Description
The human brain is a complex system, which requires multiple moving parts to operate in conjunction with one another in order to produce healthy cognitive processes. This thesis is meant to examine the impact of trauma in an educational context and will present findings in current psychological research about the role that creativity plays in the process of neurological healing and cognitive functioning. To understand the basis for my argument it is important to establish that the subjects of discussion are public school students K-12 with experiences and histories of trauma. The role of creativity will be explored within the context of formal visual art education using results from research in the fields of psychology and art therapy to validate suggested trauma-informed practices to be used in the art classroom by certified educators. Further, this thesis will challenge readers to consider what impact the increased frequency of disaster in our nation may have on our student population, and how the role of art education may evolve to address this problem. What can educators do to become more knowledgeable about trauma and trauma-informed teaching practices and in what ways could the traditional art classroom be re-imagined to combat the negative effects that trauma has on a students’ ability to learn? To begin to understand this problem, it is essential to both evaluate the prevalence of traumatic events in our students’ lives and understand the internal functioning and benefits of the process of creativity in a post-traumatic mind.
