Impact Of Art On Kids

The workshops took place in a safe environment. The researchers found evidence of improved emotion and creativity skills in children. For example, the children discussed how they were less likely to settle on their first idea when making art, which is an important creativity skill as it reflects divergent thinking. Moreover, participants reported feeling more motivated for this type of learning and one commented on how they could voice their opinion, indicating that their risk-taking ability had improved. The ability to take risks by sharing one’s thoughts ‘develops a perception of self-determination, which would positively affect children’s intrinsic motivation and thus their well-being’ (Ebert, Hoffmann, Ivcevic, Phan & Brackett, 2015).

In 2017, there was a review at Paris Descartes University of case studies from England, Korea, Spain, China, Taiwan and France, where expressive arts training was used to improve children’s wellbeing in schools. Each country employed different art forms and methodologies. While each study showed a positive relationship between arts engagement and the enhancement of children’s wellbeing, the response from children was positive but as varied as the choice of engagement. For example, the Creative Partnership workshops in England were highly successful and were deemed responsible for improvement in students’ self-confidence, self-esteem, autonomy, sense of capability and sense of belonging – determinants of wellbeing. In Taiwan the creative drama workshops improved children’s emotional regulation strategies and positive emotions. The analysis showed how creative initiatives in all the studies led to the enhancement and development of children’s wellbeing. Interestingly, the French investigation also observed that:

• All creative initiatives offered a play pedagogy that successfully engaged children because it gives them a sense of freedom and a feeling of happiness.
• In successful programs, children were active rather than passive learners.
• Most of the programs claimed positive emotion as an outcome for children (Celume, Sovet, Lubart & Zenasni, 2017).
  
  

Playfulness, enjoyment, a sense of freedom, feeling happy and being actively engaged are qualities that children responded to and favoured in their choice of learning methods. Interestingly, these qualities are also the characteristics of play.

A 2019 University College London survey of children’s leisure time engagement in the arts found that taking part in creative activities can boost a young person’s self-esteem, irrespective of ability level. The report looked at many types of arts engagements and measured if parental involvement impacted on the outcome. The researchers found that children who participated in arts activities most days were more likely to have higher levels of self-esteem. However, in the areas of reading and music activities, this arts/self-esteem relationship is only present when parents engage in these activities with their children on a regular basis, whereas for painting, drawing and making of things, the relationship with self-esteem is present irrespective of parental engagement. The authors say the research findings support two theories on why art activities support self-esteem:

1. Self-Identity: Arts activities (particularly when a person is creating something new) probably ‘validates the uniqueness of an individual, which gives rise to a sense of accomplishment and to feelings of self-worth in their own ability and helps to enhance self-empowerment, self-esteem, and self-worth.’

2. Social Identity: For example, the arts have been shown to support a sense of identity, particularly in a group setting. Being part of a group activity where a person contributes to what the researchers call ‘positive distinguishess’ will enhance positive social identity for group members and elevates the individual’s self-esteem. (Mak & Fancourt, 2019)

In an Australian study looking at the impact of arts activities on the mental wellbeing and resilience of children and young people, the researcher examined arts engagement in the community, schools and home, and the types of art engagement i.e., music, drumming, dance, singing, drama, theatre, design, painting, mask making storytelling, film/media and circus. The evidence showed that structured arts activities build resilience and contribute to positive mental wellbeing of children and young people, e.g., increase confidence, self-esteem, self- expression, self-understanding, sense of achievement, identity, improved coping mechanisms to deal with stress, and life satisfaction (Zarobe & Bungay, 2017).

In another Australian study looking at improving health service access of young Aboriginal parents in a Sydney urban setting, the arts-community health program provided an environment of social connectedness and empowerment. The Ngala Nanga Mai (‘We Dream’) program strengthened parenting skills and increased maternal and child wellbeing (e.g., in the mental, social and physical domains) (Jersky, Callaghan, Zwi, Osborne, Fitzpatrick, Haswell-Elkins & Freeman 20130) & (Jersky, Titmus, Haswell, Freeman, Osborne, Callaghan L, et al, 2016).

An examination of the Canadian ‘We Light the fire’ Project: building resilience and connections through creative arts programme for Indigenous youth’, found that the program drew positive responses such as art skills development, resilience, and it acted as a catalyst to stimulate discussion about community issues. The workshop was a means of promoting health messages and seen as art-as-a-vehicle-for-change. The workshop provided opportunities for Indigenous youth to build their capacities, voice their thoughts and beliefs, grow in confidence, sense of identity and strengthen ties with peers and communities. All these qualities are determinants of self-esteem and hence, mental wellbeing (Fanian, Young, Mantla, Daniels & Chatwood, 2015)

The evidence base of the impact of art on children and youth’s health and wellbeing was from the children and youth’s subjective observations, as well as the observations of parents, teachers, artists and researchers. There were positive responses from children and youth when they were asked about their participation in art: they feel more motivated to learn; they liked learning through the arts, they feel happy; they like being actively engaged; they like the freedom of choice; it validates their self-identity; it supports their social identity; it builds resilience and positive mental wellbeing; it helped them grow in confidence; it strengthened ties with peers; it provides social connectedness and empowerment; it improved self-esteem, autonomy, sense of capability and sense of belonging; it improved emotional regulation and position emotion. What is interesting is that the responses are all about the children’s feelings, i.e., mental and social wellbeing. Self-esteem, confidence, autonomy are determinants of wellbeing. Hence, the responses observed provides evidence to support the notion that art has a very positive response predominantly on children and youth’s mental and social health and wellbeing.