Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-12-02T22:14:11.312Z Has data issue: false hasContentIssue false

20 - The Affective Benefits of Creative Activities

from Part IV - Emotions and Creative Products

Published online by Cambridge University Press:  16 February 2023

Zorana Ivcevic
Affiliation:
Yale University, Connecticut
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

Engaging in everyday creative activities improves affect, health, and well-being. In this chapter, we examine the affective benefits of both artistic and non-artistic creative activities and the emotion regulation strategies used to achieve these benefits. Considerably more research has examined the affective benefits of artistic than non-artistic activities. The existing studies reveal several distinct emotion regulation strategies used in creative activities – approach, avoidance, and self-development – with the use of these strategies differing by activity. The studies also reveal a clear difference in the affective goals for artistic versus non-artistic creative activities. Artistic activities are used to reduce negative affect whereas non-artistic activities are used to enhance or maintain positive affect. Further research is needed to determine whether this difference is genuine or an artifact of study design. Additional work is also needed to determine the underlying mechanisms accounting for how these activities improve affect and thereby regulate our emotions. We conclude with recommendations for further research in this area.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Babouchkina, A., & Robbins, S. J. (2015). Reducing negative mood through mandala creation: A randomized control trial. Art Therapy: Journal of the American Art Therapy Association, 32(1), 3439. https://doi.org/10.1080/07421656.2015.994428CrossRefGoogle Scholar
Baker, S. M., Karrer, H. C., & Veeck, A. (2005). My favourite recipes: Recreating emotions and memories through cooking. Advances in Consumer Research, 32(1), 304305.Google Scholar
Baltazar, M., & Saarikallio, S. (2016). Toward a better understanding and conceptualization of affect self-regulation through music: A critical, integrative literature review. Psychology of Music, 44(6), 15001521. https://doi.org/10.1177/0305735616663313CrossRefGoogle Scholar
Bazhenova, O. V., Plonskaia, O., & Porges, S. W. (2001). Vagal reactivity and affective adjustment in infants during interaction challenges. Child Development, 72(5), 13141326. https://doi.org/10.1111/1467-8624.00350Google Scholar
Beauchaine, T. (2001). Vagal tone, development, and Gray’s motivational theory: Toward an integrated model of autonomic nervous system functioning in psychopathology. Development and Psychopathology, 13(2), 183214. https://doi.org/10.1017/s0954579401002012Google Scholar
Beghetto, R. A., Kaufman, J. C., & Hatcher, R. (2015). Applying creativity research to cooking. The Journal of Creative Behavior, 50(3), 171177. https://doi.org/10.1002/jocb.124CrossRefGoogle Scholar
Brechet, C., D’Audigier, L., & Audras-Torrent, D. (2022). The use of drawing as an emotion regulation technique with children. Psychology of Aesthetics, Creativity, and the Arts, 16(2), 221232. https://doi.org/10.1037/aca0000314CrossRefGoogle Scholar
Brown, E. D., & Sax, K. L. (2013). Arts enrichment and preschool emotions for low-income children at risk. Early Childhood Research Quarterly, 28(4), 337346. https://doi.org/10.1016/j.ecresq.2012.08.002Google Scholar
Chandrasekhar, S. (1987). Truth and Beauty. University of Chicago Press.Google Scholar
Chen, J. (2019). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology, 89(1), 5774. https://doi.org/10.1111/bjep.12220CrossRefGoogle ScholarPubMed
Curl, K., & Forks, G. (2008). Assessing stress regulation as a function of artistic creation and cognitive focus. Art Therapy: Journal of the American Art Therapy Association, 25(4), 164169. https://doi.org/10.1080/07421656.2008.1012955Google Scholar
Curry, N. A., & Kasser, T. (2005). Can coloring mandalas reduce anxiety? Art Therapy: Journal of the American Art Therapy Association, 22(2), 8185. https://doi.org/10.1080/07421656.2005.10129441Google Scholar
