, Principal magazine, NAESP, March, 1998.) Fifth, arts education programs should be grounded in rigorous instruction, provide meaningful assessment of academic progress and performance, and take their place within a structure of direct accountability to school officials, parents, and the community.

In-school programs that are fully integrated into state and local curricula afford the best potential for achieving these ends. Sixth, community resources that provide exposure to the arts, enrichment, and entertainment through the arts all offer valuable support and enhancement to an in-school arts education.

As a matter of policy or practice, however, these kinds of activities cannot substitute for a comprehensive, balanced, sequential arts education taught by qualified teachers, as shaped by clear standards and focused by the content of the arts disciplines.

• Seventh, and finally, we offer our unified support to those programs, policies, and practitioners that reflect these principles.
• On behalf of the students we teach, the schools we administer and work in, and the communities we serve, we ask all Americans who care deeply about making the whole spectrum of cultural and cognitive development available to their children to join us in protecting and advancing opportunities for all children to receive an education in the arts.
• American Association of School Administrators
• With 15,000 members, the American Association of School Administrators, founded in 1865, is a professional organization for superintendents, central office administrators, and other system-wide leaders.
• American Federation of Teachers
• The American Federation of Teachers, which has more than 2,100 locals nationwide and a 1998 membership of 980,000, was founded in 1916 to represent the economic, social and professional interests of classroom teachers.
• Association for Supervision and Curriculum Development

The Association for Supervision and Curriculum Development is an international, nonprofit, nonpartisan education association committed to the mission of forging covenants in teaching and learning for the success of all learners. ASCD was founded in 1943 and is one of the largest professional education associations in the world, with membership approaching 200,000.

• Council for Basic Education The mission of the Council for Basic Education is to strengthen teaching and learning of the basic subjects-English, history, government, geography, mathematics, the sciences, foreign languages, and the arts.
• CBE, with a readership base of 3,000, advocates high academic standards and the promotion of a strong liberal arts education for all children in the nation’s elementary and secondary schools.

Council of Chief State School Officers The Council of Chief State School Officers represents public officials who lead the departments responsible for elementary and secondary education in the states. CCSSO advocates legislative positions of the members and assists state agencies with their leadership capacity.

1. National Association of Elementary School Principals
2. Dedicated to educational excellence and high professional standards among K-8 educators, the National Association of Elementary School Principals serves 28,000 elementary and middle school principals in the United States and abroad.
3. National Association of Secondary School Principals

The National Association of Secondary School Principals is the nation’s largest organization of school administrators, representing 43,000 middle, junior, and senior high school principals and assistant principals. NASSP also administers the National Association of Student Activity Advisors, which represents 57,000 members, as well as the 22,000 chapters of the National Honor Society.

National Education Association The National Education Association is the nation’s largest professional employee organization, representing more than 2.4 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.

National Parent Teacher Association The National PTA, representing 6.5 million members, is the largest volunteer child advocacy organization in the United States. An organization of parents, educators, students, and other citizens active in their schools and communities, the PTA is a leader in reminding our nation of its obligations to children.

1. Membership in the National PTA is open to anyone who is concerned with the health, education, and welfare of children and youth.
2. National School Board Association The National School Board Association represents the nation’s 95,000 school board members through a federation of state associations and the school boards of the District of Columbia, Guam, Hawaii, and the U.S.

Virgin Islands. NSBA’s mission is to foster excellence and equity in public education through school board leadership. Appendix Supporting examples for Principle No.3 There is a demonstrated, direct correlation between improved SAT scores and time spent studying the arts.

In 1997, The College Board reported that students with four years of study in the arts outscored students with no arts instruction by a combined total of 101 points on the verbal and mathematics portions of the SAT. Statistically significant links are now being reported between music instruction and tested intelligence in preschool children.

In one widely cited study (Neurological Research, Feb.1997), after six months, students who had received keyboard instruction performed 34% higher on tests measuring temporal-spatial ability than did students without instruction. The findings indicate that music instruction enhances the same higher brain functions required for mathematics, chess, science, and engineering.

