8: Conclusion: Integrating Meaningful Artmaking in Schools

Integrating the arts throughout schools may not be considered “real work” in some K–12 settings; however, making connections across content while integrating artmaking that reflects real life inspired these young people to engage in learning. Youth came to understand the power of their art in promoting meaningful transformations of self, others, and organizations. This work challenged authors. Justice-oriented artmaking provided them with spaces to promote their ongoing work within and beyond their school community. Artmaking created spaces for youth to communicate their experiences through visual first-tellings, especially when words were not sufficient. Their capacity for artistic expression was evident as they adapted to changing learning conditions and utilized artmaking for problem-solving. For these young authors, artmaking played an integral role in their development of self (see Kaimal, 2019).