Promoting Student Engagement Through a Change of Scenery

Abstract

Promoting student engagement by changing the environment can effectively refresh minds, stimulate creativity, and increase focus. A learning-centred approach works best when teaching creative arts, but space and creativity are imperative to move around. Creative arts are a social subject, and much group work occurs inside and outside the classroom. Using the theoretical framework of Vygotsky's sociocultural theory of cognitive development, we can answer how student engagement in the creative arts classroom can be promoted. It focuses on the interaction and collaboration of teaching and learning that encourages the students to interact with each other and the teacher. A traditional classroom setting limits creativity and freedom. Thus, the educator promotes cooperation and motivates the students by moving the lesson to an outdoor setting. The students find the change of scenery refreshing and look forward to seeing what will happen next. They actively participate in the lesson and participate in the classroom and frequently ask questions. Changing the scenery through physical movement or imaginative setups keeps learning dynamic and fosters higher engagement.