What is the value of expressive arts activities in primary education?

What is the value of expressive arts activities in primary education?

Before we get into the expressive arts, what do we mean when we say, ‘the value of something?’ The value means the ‘importance’, the ‘vision and purpose’ of expressive arts (Oxford dictionary, 2019). What do we mean by expressive arts? Expressive art for children allows them to expressive themselves, through drawing or painting, music and dance, it allows them to be creative (Barnes-Smith et al., 2015) Children can draw upon their emotions and bring out their current state though drawings or paintings. This is called art therapy, they can use expressions as a form of communication. Schools can put this in place for children who are feeling depressed, going through a hard time at home, anxiety, stress and bereavement (Baat, no date; Barnes-Smith et al., 2015). 

Art is freedom, you can create and intense portrait, that could look to an outsider as a painting of mess and without having any words to describe it may not seem to others that it is meant to mean somethings. But, for the artist, its like a diary of emotions through a creation of colours (Barnes-Smiths, 2015).

It is proven to be an emotional healer (Joyful Heart Foundation, 2019), If expressive art is not available to children how are they able to express how they are feeling as sometimes children may not find the words to say how they are feeling and may not want to share how they are feeling with others. By seeing what children are producing through art teachers can gain access to that child’s emotions without probing them and find ways to gain their trust and speak to them (King & Schwabenlender, 1994, p. 13) Therefore, teachers can develop their people skills by learning how to spot signs in their students and gain an understanding of the child (Wegerif, 2010). Many therapists can spot signs and can understand what is or has happened to someone through there art, this can help the patient to open and spark a conversation (Mind, 2013).

We had a lecture in university with guest speakers who work for varies charities such as Barnado's, Place 2 Be, occupational therapists and action for children, all these charities have a lot in common, they help children through difficult times, and expressive arts can help children to share their emotions and bring them out of their shell (Good Therapy, 2019). The charities explained how they deliver services to the wider communities and provide children and their families with stability. There was a gentleman named Lee Bridgeman (2019) who runs a blues programme which originated from the USA, this programme encourages children to get active and promotes well-being (Action for children, 2019). His idea of helping children was to open a boxing club within the Llanrumeny area. By having a sports club allowed children to avoid crime, getting mixed up with the wrong crowds and get active. They could feel as though they were part of a community and meet others who maybe experiencing the same difficulties at home or in schools (Bridgeman, 2019).

As some of us already know mental health affects 1 in 10 people, if there are 30 children within a class that means at least 3 children or even more may develop mental health in their lifetime (Mental health, 2019). Evidence have shown that 70% of children have not had appropriate help within their early years. So, how can we prevent mental health in our children? Children can take part in social activities outside of schools such as after school clubs and school holiday clubs. Eating a well-balanced diet and being active, getting enough exercise can destress the mind and make you feel calm (Mental health, 2019). However, there is very little evidence that creativity and expressive arts can treat mental health (Mind, 2013), not everyone is the same and not everyone can be helped as the trauma may be too deep to cure. That is not to say that mental health cannot be treated, some people with mental help find art and creative therapy beneficial.

Referring to King & Schwabenlender (1994) statement allowing children to expressive themselves though art, sports or what ever it is that makes them feel relaxed and comfortable in expressing themselves should be promoted as a predominant subject. Sports allows children to flourish and experience the state of flow (Barnes, 2018). Being outdoors can give children the chance to observe flow, it gives them a chance to be imaginative, challenge their thinking. Csikszentmihalyi’s (1997)  describes that children cannot be creative, and on the other hand Robinson and Aronica, (2015, p. 118) suggest that creativity is the process of having unique ideas that have a meaning.

