In many traditional models of education, subjects like math and reading are considered “core,” while art, music, and creative expression are treated as enrichment, something added if there is time.
At Rooted Meadows School, we take a different view: Art isn’t an extra. Music isn’t an extra. Creativity isn’t an extra. These experiences are deeply connected to how children develop thinking, memory, problem-solving skills, and emotional intelligence. A growing body of peer-reviewed research supports what educators have long observed: creative experiences play a central role in healthy cognitive and developmental growth.
Creativity Builds Cognitive Flexibility
Cognitive flexibility is the brain’s ability to shift between ideas, adapt to new situations, and think in multiple ways about a problem.
This skill is essential for:
Problem-solving in mathematics and science
Reading comprehension and interpretation
Social understanding and communication
Real-world decision making
Research has shown that engagement in the arts is linked to improved cognitive flexibility and executive function in children. For example, a study published in Frontiers in Psychology found that structured arts education supports executive functioning skills such as working memory, cognitive flexibility, and inhibitory control; skills that are foundational for academic success (Diamond & Lee, 2011; Diamond, 2013).
Art Strengthens Memory and Attention
Creative activities require sustained attention, sequencing, and memory recall.
When children learn a song, follow steps in a drawing or painting, practice a musical rhythm, or even sculpt or build from imagination, they are engaging multiple areas of the brain at once.
Research in Trends in Neuroscience and Education suggests that music training in particular is associated with improvements in auditory processing, attention regulation, and memory (Herholz & Zatorre, 2012). These skills transfer directly into academic learning, especially in literacy and mathematics.
Creativity Supports Problem-Solving Skills
Artistic processes require experimentation, revision, and adaptability. When a child paints, draws, or builds something, they are constantly making decisions:
What happens if I try this differently?
How do I solve this visual or structural challenge?
What do I do when something doesn’t turn out as expected?
This process builds resilience and flexible thinking. Research published in the Journal of Creative Behavior highlights that creative engagement improves divergent thinking—the ability to generate multiple solutions to a problem (Runco, 2004). Divergent thinking is a key predictor of innovation and problem-solving ability later in life.
The Arts Support Emotional Development and Confidence
Creative expression gives children a way to communicate ideas and emotions that may not yet be easily expressed in words. Studies in developmental psychology have shown that participation in the arts is associated with increased self-confidence, improved emotional regulation, and a greater sense of agency and identity
A report by the National Endowment for the Arts (2012) found that students engaged in arts learning demonstrate higher levels of engagement and motivation in school, along with improved social and emotional development. When children see their ideas take form through art, they experience a sense of ownership and capability that carries into other academic areas.
Why Integration Matters More Than Isolation
At Rooted Meadows School, we do not treat art as a separate subject that competes for time. Instead, we integrate it into the curriculum.
Children might:
Illustrate scientific observations
Draw scenes from historical stories
Use rhythm and song to support memory in language learning
Model mathematical concepts through hands-on creative work
This integration strengthens understanding by engaging multiple learning pathways at once. When children draw what they learn, move what they learn, and create what they learn, they retain it more deeply.
Creativity Is Necessary For Academic Success
One of the most persistent myths in education is that creativity and academic achievement are separate skills. Research tells a different story. Creative thinking supports:
Reading comprehension
Mathematical reasoning
Scientific inquiry
Communication skills
Critical thinking
A review published in Thinking Skills and Creativity (2011) found strong connections between creative thinking and academic performance across subject areas. In other words, creativity doesn’t replace academic learning. It strengthens it.
What This Looks Like at Rooted Meadows School
In our classrooms, you will see children:
Painting and illustrating their own Main Lesson books
Singing as part of daily rhythm and memory work
Moving through coordinated movement activities that support focus and attention
Engaging in storytelling, drawing, and hands-on artistic projects tied directly to academic content
These are not “extras.” They are part of how learning happens. We believe children learn best when they are fully engaged not just intellectually, but physically, emotionally, and creatively.
Final Thoughts
Art, music, and creative expression are often the first things to be reduced when schools feel pressure to prioritize academics. But research (and experience) suggests the opposite approach is more effective. When creativity is integrated into learning, children develop:
Stronger thinking skills
Greater confidence
Deeper understanding
More flexible problem-solving abilities
At Rooted Meadows School, we don’t treat creativity as optional. We know it is essential.
References:
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children. Science, 333(6045), 959–964.
Herholz, S. C., & Zatorre, R. J. (2012). Musical training as a framework for brain plasticity. Trends in Cognitive Sciences, 16(4), 155–162.
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657–687.
National Endowment for the Arts (2012). The Arts and Achievement in At-Risk Youth.
Beghetto, R. A. (2010). Creativity in the classroom. Educational Psychologist, 45(3), 151–156.