{"id":413,"date":"2020-02-15T19:16:07","date_gmt":"2020-02-15T19:16:07","guid":{"rendered":"https:\/\/research.kent.ac.uk\/upgrade-stop\/?p=413"},"modified":"2020-08-21T14:27:57","modified_gmt":"2020-08-21T13:27:57","slug":"the-arts-as-a-catalyst-for-prosocial-behaviour","status":"publish","type":"post","link":"https:\/\/research.kent.ac.uk\/stop\/the-arts-as-a-catalyst-for-prosocial-behaviour\/","title":{"rendered":"The arts as a catalyst for prosocial behaviour"},"content":{"rendered":"

More about Professor Dominic Abrams<\/a>
\n<\/strong>Full text of paper<\/a>
\n<\/strong>People United report<\/a>
\n<\/strong>Related coverage, People United<\/a> and University of Kent<\/a><\/p>\n

About<\/span><\/b>\u00a0<\/span><\/h3>\n

\u201cThe arts can entertain and delight us. They make us think and feel. They can challenge, surprise, disrupt, provoke and cause offence<\/span>.\u201d (<\/span>Broadwood, Bunting, Andrews, Abrams & Van de Vyver, 2010, p. 10). <\/span>Importantly, t<\/span>he arts transcend geographic and historic boundaries. They are used in all parts of the world and can help us tell stories of who we are and how we live.\u00a0<\/span>\u00a0<\/span><\/p>\n

Many<\/span> people have believed that the arts can have profound effects, both positive and negative. But <\/span>do the arts have the potential to create the conditions for greater kindness<\/span><\/b>?<\/span>\u00a0<\/span><\/p>\n

Research objectives<\/span><\/b>\u00a0<\/span><\/h3>\n

The primary objectives were:<\/span>\u00a0<\/span><\/p>\n

    \n
  • To examine whether there is a direct link between arts and <\/span>prosociality<\/span><\/li>\n
  • To examine<\/span> what are the processes\/mediators <\/span>that <\/span>underl<\/span>ie<\/span> the link between arts and <\/span>prosociality<\/span> (particular focus is paid on empathy, values, learning and connections)<\/span><\/li>\n<\/ul>\n

    Programme and methodology<\/span><\/b>\u00a0<\/span><\/h3>\n

    Three types of data were collected in this project:<\/span>\u00a0<\/span><\/p>\n

      \n
    • School-level data (R<\/span>esearchers collaborated with schools from local communities)<\/span><\/li>\n
    • Community-level data<\/span><\/li>\n
    • Society-level data<\/span>\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ul>\n

      Arts Interventions for every level (examples):<\/span><\/p>\n

        \n
      • School-level Intervention: ‘kindness weeks’ <\/span>\u00a0(e.g., poetry, singing, drawing etc).<\/span><\/li>\n
      • Community-level Intervention: Best of Us festival<\/span><\/li>\n
      • Open access household panel data: ESRC funded; Understanding society survey<\/em><\/span><\/li>\n<\/ul>\n

        Impact<\/span><\/b>\u00a0<\/span><\/h3>\n
          \n
        • This project offered <\/span>new and important information<\/span><\/b> on <\/span>understanding the role of arts in reducing prejudice.<\/span><\/li>\n
        • This project suggests to policymakers and educators <\/span><\/b>that if<\/span> wish to sustain <\/span>cohesive and inclusive societies,<\/span><\/b> increasing access to, and engagement in, the arts from an early age may be a valuable means of doing so.<\/span><\/li>\n
        • Findings encourage policy-makers to embed arts programmes<\/span><\/b> across the curriculum.<\/span><\/li>\n
        • This project offers new and important insight on the link between arts and the reduction of prejudice in children.\u00a0<\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

          More about Professor Dominic Abrams Full text of paper People United report Related coverage, People United and University of Kent About\u00a0 \u201cThe arts can entertain and delight us. They make us think and feel. They can challenge, surprise, disrupt, provoke and cause offence.\u201d (Broadwood, Bunting, Andrews, Abrams & Van de Vyver, 2010, p. 10). Importantly, […]<\/p>\n","protected":false},"author":610,"featured_media":1235,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15],"tags":[],"class_list":["post-413","post","type-post","status-publish","format-standard","hentry","category-prejudice-children"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/posts\/413","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/users\/610"}],"replies":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/comments?post=413"}],"version-history":[{"count":2,"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/posts\/413\/revisions"}],"predecessor-version":[{"id":2265,"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/posts\/413\/revisions\/2265"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/media\/1235"}],"wp:attachment":[{"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/media?parent=413"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/categories?post=413"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/stop\/wp-json\/wp\/v2\/tags?post=413"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}