1. As numerous school-based programs have repeatedly reported around the country, study of the arts helps students think and integrate learning across traditional disciplinary lines.
2. In the arts, they learn how to work cooperatively, pose and solve problems, and forge the vital link between individual (or group) effort and quality of result.

These skills and attitudes, not incidentally, are vital for success in the 21st century workplace. Sequential arts education also contributes to building technological competencies. It imparts academic discipline and teaches such higher level thinking skills as analyzing, synthesizing, and evaluating both personal experience and objective data.

• MENC: The National Association for Music Education
• 1806 Robert Fulton Drive
• Reston, Virginia 20191 (703) 860-4000
• Publication Date: January 1999

: The Value and Quality of Arts Education
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Are the arts important in education?

Engaging with art is essential to the human experience. Almost as soon as motor skills are developed, children communicate through artistic expression. The arts challenge us with different points of view, compel us to empathize with “others,” and give us the opportunity to reflect on the human condition.

Empirical evidence supports these claims: Among adults, arts participation is related to behaviors that contribute to the health of civil society, such as increased civic engagement, greater social tolerance, and reductions in other-regarding behavior. Yet, while we recognize art’s transformative impacts, its place in K-12 education has become increasingly tenuous.

A critical challenge for arts education has been a lack of empirical evidence that demonstrates its educational value. Though few would deny that the arts confer intrinsic benefits, advocating “art for art’s sake” has been insufficient for preserving the arts in schools—despite national surveys showing an overwhelming majority of the public agrees that the arts are a necessary part of a well-rounded education.

• Over the last few decades, the proportion of students receiving arts education has shrunk drastically,
• This trend is primarily attributable to the expansion of standardized-test-based accountability, which has pressured schools to focus resources on tested subjects.
• As the saying goes, what gets measured gets done.

These pressures have disproportionately affected access to the arts in a negative way for students from historically underserved communities. For example, a federal government report found that schools designated under No Child Left Behind as needing improvement and schools with higher percentages of minority students were more likely to experience decreases in time spent on arts education.

1. We recently conducted the first ever large-scale, randomized controlled trial study of a city’s collective efforts to restore arts education through community partnerships and investments.
2. Building on our previous investigations of the impacts of enriching arts field trip experiences, this study examines the effects of a sustained reinvigoration of schoolwide arts education.

Specifically, our study focuses on the initial two years of Houston’s Arts Access Initiative and includes 42 elementary and middle schools with over 10,000 third- through eighth-grade students. Our study was made possible by generous support of the Houston Endowment, the National Endowment for the Arts, and the Spencer Foundation,

• Due to the program’s gradual rollout and oversubscription, we implemented a lottery to randomly assign which schools initially participated.
• Half of these schools received substantial influxes of funding earmarked to provide students with a vast array of arts educational experiences throughout the school year.

Participating schools were required to commit a monetary match to provide arts experiences. Including matched funds from the Houston Endowment, schools in the treatment group had an average of $14.67 annually per student to facilitate and enhance partnerships with arts organizations and institutions.

In addition to arts education professional development for school leaders and teachers, students at the 21 treatment schools received, on average, 10 enriching arts educational experiences across dance, music, theater, and visual arts disciplines. Schools partnered with cultural organizations and institutions that provided these arts learning opportunities through before- and after-school programs, field trips, in-school performances from professional artists, and teaching-artist residencies.

Principals worked with the Arts Access Initiative director and staff to help guide arts program selections that aligned with their schools’ goals. Our research efforts were part of a multisector collaboration that united district administrators, cultural organizations and institutions, philanthropists, government officials, and researchers.

• Collective efforts similar to Houston’s Arts Access Initiative have become increasingly common means for supplementing arts education opportunities through school-community partnerships.
• Other examples include Boston’s Arts Expansion Initiative, Chicago’s Creative Schools Initiative, and Seattle’s Creative Advantage,

Through our partnership with the Houston Education Research Consortium, we obtained access to student-level demographics, attendance and disciplinary records, and test score achievement, as well as the ability to collect original survey data from all 42 schools on students’ school engagement and social and emotional-related outcomes.

