The Impact of Art on the Brain: A Neuroscientific Perspective

Abstract

Art has played a vital role in human civilization for hundreds of years, shaping cultures and personal identities. This

review examines the complex relationship between visual art and the brain focusing on how both artistic production

and artistic experience might affect both neural and emotional processes. The primary goal of this synthetic evaluation

of the literature was to explore the complexities of how visual form, colour and style can influence cognitive states and

aid emotional well-being. Using this orientation, a full literature review was conducted yielding a synthesis of central

themes from emerging findings in neuroscience, psychology and art therapy. The articles examined included

functional brain imaging, case studies of art therapy sessions and experimental studies of creativity, and sought to

make statements about the relationships between creative art-making and brain function. The consensus from the

studies reviewed indicate that art-making activities involve complex patterns across networked brain areas that might

include but are not limited to visual processing, emotion regulation, and memory systems (notably the prefrontal

cortex, amygdala, and occipital lobe). An interesting finding related to engagement with color use and abstract visual

formats that engage emotional pathways and facilitate reflexivity. Moreover, many studies asserted that consistent

engagement with art stimulates neuroplasticity; elevates mood; and mitigates anxiety and depression

symptomatology. The report aims to further highlight the measurable and concreate ways that art has an impact upon

the brain and mind, and why its use should not only be implemented in culture and education, but also in clinical

practices. The evidence recommends that interdisciplinary research between art, culture, education, and mental

health interventions is needed as the use of arts in clinical practices grows.

Keywords: Neuroaesthetics, Neuroplasticity, Visual perception, Art therapy, Emotional regulation

Introduction

Art transcends its aesthetic appeal to serve as a profound medium for expression, communication, and healing

(Templeton Religion Trust). As a universal language, it engages multiple cognitive and emotional processes within the

brain(Templeton Religion Trust). Previous studies have explored the connection between art and the brain, examining

how artistic engagement influences neural processes, emotional regulation, and cognitive development, with research

ranging from neuroimaging studies to psychological analyses of art's therapeutic effects. This research investigates

how the brain perceives and processes art, the effects of visual elements on psychology, and the ways in which art

can be utilized to maintain cognitive and emotional health. Understanding these dynamics can shed light on art's

potential as both a cultural and therapeutic tool.

a) The value of art

Various theories on the value of art have been proposed over the years, but, as philosopher Gordon Graham writes,

“none of them on its own explain the special value of great art”. Instead, Graham proposes that the value of art lies in

its ability to serve as a source of knowledge and understanding—a concept better known as aesthetic cognitivism.

Aesthetic cognitivism posits that art is a method of communication, understanding, and truth (Templeton Religion

Trust, n.d.).

Just as one might learn from reading a book, listening to a teacher, or conducting a test, aesthetic cognitivism argues

that one can learn from the experience of art itself. As Nelson Goodman put it in Ways of Worldmaking (1978), “the

arts must be taken no less seriously than the sciences as modes of discovery, creation, and enlargement of

knowledge in the broad sense of advancement of the understanding.” This is the “cognitive” part of aesthetic

cognitivism—the scientific study of neurological and psychological processes in the brain. While the emotional and

creative value of art is widely acknowledged, aesthetic cognitivism posits that engagement with art can also generate

epistemic value, contributing to knowledge acquisition and enhancing cognitive understanding in demonstrable and

measurable ways (Templeton Religion Trust, n.d.).

1. Structure of the Brain

To understand the effects of art on our brain, it is imperative to first gain a comprehensive understanding of how the

brain functions.

a) Brain Anatomy

The brain is a complex organ composed of approximately 86 billion neurons that work together to regulate our

thoughts, emotions, movements, and sensory perceptions. It can be divided into several regions, each

specializing in different functions that contribute to our overall cognitive experience (Queensland Brain Institute,

n.d.).

One of the key areas of the brain involved in processing sensory information is the occipital lobe, located at the

back of the head. This lobe plays a crucial role in vision, as it houses the primary visual cortex. When light enters

the eyes, it is converted into electrical signals by the photoreceptors in the retina. These signals are transmitted

via the optic nerve to the visual cortex, where the brain interprets and processes visual information. This includes

recognizing shapes, colors, and motion.

Adjacent to the occipital lobe are the temporal lobes, which further process visual information and are essential

for object recognition and face perception. The fusiform gyrus, located within the temporal lobe, is particularly

important for recognizing faces and distinguishing between different objects. This specialization allows for the

identification of familiar faces and guides social interactions (Queensland Brain Institute, n.d.).

