The Future of Education

Nudging Creativity: Integrating Behavioral and Constructivist Strategies in Studio Art Education

Jessica Burke, University of North Carolina Charlotte (United States)

Abstract

This paper explores my ongoing pedagogical research that integrates nudge theory—a behavioral science concept that uses subtle prompts to influence decision-making—with established educational models including the Constructivism Approach, the Integrative Approach and Inquiry-Based Learning. As a university fine arts educator, I have applied this framework in studio art classes to foster student autonomy, critical thinking, and deeper creative engagement. Nudge techniques are used to subtly guide students toward productive choices in their artistic processes without restricting freedom or expression. Simultaneously, constructivist and inquiry-based strategies encourage learners to actively build knowledge through exploration, collaboration, and reflection. This blended pedagogy supports students in navigating ambiguity, taking creative risks, and making meaningful connections between concept and craft. Case studies from recent courses will demonstrate how this approach increases student engagement, strengthens peer learning, and enhances overall artistic outcomes. Attendees will leave with practical strategies for incorporating behavioral insights into studio-based instruction and fostering a more responsive, student-centered learning environment in the arts.

Keywords

Arts Education, Nudge Theory, Constructivist Pedagogy, Inquiry-Based Learning, Reflective Practice, Studio Teaching, Creative Autonomy

REFERENCES

Nudge Theory

Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving decisions about health, wealth, and happiness. Yale University Press.
- Foundational text introducing nudge theory and its applications in behavior and decision-making.
Halpern, D. (2015). Inside the Nudge Unit: How small changes can make a big difference. WH Allen.
Offers insight into practical applications of nudge theory in education and public policy.

Constructivist & Inquiry-Based Learning

Fosnot, C. T. (Ed.). (2013). Constructivism: Theory, perspectives, and practice (2nd ed.). Teachers College Press.
- A key text explaining how learners construct knowledge through experience and reflection.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
Discusses discovery learning and the value of inquiry in education.
While science-focused, this piece offers a practical breakdown of inquiry-based learning strategies adaptable to studio arts.
Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–33.

Collaborative, Integrative, and Reflective Learning

Schön, D. A. (1983). The Reflective Practitioner: How professionals think in action. Basic Books.
- Seminal work on reflective practice, widely used in arts education.
Burnard, P., & Hennessy, S. (2006). Reflective practices in arts education. Arts and Learning Research Journal, 22(1), 1–23.
Explores how reflective processes enhance creativity and learning in arts classrooms.
Offers a broad, interdisciplinary view of collaborative and constructivist learning environments.
Sawyer, R. K. (Ed.). (2006). The Cambridge Handbook of the Learning Sciences. Cambridge University Press.

Application in Arts Education

Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio Thinking 2: The real benefits of visual arts education. Teachers College Press.
- Provides a research-based framework for how students learn in studio art settings, including habits of mind that align with your pedagogical goals.
Rolling, J. H. Jr. (2010). A paradigm analysis of arts-based research and implications for education. Studies in Art Education, 51(2), 102–114.
Examines how art educators can adopt innovative and interdisciplinary pedagogical strategies.

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