Davies, C. R., Rosenberg, M., Knuiman, M., et al. (2012). Defining arts engagement for population-based health research: Art forms, activities and level of engagement, Arts & Health: An International Journal for Research, Policy and Practice, 4(3), 203216. https://doi.org/10.1080/17533015.2012.656201Google Scholar
Denham, S. A., Blair, K. A., DeMulder, E., et al. (2003). Preschool emotional competence: Pathway to social competence. Child Development, 74(1), 238256. https://doi.org/10.1111/1467–8624.00533CrossRefGoogle ScholarPubMed
De Petrillo, L., & Winner, E. (2005). Does art improve mood? A test of a key assumption underlying art therapy. Art Therapy, 22(4), 205212. https://doi.org/10.1080/07421656.2005.10129521Google Scholar
Diliberto-Macaluso, K. A., & Stubblefield, B. L. (2015). The use of painting for short-term mood and arousal improvement. Psychology of Aesthetics, Creativity, and the Arts, 9(3), 228234. http://dx.doi.org/10.1037/a0039237Google Scholar
Drake, J. E. (2019). Examining the psychological and psychophysiological benefits of drawing over one month. Psychology of Aesthetics, Creativity, and the Arts, 13(3), 338347. https://doi.org/10.1037/aca0000179Google Scholar
Drake, J. E. (2021). How drawing to distract improves mood in children. Frontiers in Psychology, 12, 622927. https://doi.org/10.3389/fpsyg.2021.622927CrossRefGoogle ScholarPubMed
Drake, J. E., Coleman, K., & Winner, E. (2011). Short-term mood repair through art: Effects of medium and strategy. Art Therapy: Journal of the American Art Therapy Association, 28(1), 2630. https://doi.org/10.1080/07421656.2011.557032CrossRefGoogle Scholar
Drake, J. E., Hastedt, I., & James, C. (2016). Drawing to distract: Examining the psychological benefits of drawing over time. Psychology of Aesthetics, Creativity, and the Arts, 10(3), 325331. https://doi.org/10.1037/aca0000064Google Scholar
Drake, J. E., & Winner, E. (2012). Confronting sadness through art-making: Distraction is more beneficial than venting. Psychology of Aesthetics, Creativity, and the Arts, 6(3), 251266.https://doi.org/10.1037/a0026909Google Scholar
Drake, J. E., & Winner, E. (2013). How children use drawing to regulate their emotions. Cognition and Emotion, 27(3), 512520. https://doi.org/10.1080/02699931.2012.720567CrossRefGoogle ScholarPubMed
Eisenberg, N., Spinard, T. L., & Morris, A. S. (2002). Regulation, resiliency, and quality of social functioning. Self and Identity, 1(2), 121128. https://doi.org/10.1080/152988602317319294CrossRefGoogle Scholar
Fancourt, D., Garnett, C., & Müllensiefen, D. (2020). The relationship between demographics, behavioral and experiential engagement factors, and the use of artistic creative activities to regulate emotions. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. http://dx.doi.org/10.1037/aca0000296Google Scholar
Fancourt, D., Garnett, C., Spiro, N., West, R., & Müllensiefen, D. (2019). How do artistic creative activities regulate our emotions? Validation of the Emotion Regulation Strategies for Artistic Creative Activities Scale (ERS-ACA). PLoS ONE,14(2), e0211362. https://doi.org/10.1371/journal.pone.0211362CrossRefGoogle ScholarPubMed
Fancourt, D., & Steptoe, A. (2019). Present in body or just in mind: Differences in social presence and emotion regulation in live vs. virtual singing experiences. Frontiers in Psychology, 10, 778. https://doi.org/10.3389/fpsyg.2019.00778Google Scholar
Fink, L., & Drake, J. E. (2016). Writing and flow: Comparing the benefits of narrative versus poetry writing. Empirical Studies of the Arts, 34(2), 177192. https://doi.org/10.1177/0276237416636368Google Scholar
Fink, A., Koschutnig, K., Benedek, M., et al. (2012). Stimulating creativity via the exposure to the other people’s ideas. Human Brain Mapping, 33, 26032610. https://doi.org/10.1002/hbm.21387CrossRefGoogle Scholar
Fink, A., Weiss, E. M., Schwarzl, U., et al. (2017). Creative ways to well-being: Reappraisal inventiveness in the context of anger-evoking situations. Cognitive, Affective & Behavioral Neuroscience, 17(1), 94105. https://doi.org/10.3758/s13415–016-0465-9Google Scholar