The parietal lobes, located at the top of the brain, also play a role in vision, particularly in integrating sensory

information from various modalities. They help us perceive spatial relationships and guide our movements in

relation to visual stimuli. This integration is essential for activities like reaching for an object or navigating through

our environment.

Another critical aspect of vision is visual attention, which is governed by a network that includes the frontal lobes.

These areas help us focus on specific aspects of our visual field while filtering out irrelevant information, allowing

us to concentrate on what is most important.

Understanding how these various brain regions work together to process visual information provides insights into

the complexity of human perception. The interplay of neural pathways and specialized areas ensures that the

experience of sight is not only about seeing but also about understanding and interacting with the environment. As

advancements in neuroscience progress, increasing attention is being directed toward the complex neural

mechanisms by which the brain constructs our perception of reality, with visual processing serving as a critical and

foundational component of this perceptual framework.

2. Visual perception

After comprehensively exploring the anatomy of the brain and delineating the functions associated with each lobe, our

focus shifts to the intricate examination of one of the brain's most sophisticated functions: vision. In discussions that

intertwine art and neuroscience, it is essential to consider how art influences and interacts with our brain's

processes.Visual perception begins when light enters the eye and strikes the retina, where photoreceptor cells convert

light into electrical signals. These signals travel via the optic nerve to the brain's primary visual cortex in the occipital

lobe. The brain then interprets these signals to construct images, allowing us to perceive shapes, colors, and motion.

This process engages not only the occipital lobe but also the parietal and temporal lobes, which integrate spatial

awareness and memory, respectively (Queensland Brain Institute, n.d.).

a) Neural Mechanisms of Vision

The axons of ganglion cells exit the retina to form the optic nerve, which travels to two places: the thalamus

(specifically, the lateral geniculate nucleus, or LGN) and the superior colliculus. The LGN is the main relay for visual

information from the retina to reach the cortex. Despite this, the retina only makes up about 20% of all inputs to the

LGN, with the rest coming from the brainstem and the cortex. So more than simply acting as a basic relay for visual

input from retina to cortex, the LGN is actually the first part of our visual pathway that can be modified by mental

states.

The superior colliculus helps us to control where our head and eyes move, and so determines where we direct our

gaze. Saccades, the jumpy eye movements that you are using as you read this text, are also controlled by the

superior colliculus. As with the LGN, the superior colliculus receives strong input from the cortex, which provides the

dominant command as to where our gaze moves.

b) Cortical processing of visual input

From the thalamus, visual input travels to the visual cortex, located at the rear of our brains. The visual cortex is one

of the most-studied parts of the mammalian brain, and it is here that the elementary building blocks of our vision –

detection of contrast, colour and movement – are combined to produce our rich and complete visual perception.

Visual processing in the cortex occurs through two distinct 'streams' of information. One stream, sometimes called the

What Pathway is involved in recognising and identifying objects. The other stream, sometimes called the Where

Pathway, concerns object movement and location, and is important for visually guided behaviour.

The visual cortex is not uniform, and can be divided into a number of distinct subregions (Dana Foundation, 2023).

These subregions are arranged hierarchically, with simple visual features represented in 'lower' areas and more

complex features represented in 'higher' areas.

At the bottom of the hierarchy is the primary visual cortex, or V1. This is the part of visual cortex that receives input the

thalamus. Neurons in V1 are sensitive to very basic visual signals, like the orientation of a bar or the direction in which

a stimulus is moving. In humans and cats (but not rodents), neurons sensitive to the same orientation are located in

columns that span the entire thickness of the cortex.

All neurons within a column would respond to a horizontal (but not vertical or oblique) bar. In a neighbouring column,

all neurons would respond to oblique but not horizontal or vertical bars. As well as this selectivity for orientation,

neurons throughout most of V1 respond only to input from one of our two eyes. These neurons are also arranged in

columns, although they are distinct from the orientation columns. This orderly arrangement of visual properties in the

primary visual cortex was discovered by David Hubel and Torsten Wiesel in the 1960s, for which they were later

awarded the Nobel Prize.

Moving up the visual hierarchy, neurons represent more complex visual features. For example, in V2, the next area up

in the hierarchy, neurons respond to contours, textures, and the location of something in either the foreground or

background.

Beyond V1 and V2, the pathways carrying What and Where information split into distinct brain regions. At the top of

the What hierarchy is inferior temporal (IT) cortex, which represents complete objects – there is even a part of IT,

called the fusiform face area, which specifically responds to faces. The top regions in the Where stream are involved

in tasks like guiding eye movements (saccades) using working memory, and integrating our vision with our body

position (e.g., as you reach for an object).

