Mirna Leko-Šimić Tank you for sharing. We often overestimate what can be learned through the mind alone and underestimate what can be learned trough emotion and action. The logical-rational text about love is does not give love credit in the way emotions through a poem or a song. Learning to drive a car through a book is not the same as doing it in a real car. I have had students that have explored and expressed in more arts-based ways and I want to experience more of this. It seems to have great value for the learning process.

I don't know if it can be called art, I used to use colored chalks during the lessons. For function transformations and for geometry. It was also benefitial especially for girls to underline with different colors the definitions and the theorems or to highlight the main steps of proofs.

Éva Szőke Thank you for your input. All input is relevant and interesting.

Yes it helps to enrich the learning process.

Here is some useful and formal evidences, documents and links:

https://www.aare.edu.au/blog/?tag=arts-based-approaches

https://www.jstor.org/stable/1320834?seq=1

https://www.artsnetwork.ca/sites/default/files/Arts-Based%20Teaching%20and%20Learning%20%20E13.pdf

https://educationinnovations.org/blog/arts-based-learning-prepares-students-21st-century-demands

https://careerwise.ceric.ca/2019/03/01/using-arts-based-learning-for-career-education/#.XjlEoK2B2u4

Haghi A.K. Thank you for this nice list of links. I will read it with pleasure.

The teacher is a true artist to relate the teaching process with real-life examples in every subject. The analogy of the example with any physical phenomenon creates assurance about that terminology. For example, resonance happens when two waves superimpose upon each other in such a way that their maxima overlap then its amplitude will increase. That is why a rope made bridge can be broken by the soldiers marching on the bridge with the matched frequency with the vibrations of the bridge.

By giving this type of examples students retain the information for a long time.

Any teacher can use his own deduce example to relate any phenomenon. But sometimes it becomes difficult to relate the physical phenomenon with more examples such as the dual nature of light. There are only some typical examples to explain "wave nature" or "particle nature of light". However, if someone can add one more example for each phenomenon then he may get a great prize.

May I state that at a university of technology not much is discussed about arts. I really see art educational methods could bring in better understanding of harmony, social context awarness and mental peace within a class. I have not heard of any experiment, but in my opinion for example yoga is a clear candidate to deploy:

1) Bethany Butzer, Lisa Flynn (2018). "Seven Ways That Yoga Is Good for Schools" November 20, 2018 © 2020 The Greater Good Science Center at the University of California, Berkeley Available at: https://greatergood.berkeley.edu/article/item/seven_ways_that_yoga_is_good_for_schools

2) Samantha Trueheart and Jennifer D'Angelo Friedman (2017). " The Art of Teaching Yoga: 5 Things Your Students Wish They Could Tell You" Yoga Journal Updated:Jun 27, 2017 Available at: https://www.yogajournal.com/teach/the-art-of-teaching-yoga-5-things-your-students-wish-they-could-tell-you

Yours sincerely Bulcsu Szekely

I have used improvisational enactment (drama) at the graduate level as a means of placing a class of 15 or fewer students within a case study situation. The whole group is provided a general description of the situation. Each student is assigned a role and is provided supplemental information that describes relevant cultural/social expectations. After a brief period to reflect and place themselves within the problem, the group is then asked to enact the situation and work towards a reasonable outcome (this is the improvisation part). My role is to observe and respond (usually with a question) when invited. This takes a lot of planning and so I don't do it a lot, but when I do the outcome is quite educational for everyone.

S.M. Zafar Iqbal Bulcsu Szekely Kelvin Mutter Thank you for all the interesting input.

I use some kind of role playing when discussing intercultural communication and also some paintings to discuss culture...not much, but I definitely like the idea.

Mirna Leko-Šimić Tank you for sharing. We often overestimate what can be learned through the mind alone and underestimate what can be learned trough emotion and action. The logical-rational text about love is does not give love credit in the way emotions through a poem or a song. Learning to drive a car through a book is not the same as doing it in a real car. I have had students that have explored and expressed in more arts-based ways and I want to experience more of this. It seems to have great value for the learning process.

Thank you for the response. You are right. Actually, teaching and learning is a complex process and phenomenon who is experienced by every learner and teacher by it own experiences and practices. The stuff we teach is not equal in every respect, his knowledge level and regarding skills. So a true teacher considers all these aspects while delivering lecture. The self-motivated learners can get more benefit from a teacher while others enjoy the class situation by hearing jokes from their fellows. The teacher should have command to attract attention of the poor students through his artistic style.

S.M. Zafar Iqbal Thank you for this insight.

Absolutely! But I must confess that I am teaching graduate students who are training to become creative arts therapists and mental health counselors. I use art in all the courses I teach: cultural competency, to build self-awareness; ethics, to process thoughts and emotions related to ethical dilemmas; psychopathology, to explore thoughts and emotions related to diagnostic categories; and, research, to brainstorm and explore topics of interest. There is an underlying assumption that many of these students process through the arts. Arts is of course broadly defined to include visual (color and line), sound voice and non-voice instruments), movement, drama, and words.

Donna Owens I work with a youth with an intellectual disability. We work at our best through music, dance, drawing, constructing and playing. Sofie Daae Kversøy is also my co-researcher in the use of touchscreen devices for people with intellectual disabilities. Her imagination and will to explore with playful strategies has made us optimistic about how people that cannot read, write or use voice assisted strategies can use digital technology.

اصبح للفن دور كبير ويستعمل عادة في اثراء عملية التعلم وهناك تجارب عديدة تؤكد ع ذلك فهو يساعد ع تسريع من عملية الفهم واسترجاع الذاكرة