We find that a substantial increase in arts educational experiences has remarkable impacts on students’ academic, social, and emotional outcomes. Relative to students assigned to the control group, treatment school students experienced a 3.6 percentage point reduction in disciplinary infractions, an improvement of 13 percent of a standard deviation in standardized writing scores, and an increase of 8 percent of a standard deviation in their compassion for others.

In terms of our measure of compassion for others, students who received more arts education experiences are more interested in how other people feel and more likely to want to help people who are treated badly. When we restrict our analysis to elementary schools, which comprised 86 percent of the sample and were the primary target of the program, we also find that increases in arts learning positively and significantly affect students’ school engagement, college aspirations, and their inclinations to draw upon works of art as a means for empathizing with others.

In terms of school engagement, students in the treatment group were more likely to agree that school work is enjoyable, makes them think about things in new ways, and that their school offers programs, classes, and activities that keep them interested in school. We generally did not find evidence to suggest significant impacts on students’ math, reading, or science achievement, attendance, or our other survey outcomes, which we discuss in our full report,

As education policymakers increasingly rely on empirical evidence to guide and justify decisions, advocates struggle to make the case for the preservation and restoration of K-12 arts education. To date, there is a remarkable lack of large-scale experimental studies that investigate the educational impacts of the arts.

One problem is that U.S. school systems rarely collect and report basic data that researchers could use to assess students’ access and participation in arts educational programs. Moreover, the most promising outcomes associated with arts education learning objectives extend beyond commonly reported outcomes such as math and reading test scores.

There are strong reasons to suspect that engagement in arts education can improve school climate, empower students with a sense of purpose and ownership, and enhance mutual respect for their teachers and peers. Yet, as educators and policymakers have come to recognize the importance of expanding the measures we use to assess educational effectiveness, data measuring social and emotional benefits are not widely collected.

• Future efforts should continue to expand on the types of measures used to assess educational program and policy effectiveness.
• These findings provide strong evidence that arts educational experiences can produce significant positive impacts on academic and social development.
• Because schools play a pivotal role in cultivating the next generation of citizens and leaders, it is imperative that we reflect on the fundamental purpose of a well-rounded education.

This mission is critical in a time of heightened intolerance and pressing threats to our core democratic values. As policymakers begin to collect and value outcome measures beyond test scores, we are likely to further recognize the value of the arts in the fundamental mission of education.
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How learning art can impact a child’s development?

How the arts can support children’s development Children’s Art Week reflects the consensus within academic and educational communities that art has a number of benefits for children. Art activities give children a much-needed chance to express their ideas, build on their observational skills, gain confidence, promote feelings of self-worth and develop their creativity and imagination, as well as offering them time to relax.

• These benefits were evident in a piece of research I conducted, which explored the ways in which art was taught in two Staffordshire primary schools.
• During my time in the classroom, I observed that art lessons were different to other lessons.
• Teachers would push tables together to encourage the creation of small artistic communities, chairs were removed to allow freedom of movement and music was played.

The creation of this environment generated a very different atmosphere, which the children appreciated and responded well to. They were able to talk and support each other in creating artwork and it was clear they took great pride in sharing their skills and supporting their peers.

• Individual children had a sense of achievement in their artwork and during the course of an art project, their confidence in their ability grew.
• It was also clear that art enabled traditional barriers in the classroom to be removed.
• Children were able to talk to each other about personal issues that were important to them and also engage with their teacher on a different level.

This enabled relationships to be strengthened and developed.
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What are the 3 main reasons we should study art?

There are many reasons to study art. Often the first to come to mind are: opportunities for self-exploration and self-expression, the chance to broaden horizons, build mental focus, physical dexterity, reduce stress, and increase personal enjoyment.
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