In summary, the visual cortex shows a clear hierarchical arrangement. In lower areas (those closest to incoming light,

like V1), neurons respond to simple visual features. As the visual input works its way up the hierarchy, these simple

features are combined to create more complex features, until at the top of the hierarchy, neurons can represent

complete visual objects such as a face (Dana Foundation, 2023).

c) Art and Vision

The visual arts, which include drawing, painting, and sculpture showcase the power and complexity of our sense of

sight. When appreciating a great painting, we discriminate subtleties of color and brightness, and we respond to the

relationship between forms. The transforming power of perception makes a flat surface seem three-dimensional. Art

connects the visual system with other brain areas. Research suggests that we activate regions that control posture

and motion that correspond to the positions of depicted figures, and our emotional centers resonate with feelings

expressed on canvas or in marble. That the artist sees the world differently reflects, in part, the way higher brain areas

can be trained to process visual information. Learning to draw, one researcher found, leads to changes in the visual

cortex and regions that facilitate working memory.

3. Visual Thinking Skills and the Brain's Visual Processing Centers

a) Visual Thinking

Visual thinkers possess a heightened ability to comprehend the neurological and psychological impacts of art on the

human brain (MindManager, 2020). This cognitive style enables them to derive significant benefits from artistic

engagement, as they can more effectively process and interpret visual stimuli and their associated emotional and

cognitive responses.Visual thinking refers to the ability to process and interpret visual information, enabling individuals

to understand and solve problems creatively. It involves both hemispheres of the brain: the right hemisphere, known

for its role in creativity and holistic thinking, and the left hemisphere, responsible for analytical and sequential

processing. This bilateral engagement enhances cognitive flexibility, making visual thinking a cornerstone of artistic

expression and innovation.

Even though our brains are predisposed to think visually (MindManager, 2020), it was assumed until the late 1980s

that all thought was language-based. Since then, studies in behavior and imaging have confirmed that visual thinking

is not only real, it’s relatively wide-spread.

However, a suitable starting point is to acknowledge that brains engaged in visual thinking possess a distinct aptitude

for organizing ideas graphically, recalling and remembering information as images, and estimating numerical or

physical attributes. These cognitive strengths highlight the unique ways in which visual thinking enhances the brain's

ability to process and interpret complex information, offering valuable insights into the interaction between perception

and cognition. For example, you may know people who read books or listen to music purely in order to visualize, who

are capable of memorizing instructions by visualizing notes on a page, or who always seem to know at a glance

whether that new desk is going to fit through their office door

To accomplish this, people who think visually rely on two distinct groups of skills, “Object Visualization” is the ability to

picture scenes in rich detail and process them holistically. On the other hand “Spatial Visualization” refers to the ability

to judge distances, dimensions, and velocities. Though these don’t necessarily function equally or in tandem for

everyone, it’s been suggested that visual thinkers incorporate various aspects of object and spatial visualization to

analyze details and take action. Visual thinking brings clarity to information No matter what kind of thinking you tend to

do, your brain is wired to quickly understand and remember visual input. So, whether you’re on the giving or receiving

end of things, applying visual thinking to everyday events and relationships can bring greater clarity to information

(MindManager, 2020).

Visual thinking tools and techniques play a critical role in enhancing cognitive processing by enabling individuals to

better understand and communicate complex information. These methods allow users to visualize how data and ideas

are interconnected, facilitating more efficient grouping, sorting, and pattern recognition. By transforming abstract

concepts into visual formats, such as diagrams, mind maps, or flowcharts, these tools make it easier to comprehend

intricate relationships between ideas. Moreover, visual thinking supports both teaching and learning by linking new

information to memorable imagery, thereby improving retention, application, and the transfer of knowledge across

different contexts.

To maximize the benefits of understanding art, it is essential to employ effective and active techniques. Utilizing tools

such as infographics, concept maps, timelines, charts, drawings, and various visual representations can significantly

enhance the communication of experiences and knowledge compared to relying on verbal or textual information

alone. In the realm of education, research has demonstrated that visual learning strategies can improve not only

reading comprehension and writing skills but also long-term retention and test performance. In the workplace, experts

in business visualization, such as Dan Roam, assert that visual clarity is an accessible skill that anyone can develop

with the right tools and methodologies. Whether you are tasked with writing a narrative, conducting a class, or

planning a project, employing visual representation to introduce, share, and comprehend new information can

significantly streamline the process, whether working independently or as part of a team.