Forkosh, J., & Drake, J. E. (2017). Coloring versus drawing: Effects of cognitive demand on mood repair, flow, and enjoyment. Art Therapy: Journal of the American Art Therapy Association, 34(2), 7582. https://doi.org/10.1080/07421656.2017.1327272Google Scholar
Frenzel, A. C. (2014). Teacher emotions. In Pekrun, R. & Linnenbrink-Garcia, L. (Eds.), International Handbook of Emotions in Education (pp. 494519). Routledge. https://doi.org/10.4324/9780203148211Google Scholar
Friedman, B. H. (2010). Feelings and the body: The Jamesian perspective on automatic specific of emotion. Biological Psychology, 84(3), 383393. https://doi.org/10.1016/j.biopsycho.2009.10.006Google Scholar
Gentzler, A. L., DeLong, K. L., & Smart, R. (2020). Theater majors compared with nonmajors: Investigating temperament and emotion beliefs, awareness, regulation, and perception. Psychology of Aesthetics, Creativity, and the Arts, 14(3), 301312. https://doi.org/10.1037/aca0000219CrossRefGoogle Scholar
Goldstein, T. R. (2009). Psychological perspectives on acting. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 69. https://doi.org/10.1037/a0014644Google Scholar
Goldstein, T. R. & Lerner, M. (2018). Dramatic pretend play games uniquely improve emotional control in young children. Developmental Science, 21(4), e12603. https://doi.org/10.1111/desc.12603CrossRefGoogle ScholarPubMed
Goldstein, T. R., Tamir, M., & Winner, E. (2013). Expressive suppression and acting. Psychology of Aesthetics, Creativity, and the Arts, 7(2), 191196. https://doi.org/10.1037/a0030209Google Scholar
Greene, G. (1980). Ways of Escape. Simon & Schuster.Google Scholar
Güler, O., & Haseki, M. İ. (2021). Positive psychological impacts of cooking during the COVID-19 lockdown period: A qualitative study. Frontiers in Psychology, 12(635957), 829. https://doi.org/10.3389/fpsyg.2021.635957Google Scholar
Hagenauer, G., & Volet, S. E. (2014). “I don’t think I could, you know, just teach without any emotion”: Exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29(2), 240262. https://doi.org/10.1080/02671522.2012.754929CrossRefGoogle Scholar
Hayashi, N., Wada, T., Hirai, H., et al. (2008). The effects of horticultural activity in a community garden on mood change. Environmental Control in Biology, 46(4), 233240. https://doi.org/10.2525/ecb.46.233CrossRefGoogle Scholar
Hemenover, S. H., Augustine, A. A., Shulman, T. E., Tran, T. Q., & Barlett, C. (2008). Individual differences in the ability to repair negative affect. Emotion, 8(4), 468478. https://doi.org/10.1037/1528-3542.8.4.468Google Scholar
Hoffmann, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 175184. https://doi.org/10.1037/a0026299Google Scholar
Jauk, E., Benedek, M., & Neubauer, A. C. (2014). The road to creative achievement: A latent variable model of ability and personality predictors. European Journal of Personality, 28(1), 95105. https://doi.org/10.1002/per.1941Google Scholar
Juslin, P. N., & Sloboda, J. A. (2010). Introduction: Aims, organization, and terminology. In Juslin, P. N. & Sloboda, J. A. (Eds.), Handbook of Music and Emotion: Theory, Research, Applications (pp. 312). Oxford University Press.Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The Four C model of creativity. Review of General Psychology, 13(1), 112. https://doi.org/10.1037/a0013688Google Scholar
Koay, W. I., & Dillon, D. (2020). Community gardening: Stress, well-being, and resilience potentials. International Journal of Environmental Research and Public Health, 17(18), 6740. https://doi.org/10.3390/ijerph17186740Google Scholar
Monnier, C., Syssau, A., Blanc, N., & Brechet, C. (2016). Assessing the effectiveness of drawing an autobiographical memory as a mood induction procedure in children. The Journal of Positive Psychology, 13(2), 174180. https://doi.org/10.1080/17439760.2016.1257048Google Scholar
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. M., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361388. https://doi.org/10.1111/j.1467-9507.2007.00389.xGoogle Scholar
Mosko, J. E., & Delach, M. J. (2021). Cooking, creativity, and well‐being: An integration of quantitative and qualitative methods. The Journal of Creative Behavior, 55(2), 348361. https://doi.org/10.1002/jocb.459CrossRefGoogle Scholar
