Any research that concludes, “discovery and innovation happen at the intersection of art, science and learning," sure gets our attention.
An organization called The Art of Science Learning recently released the findings of a research project it conducted to look at the impact of arts-based STEM* innovation training and compared it to STEM innovation training that used traditional curriculum. According to principal investigator, Harvey Seifter,
"With this research, we now have clear evidence that arts-based learning sparks creativity, collaboration, emotionally intelligent behavior and innovation in both adolescents and adults. The implications for 21st Century learning and workforce development are profound."
Arts-based training increased creative thinking skills and innovation outcomes in adolescents.
High school students who participated in arts-based training were compared to similar students who participated in traditional training. Students who participated in arts-based training showed:
- gains in critical thinking skills (the other students did not), and
- stronger performance when compared to the other students in sharing leadership, trust in moving toward a solution, transparency in communication, emotionally intelligent behavior, productive disagreement, and defining a common purpose.
A finding that jumped out to us was that people who judged challenges completed by the two groups found students who received arts-based training showed more insights into the challenge, analytic clarity, problem solving strategy and potential impact.
This is the type of progress COMPAS Artists witness in classrooms across Minnesota when students encounter the power of creativity. As COMPAS artist Jon Lurie explains, “When students create in response to a topic, they are claiming that topic for themselves.” Take a look at the video in this post to listen to students describe their experience integrating the arts and STEM.
Read The Art of Science Learning's full research here.
*STEM: Science, Technology, Engineering and Math
By COMPAS staff member, Joan Linck