Dr. Rohn Kessler
Children's Art and the Brain
In 2009, the psychologist Mike Posner wrote:
“If there were a surefire way to improve your brain, would you try it? Judging by the abundance of products, programs and pills that claim to offer “cognitive enhancement,” many people are lining up for just such quick brain fixes. Recent research offers a possibility with much better, science-based support: that focused training in any of the arts—such as music, dance or theater—strengthens the brain’s attention system, which in turn can improve cognition more generally.” http://dana.org/news/cerebrum/detail.aspx?id=23206
In 1971 the psychologist Abraham Maslow wrote: “Another conclusion I seem to be impelled toward, even though I am not sure of my facts, is that creative art education, or better said, Education–Through-Art, may be especially important not so much for turning out art or art products, as for turning out better people.”
In 38 years we have moved from intuitive speculation to a science-based vision for customizing and optimizing learning environments for children. What fascinates me is that Posner (neuroeducation) Maslow (humanistic) come from such different directions and perspectives but share a similar conclusion: exposure to an art form that fully engages a child’s attention can be highly rewarding.
Maslow believed in a new kind of education that would encourage a new kind of human being — “the process person, the creative person, the improvising person, the self-trusting, creative person, the autonomous person.” Posner’s research is showing that when we encourage young students to find an art form they love, that if they to pursue it with passion and focused attention, that “training in the arts likely yields cognitive benefits that go beyond “art for art’s sake.”
With parents and teachers complaining about the avalanche of ADHD children, the discovery of ways to train attention and strengthen attention networks is, I believe, of profound importance.
Specifically, Dr. Mike Posner has shown that repeated activation of the brain’s attention networks increases their efficiency. His focus is on the “executive attention network” which helps students control their emotions and choose among conflicting thoughts in order to focus on long-term goals. These executive attention skills are essential for social and academic success throughout childhood. Furthermore, empathy toward others, impulse control and the tendency not to cheat or lie are scientifically linked to aspects of executive attention.
Recall that Maslow, whose focus was on the creative process, believed that Education–Through-Art was important not for turning out art but for turning out what he called “better people.” Posner’s work shows that intensive training in music, art, dance and theatre not only improves the efficiency of the executive attention network and general cognition as measured by IQ but can also improve a child’s ability to empathize, control impulses and resist the temptation to lie or cheat — in other words, to become a better person.
Posner in 2009 sounds like Maslow when he writes:
“…exposure to the “right” art form can fully engage children’s attention and can be highly rewarding for them. They may get so involved in learning the art that they lose track of time or even “lose themselves” while practicing it. I believe that few other school subjects can produce such strong and sustained attention that is at once rewarding and motivating. That is why arts training is particularly appealing as a potential means for improving cognition. Other engaging subjects might be useful as well, but the arts may be unique in that so many children have a strong interest in them.”
These findings give parents and educators one more reason to encourage young children to find an art form they love and to pursue it with passion. Training in the arts yields cognitive benefits that go beyond “art for art’s sake.” The art form that children love and pursue with enthusiasm can lead to improvements in many brain functions and make them grow up to be “better people.” I’ll be writing more about this in future blogs.
Of course, the challenge is the same today as it was in 1970s, 1950s and in decades and eras past: convincing policy makers, education wonks, politicians and parents about the huge potential value of arts education.
The good news is that some individuals, including brain scientists, are proactively engaged and not waiting and hoping for this to happen. For example, Dr. Evian Gordon has set up the Brain Revolution Project and advocates for BrainArt as one example of how “… to empower children around the world with insight into how their brain works and the means to train their brains with fun and creative games and activities.” http://brainrevolution.org/.
Dr. Rohn Kessler
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