Page 44 - The story of the Art of Learning

In addition, a qualitative research component accompanied the intervention itself, conducting semi- structured and structured interviews with school principals, participating teachers and artists, and focus group discussions with participating pupils and their parents about their personal experiences. Qualitative research was supplemented by structured classroom observation in order to get a deep insight into the lessons and be able to define the main features of implementation patterns. The results obtained from the whole research can contribute to a better understanding of what happens to children who are actively creative in art activities; to give input to innovative, interdisciplinary, and creative learning methods in the school and view the value art has for the development of EF, for well-being, mastery, inclusion and learning; provide a better understanding of the development of EF and the treatment of underdeveloped EF; increase the value of the artists’ role in the school; and increase interest in art and contribute to more children taking part in art and cultural activities.
Conclusion
Diamond collected and analyzed out-of-school programmes but Montessori and Tools of the Mind curricular programmes (DIAMOND, 2012: 338). As her conclusion states, many activities not yet studied might likely improve children’s EFs (e.g., theatre, orchestra, choir, etc,). Following this trail, Andersen, Klausen and Skogli proved that the group of children who took part in the first Art of Learning pilot project in Norway showcased a significantly better EF development than the control group (Andersen, Klausen and Skogli 2019 and HUNDEVADT – EGGEN KLAUSEN, 2019). Our common Art of Learning partnership project investigated this question further, focusing mainly on the impact art-based in-school creative learning could have on the development of young pupils’ executive brain functions.
Results of quantitative, control-group measures will give a clear answer about the possible level of improvement, but the first results of the qualitative research component show, like the first Norway pilot, that children taking part in the programme became better at cooperation, had fewer conflicts amongst each other and became more patient and flexible. Children reported improvement in their creative skills and competencies, too. Furthermore, the analysed corpus of focus group discussions serves as evidence of the improved vocabulary and language skills of participating children. So far, all the preliminary qualitative findings support the hypothesis that a creative learning environment and intensive art-based creative activities at school successfully train and develop the executive functions and creative habits of young pupils.
“Creativity means own thinking. Well, a creative person is very smart and can come up with such good things and do them.
If they can figure something out, they want to do it until they can’t do it. They don’t give up. And this also means that it can be reused. Well, they are clever and can do many things. And
how they plan. They design something and build it.”
(Child, 8 years old, Art of Learning Hungary)
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