Brain-based approaches to education began to emerge in the later 20th century. These combinations of neuroscience and education have continued to perpetuate in the first decade of the 21st century, most recently with John Hopkins University School of Education’s Neuro-Education Initiative. This development was seemingly logical as our understanding of the brain and learning advanced from its behavioral and cognitive roots. Neuroscience and the arts also began to intertwine during this time period. This paper will critique the various brain-based educational approaches and discuss their relevance to arts education settings. A significant problem still exists with the union of neuroscience, education, and the arts. This is the problem of application in the arts education classroom. Neuro-Arts Education addresses this critical deficit by presenting a set of guiding principles that transcend the gap between research and practical application. This discussion of the Neuro-Arts Education Principles will bring some common sense to this issue, creating a neuroscience-based approach that is art classroom-friendly. Ultimately, several principles of Neuro-Arts Education will be posited and supporting research presented.
|Keywords:||Neuro-Education, Brain-based Education, Neuroscience and Education, Education, Neuro-Arts Education, Art Education|
Professor, Department of Art Education, Kennesaw State University, Kennesaw, GA, USA
Art Education Research Assistant, Kennesaw State University, Kennesaw, GA, USA
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