Arts are worthwhile in education. They often are a bridge to other learning and are important for their own sake. Arts have an important role to play in supporting the social-emotional development of children and youth (Farrington et al., 2019) as does quality project-based learning, itself. Arts can help students accept, understand, and enjoy diverse perspectives and cultures. So connecting with arts, in some way, strengthens a project-based learning unit.
Students might view an art form, for example, a photo, painting, video, or architecture related to the project’s topic. Or students might read a short story or poem connected to the project’s topic.
Arts can be connected to the project by students listening to an art form, for example, to music, a short story, or poem.
As a project product or part of a product, students might produce art in some form, such as a video, photo essay, painting, drawing, song, illustration, poem, skit, mural, play, dance, interior design, short story, print, architectural rendering, sculpture, or calligraphy.
Throughout the project, students might create a diagram, sketch, or other simple representation. This rudimentary design can help students conceptualize the challenge question and data, or it could be a foundation for art that will be part of a later product.
Quality project-based learning strongly supports deeper learning. Including arts in a project will further enhance the project’s positive effects.
Reference
Farrington, C. A., Maurer, J., McBride, M. R. A., Nagaoka, J., Puller, J. S., Shewfelt, S., Weiss, E.M., & Wright, L. (2019). Arts education and social-emotional learning outcomes among K–12 students: Developing a theory of action. Chicago, IL: Ingenuity and the University of Chicago Consortium on