Expressive art gives children that sense of empowerment and encourages children to expressive their emotions it also increases children’s well-being. Children can enjoy the energy that they receive from performing in front of an audience.  In contrast to expressive art, Donaldson have taken chosen it to be part of the new curriculum, which shows there is room for children to emotional express themselves through creativity and enhances skills (Barnes-Smiths et al., 2015). Teaching creativity does not guarantee that all children will be creative, but, what children can learn is to use their imaginations and go with the flow, children can experience inspiration. Allow their minds to run free and see where it takes them (Barnes, 2018). “If creativity can generate happiness, flourishing, fulfilment and promote quality and coherence in education” (NACCCE, 1999, p. 103), then units on creative teaching and teaching for creativity should be heavily present in the curriculum, education and development of teachers.”

Here is a link that supports the role of creativity in a classroom. https://www.edsys.in/creativity-in-classroom/ 

It gives information about how being creative enhances problem-solving skills, improves focus and attention and children can follow their passion (Barbot et al., 2011).

Offering art to children, allows them to develop their concentration skills which can boost the cognitive skills, then those skills can be transferred to other quantitative subjects (Posner, 2009).

‘It is clear…that countries across the world recognise the significance and potential of the arts in enabling improved educational, social and economic outcomes.’ (Meehan, 2015).

Children are constantly being tested for their academic outcomes which can have a knock-on effect on their behaviour towards education. If literacy, numeracy and science are the most important topics of what the education system in Wales is expected to deliver (NAW, 2013) how does that affect children who are not academically capable of those subjects, yet, are brilliant in other subjects such as sport, art, music. Should those topics be over-looked? No, because these are the topics that promotes health and well-being, they boost cognitive development, gives children the freedom to find themselves and see what they are good at and encourages children to engage with others. Promoting expressive arts will allow children to see that their creative work is being noticed and is evenly important as any other subject (Meehan, 2015). It will also develop appreciation for cultural views, national views and global views. Learning expressive arts can support children to recognise their feelings and emotions and recognise others. 

‘The DfE added that it was providing £109m for 2014-15 to support music, art and cultural education projects - £17m more than the previous year.’ (BBC News, 2015). 

Here is a link https://www.bbc.co.uk/news/education-31518717  many teachers believed that creativity, arts and humanities are going to be edged out of schools (Barnes, 2018).

Expressive art can also be in a form of dance which includes movement therapy, drama therapy, and art therapy. We had been given the opportunity to work with a dance instructor named Jane Bellamy, she runs the dance course in Cardiff Metropolitan University. She had demonstrated how expressive arts, with a focus of dance can be taught. We were able to learn a great deal of skills and techniques that we could incorporate into our dance (Barnes-Smith, 2015).

‘Dance provides students with movement techniques, and visual arts contribute to fine motor skills by having students manipulate pencils and paintbrushes.’ (Barnes-Smith, 2015, p. 6).

 ‘A holistic approach considers five distinct domains: physical, psychological, cognitive, social, and economic.’ Each have positive and negative indicators, the psychological domain has more negative indicators than the other domains (Pollard & Lee, 2003)

Dance can allow children to be happy and let go of any tension, they can be creative and experience inspiration, they can express themselves through creating movements with the body. Drama allows children to project themselves as somebody other than themselves but, they can also act out their own lives without anyone judging them, as when acting you can become anyone. Creative writing can aid a child to be open through poetry, it gives them a freedom of speech (King & Schwabenlender, 1994, p. 8).

The presence of expressive arts programs in schools is likely to positively impact students’ well-being (Barnes-Smith et al., 2015; Higgins, 2012, p. 46)

Kabat-Zinn (2013), has claimed that positive emotions produce greater powers to be creative, imaginative and to incorporate previous knowledge and current contexts. By applying expressive arts programs into schools, teachers would be able to more engaging and enable students while being able to develop their interests in many subjects because the expressive art allows children to develop their self-efficacy and self-worth, which is deeply important as that will follow children into adulthood (Barnes-Smith et al., 2015).

Our group had the opportunity to lead activities in expressive art in Cardiff Metropolitan University  to celebrate the Spring Equinox. Here is a clip to show you what the children and our group members come up with: https://twitter.com/i/status/1109197857104543745

Reference



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