The Arts and the Creation of Mind

By E. Eisner. Language Arts, 2003

1,891 citations recorded by the source corpus.

The arts afford opportunities to transform brains into minds in distinctive ways.

Subfields: Education, Music, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/a25c26e03623f253dcd16af65dd6574c9b4d1833

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Music

In Visual Arts and Performing Arts

Citations in the corpus

Learning to Think Critically (2014, background): “Finally, some argue that exposure to the arts is an effective way to enhance cognitive abilities (Eisner, 2002), which may foster critical thinking skills and improve academic achievement.”
A Place for Art and Design Education in the STEM Conversation (2012, background): “However, Eisner (2002), Hetland, and colleagues (2007), and other art education researchers reject instrumental justification for study in the arts as a way to improve student performance in other disciplines.”
Art and the Brand: The Role of Visual Art in Enhancing Brand Extendibility (2008, background): “…on average have the general properties of art causing connotations of culture, luxury and prestige (Hoffman, 2002; Margolin, 1992; Martorella, 1996; Tansey & Kleiner, 1996), and increased creativity and imagination (Dewey, 1989; Dorn, 1998; Eisner, 2002; Feldman, 1992; Kreitler & Kreitler, 1972).”
Semiotic Representations: Building Complex Literacy Practices through the Arts. (2006, background): “Experiencing learning through multiple sign systems is precisely what we believe enables students to perceive their world in new ways (Eisner, 2002; Greene, 1995a; Harste, 2000), solve problems, read and write, and create texts that are interestingly complex.”
Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities (2013, positive): “…study was based on a theoretical framework that includes Gardner’s (1993) multiple intelligence theory to enhance classroom instruction and the use of aesthetics as a way to provide a rich and emotionally stimulating mathematical learning context (Eisner, 2002; Sylwester, 1995; Witherell, 2000).”
A Call to Action: The Challenges of Creative Teaching and Learning (2015, background): “Eisner (2002a) identified four possible curricular structures for arts integration: (1) a unit focusing on a particular historical period or culture; (2) a unit that focuses on similarities and differences among art forms; (3) a unit that is centered on a major theme or idea that can be explored…”
The impact of drama on pupils' language, mathematics, and attitude in two primary schools (2004, background): “There is increasing emphasis on understanding and cognitive content in all the arts (not just drama) (Eisner, 2002).”
Comparative Understanding of School Subjects: Past, Present, and Future (2005, background): “We might expect students’ comparative understandings of “experiment” to be quite different in these subjects, but then again, following Dewey (1934), we might also find significant areas of overlap (cf. Eisner, 2002).”
Understanding Imaginative Thinking During Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought (2008, methodology): “ Eisner (2002) described cognitive functions of the arts as including ‘‘the most sophisticated forms of problem-solving imaginable through the loftiest flights of the imagination’’ (p. 9). The role of mental processes during art-viewing and art-making experiences goes beyond merely allowing us to s”
The Arts, New Literacies and Multimodality (2007, background): “In the process of creating, artworks are stabilized; that is, images and ideas are inscribed in a material that gives them a semi-permanence (Eisner, 2002).”