STLHE 2016 SAPES

The value of arts-informed approaches to teaching and learning has been known and advocated by many for quite some time: “Doing art, whether individually or collaboratively, cannot help but result in learning” (Lawrence, 2008, p. 80). These strategies are “often more powerful in explaining a situation than a discursive rendering of the same situation” (Barone & Eisner, 2012, p. 157). Arts-informed approaches to learning motivate and engage learners, inspire curiosity and encourage deeper learning by promoting the development of reflection, creativity, critical thinking and problem solving skills. From a teaching perspective, utilizing these strategies provides important professional development for new and experienced faculty, promotes teaching innovation, fosters a culture of excellence and supports curriculum innovation (Pierre & Howard, 2014). “When we open up intellectual space to incorporate other ways of knowing into our teaching practice, as expressed through metaphor, dance, poetry, visual art, or dramatic expression, we draw on the affective, somatic and spiritual domains” (Lawrence, 2005, p. 4).


While much is known about the benefits of utilizing these strategies to empower learners, effect creative change and connect current educational research with innovative practice, translating that knowledge into effective teaching practice is a challenge many educators and education developers face. This interactive session explores how to utilize a number of arts-informed approaches and demonstrates the use of arts-based materials to promote individual reflection, small group discussion and large group activity. The use of a variety of instructional strategies including arts-based manipulatives will contribute to participants’ creative exploration of cognitive, psychomotor and affective processes as it relates to their professional practice. Participants will: describe the benefits of arts-based teaching and learning strategies; discuss how the theory and practice of arts-informed learning can support and enhance teaching/learning and developer/institutional practice; and, articulate a personal arts-informed purpose for professional practice.


Barone, T., & Eisner, E. W. (2012). Arts based research. Thousand Oaks, CA: SAGE.


Lawrence, R. L. (2005). Knowledge construction as contested terrain: Adult learning through artistic expression. New Directions for Adult and Continuing Education, 2005: 3–11. doi: 10.1002/ace.184.


Lawrence, R. L. (2008). Powerful feelings: Exploring the affective domain of informal and arts-based learning. New Directions for Adult and Continuing Education, 2008: 65–77. doi: 10.1002/ace.317.


Pierre, E. & Howard, L. (2014). Nurturing passion and creativity: An arts-based approach to education development. International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference 2014. Quebec City, QC.