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
Constructivist & Inquiry-Based Learning
Collaborative, Integrative, and Reflective Learning
Application in Arts Education
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