Nair, S., Sagar, M., Sollers, J., III, Consedine, N., & Broadbent, E. (2015). Do slumped and upright postures affect stress responses? A randomized trial. Health Psychology, 34(6), 632641. https://doi.org/10.1037/hea0000146Google Scholar
Niedenthal, P., Krauth-Gruber, S., & Ric, F. (2006). Psychology of Emotions: Interpersonal, Experiential, and Cognitive Approaches. Psychology Press.Google Scholar
Pennebaker, J. W. (1997). Writing about emotional experiences as a therapeutic process. Psychological Science, 8(3), 162166. https://doi.org/10.1111/j.1467-9280.1997.tb00403.xCrossRefGoogle Scholar
Pennebaker, J. W., & Chung, C. K. (2011). Expressive writing and its links to mental and physical health. In Friedman, H. S. (Ed.), Oxford Handbook of Health Psychology (pp. 417430). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195342819.013.0018Google Scholar
Reynolds, M., Brewin, C. R., & Saxton, M. (2000). Emotional disclosure in school children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(2), 151159. https://doi.org/10.1017/S0021963099005223CrossRefGoogle ScholarPubMed
Root-Bernstein, R. S. (2002). Aesthetic cognition. International Studies in the Philosophy of Science, 16(1), 6177. https://doi.org/10.1080/02698590120118837CrossRefGoogle Scholar
Russo, E. (2000). Nobel impact. The Scientist, 14(24),10.Google Scholar
Saarni, C. S. (1999). The Development of Emotional Competence. Guilford Press.Google Scholar
Sloan, D. M., & Epstein, E. M. (2005). Respiratory sinus arrhythmia predicts written disclosure outcome. Psychophysiology, 42(5), 611615. https://doi.org/10.1111/j.0048-5772.2005.347.xGoogle Scholar
Soliday, E., Garofalo, J. P., & Rogers, D. (2004). Expressive-writing intervention for adolescents’ somatic symptoms and mood. Journal of Clinical Child and Adolescent Psychology, 33(4), 792801. https://doi.org/10.1207/s15374424jccp3304_14Google Scholar
Sunga, A. B., & Advincula, J. L. (2021). The “plantito/plantita” home gardening during the pandemic. Community Psychology in Global Perspective, 7(1), 88105. https://doi.org/10.1285/i24212113v7i1p88Google Scholar
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2/3), 250283. https://doi.org/10.2307/1166137Google Scholar
Van Den Berg, A. E., & Custers, M. H. (2011). Gardening promotes neuroendocrine and affective restoration from stress. Journal of Health Psychology, 16(1), 311. https://doi.org/10.1177/1359105310365577CrossRefGoogle ScholarPubMed
van der Vennet, R., & Serice, S. (2012). Can coloring mandalas reduce anxiety? A replication study. Art Therapy: Journal of the American Art Therapy Association, 29(2), 8792. https://doi.org/10.1080/07421656.2012.680047Google Scholar
van Goethem, A., & Sloboda, J. (2011). The functions of music for affect regulation. Musicae Scientiae, 15(2), 208228. http://doi.org/10.1177/1029864911401174CrossRefGoogle Scholar
van Vugt, M. K. (2014). Ballet as a movement-based contemplative practice? Implications for neuroscientific studies. Frontiers in Human Neuroscience, 8(513). https://doi.org/10.3389/fnhum.2014.00513CrossRefGoogle ScholarPubMed
Weber, H., de Assunção, V. L., Martin, C., Westmeyer, H., & Geisler, F. C. (2014). Reappraisal inventiveness: The ability to create different reappraisals of critical situations. Cognition and Emotion, 28(2), 345360. https://doi.org/10.1080/02699931.2013.832152Google Scholar
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297333. https://doi.org/10.1037/h0040934Google Scholar
Wolpert, L., & Richards, A. (1997). Passionate Minds: The Inner World of Scientists. Oxford University Press.Google Scholar
Wu, X., Guo, T., Tang, T., Shi, B., & Luo, J. (2017). Role of creativity in the effectiveness of cognitive reappraisal. Frontiers in Psychology, 8, 1598. https://doi.org/10.3389/fpsyg.2017.01598Google Scholar
Zajic, M. C., McIntyre, N., Swain-Lerro, L., et al. (2018). Attention and written expression in school-age, high-functioning children with autism spectrum disorders. Autism, 22(3), 245258. https://doi.org/10.1177/1362361316675121Google Scholar
Zimmerman, N., & Mangelsdorf, H. H. (2020). Emotional benefits of brief creative movement and art interventions. The Arts in Psychotherapy, 70. https://doi.org/10.1016/j.aip.2020.101686Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×