Arts Student Health And Wellbeing

Running head: HEALTH AND WELBEING 1

Arts Student Health and Wellbeing

Name

Institution

HEALTH AND WELLBEING 2

Arts Student Health and Wellbeing

The method of teaching adopted for instruction in a classroom affects the health and

wellbeing of the learners. Teachers and researchers are progressively developing methods to

enhance a smooth coexistence between learning and the wellbeing of the learners. The

integration of art activities is currently seen as an effective approach to sustain the critical

balance between learning and wellbeing. Activities like drama, art, and dance, present ideal

opportunities for learning while maintaining good health; dance is highly recommended as a

tool for social, therapeutic, and academic wellbeing.

An assessment by Kindekens et al. (2014), finds a relationship between student

wellbeing and academic performance. Here, the researchers argue that wellbeing promotes

other activities that are critical to their academic achievement. For instance, a learner’s ability

to solve problems may be directly attributed to their health status. In this view, it is essential

that learners are engaged in activities that promote their health for good performance in the

classroom. According to Cornett (2015), the integration of dance into the learning framework

offers both teachers and learners a chance to enhance their fitness, which translates to better

academic achievement. Kindekens et al. (2014) argue that learning activities that are

dependent on problem-solving behavior, strength-based approach, self-efficacy, and task

analysis are some specific beneficiaries from the learner’s health and wellbeing. This view is

also shared by art educators who find value in the integration of art into school curriculums

noting that art-oriented activities support other critical factors of a positive learning

environment such as positive relationships which are necessary for both collaborative

learning and instructions.

The integration of dance into learning curriculums will create an opportunity for peer

interaction among learners while also strengthening the bond with the teacher. Dance

HEALTH AND WELLBEING 3

activities involve communication and collaboration, which are again essential in the

educational setting. Arts are perceived to be an integrative tool where different elements that

may hinder effective learning are resolved (Cornett, 2015). Particularly, education that is

based on arts creates an opportunity to engage a diverse student population. Broader

engagement is an effective method of ensuring common progression in learning as all

students are involved in art-induced learning – particularly benefiting learners who are at risk

of underachieving. For instance, learners from minority communities or those who may be

disadvantaged by some factor access greater opportunities for learning in an art-based

system.

Art-induced curriculums address the 5Ps of people, places, principles, pedagogy, and

programs which are central to positive learning outcomes. Art-induced learning programs

effectively address the psychosocial needs of both learners and instructors. In this dimension,

aspects of learning such as creativity, the role of the teacher, and specific learner

characteristics are accorded the necessary importance allowing for the development of need-

specific solutions (Cornett, 2015). Similarly, the principles of learning are better developed in

an environment with greater instructor-learner engagement at the different levels of

education; art provides opportunities for positive peer and instructor influence. There exist an

innate connection between education, which shapes academic achievement. Here, the

learning setting is a vital to influence on how learners perceive and relate to learning

activities. It is essential that an enabling learning environment is created to allow improved

engagement with peers, instructors, and learning resources. The integration of dance into the

learning setting enables both the learners and instructors to exist in an environment where

learning needs are easily identified and addressed.

While developing or incorporating learning art into the learning framework,

consideration must be given to the suitability of activities for their intended student

HEALTH AND WELLBEING 4

population; activities ought to relate to factors like the age and needs of the learners. At the

same time, it is critical that the adopted activities are aligned to the needs and structure of the

collective curriculum. In cases where the program is school-based, it must also align with

other vital metrics applied within the greater learning environment. In this case, the use of

dance is also accompanied by the appreciation that this might not be effective among all

learners (Cornett, 2015). As such, it is important that art-based activities are designed to fit

the diverse needs represented in the classroom. All forms of art integration need to be goal-

oriented, which will then serve as a metric for achievement. The attachment of specific

teaching achievements to the learning outcomes the instructor to track the progress of

individuals and the collective classroom (Kindekens et al., 2014). An essential aspect of the

integration of art into classroom instructions is access to the necessary resources.

Consideration ought to be given to the available resources and the school’s ability to

regenerate such requirements as appropriate. Where dance is being used, the teacher ought to

consider resources like space and artifacts required for both the dancing and the instruction.

Dance is a useful art form that can be applied to the learning environment to benefit

learners’ health and wellbeing, which then translates to better academic achievement. When

making this transition is important that consideration is given to the identified learning needs,

goals, of the learning process, resources available, and the suitability of the art-induced

system to all these factors.

HEALTH AND WELLBEING 5

References

Cornett. (2015). Arts Integration Philosophy: Five Ps. 8(10).

Kindekens, A., Reina, V. R., De Backer, F., Peeters, J., Buffel, T., & Lombaerts, K. (2014).

Enhancing student wellbeing in secondary education by combining self-regulated

learning and arts education. Procedia - Social and Behavioral Sciences, 116(2014),

1982 – 1987.

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