The aim of this A/r/tographic enquiry was to explore how The Arts can be used in the classroom to enhance student focus, engagement and wellbeing.
The first implication was that the literature around Arts-based education and student wellbeing, supported the theory that when participating in art-making, students are more focused, engaged, are enjoying learning and have a greater sense of belonging. The space in which this occurs must also be considered, as the boundaries associated with regular classroom practice may impact the positive effects.
The second implication demonstrates that there are endless opportunities for implementing arts-based activities, processes and practices into classrooms. Teachers who implement this in their pedagogy are likely to have less focus on behaviour management and will be able to focus on the actual teaching and learning, making it a far more effective and enjoyable process for students and teachers.
The third implication shows that it is entirely possible for the expectations of parents, school, community and the curriculum to be met by Arts-based classrooms. While this may challenge the ideologies of the current classroom paradigm, it is necessary to transform these and move into the education system of the future.
From these implications, it is possible to conclude that Arts-based classrooms have a profound effect on student wellbeing and engagement. The implementation of Arts-based processes and practices in Australian primary school classrooms will be beneficial to teachers, students and the entire school community, as well as society as a whole. It will lead us closer to the student-led education that we are striving towards, fostering greater social and emotional functioning alongside academic achievement.
Photography by me, installation by Ozzie Wright (https://ozzywrong.com/