The Arts, Creativity, and Learning: From Research to Practice

  • Mariale M. HardimanEmail author
Part of the Springer Series on Bio- and Neurosystems book series (SSBN, volume 10)


The need for a workforce capable of innovative, creative thinking and problem-solving must drive critical changes in how educators view schooling at every level. While teachers are encouraged to design teaching activities that promote creative thinking, little information exists on how they are to design and measure creative instructional strategies. This chapter focuses on how the arts, infused into instruction in all subjects, can foster deeper learning and creative thinking. True educational reform will require measurements of creative thinking, informed by the latest research from the learning sciences. Aligning the measurement of creative academic outcomes with arts-based pedagogical approaches can be an effective way to realize the goal of all learners becoming the innovative citizens of tomorrow.


Creative problem-solving Arts-integration research Creativity research Education practices and policies Twenty-first century skills STEAM 



The author would like to acknowledge several colleagues from the Johns Hopkins University School of Education’s Neuro-Education Initiative. The following individuals contributed valuable time and expertise to various components of this book chapter: Ranjini JohnBull, Assistant Professor; Clare Grizzard, Arts Integration Specialist; Joe Meredith, Executive Specialist; Kara Seidel, Research Assistant.

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© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.John Hopkins University School of EducationBaltimoreUSA

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