4. Impact of Different Art Forms, Colors, and Styles on the Brain and Psychology

a) Art Forms

The exploration of visual perception encompasses various aspects, from brain anatomy to visual cognition. This

foundational understanding leads us to our primary focus: the impact of art on the brain. Different art forms engage

distinct neural pathways. For instance, visual arts—such as painting and sculpture—activate the occipital lobe and

prefrontal cortex, thereby enhancing visual-spatial skills and emotional processing. Conversely, the performing arts,

including dance and music, stimulate motor regions and the auditory cortex, promoting coordination and fostering

emotional connections. Additionally, literary arts engage the language centers, contributing to greater empathy and

narrative comprehension (Cherry, 2020).

b) Colors and Psychology

Colors are essential in shaping perception and emotional responses, significantly impacting both art and

neuroscience. The brain processes colors through specialized cells in the retina, which convert light into electrical

signals sent to the visual cortex. This complex system allows us to perceive colors and influences our feelings toward

them.

Color psychology reveals that different hues evoke specific emotions—warm colors like red and orange can stimulate

energy and excitement, while cool colors like blue and green promote calmness and relaxation. Artists leverage this

understanding to convey messages and create moods in their work, using color combinations to enhance the viewer's

experience.

Research shows that colors can also affect cognitive functions and decision-making. For example, red can enhance

focus, while blue encourages creativity. Additionally, colors serve as powerful memory cues, aiding recall and retention

in educational settings.In summary, understanding the significance of colors helps us appreciate their profound impact

on the brain, emotions, and artistic expression. This knowledge can be harnessed to foster creativity, enhance

learning, and promote well-being in various contexts. A prominent figure in the Op Art movement Bridget Riley once

said: "My work is about the visual perception of color and shape, the relationship between the two, and how they

impact our consciousness." Riley's work plays with visual perception, exploring how the brain interprets patterns and

colors.

The interplay between color and emotional expression has long been a subject of interest in artistic discourse. As the

renowned artist Pablo Picasso articulated, "Colors, like features, follow the changes of the emotions." This statement

underscores the notion that color serves as a significant vehicle for conveying feelings and emotions in visual art,

suggesting that variations in hue, saturation, and brightness are closely linked to the emotional states of the artist and,

by extension, the viewer. This relationship invites further exploration into how color psychology influences the

perception and interpretation of art, as well as the ways in which different cultures associate specific colors with

particular emotions. Color is a powerful communication tool and can be used to signal action, influence mood, and

even influence physiological reactions. Certain colors have been associated with physiological changes, including

increased blood pressure, increased metabolism, and eyestrain.

Additionally, if we want to explain color theory and the psychological effects on human beings we need to take a look

at “The Munsell Color Theory”. The Munsell color sys tem is a color theory in which Munsell's system of color is

composed of three main components: hue, value, and chroma. It is a three-dimensional model (shaped like a cylinder)

that consists of horizontal and vertical axes. The horizontal circle that is part of the three-dimensional model

represents the hues, while the chroma extends radially from the center of the color model. The value is measured on a

vertical axis from light to dark. This model is sometimes also referred to as the Munsell color tree, but there is also the

Munsell color wheel, which is used to identify color hues on a circular spectrum.

Color psychology is the study of how different colors affect human mood and behavior. It explores how colors can

influence emotional responses, as well as how responses to color are affected by factors such as age and cultural

background.

Different topics that are of interest in this area include:

● The meanings of colors

● How colors impact physiological responses

● Emotional reactions to color

● Factors that impact color preferences

● Cultural differences in the meanings and associations of different colors

● Whether colors can impact mental health

● How colors can influence behaviors

● Ways that colors can be utilized to promote well-being

● How colors can be used to improve safety and design more optimal home and work environments

Much of the evidence in this emerging area is anecdotal at best, but researchers and experts have made a few

important discoveries and observations about the psychology of color and its effect on moods, feelings, and behaviors

(Cherry, 2020).

c) The Psychological Effects of Color

The empirical investigation of color psychology remains a relatively recent development within the broader fields of

psychology and neuroscience, but people have long been interested in the nature and impact of color. In ancient

cultures, colors were often used to treat different conditions and influence emotions. They also played a role in

different spiritual practices. Why is color such a powerful force in our lives? What effects can it have on our bodies and

minds? While perceptions of color are somewhat subjective, some color effects have universal meanings. Colors in

the red area of the color spectrum are known as warm colors and include red, orange, and yellow. These warm colors

evoke emotions ranging from feelings of warmth and comfort to feelings of anger and hostility. Colors on the blue side

of the spectrum are known as cool colors and include blue, purple, and green. These colors are often described as

calm, but can also call to mind feelings of sadness or indifference.

Symbolic Color Meanings

One 2020 study that surveyed the emotional associations of 4,598 people from 30 different countries found that

people commonly associate certain colors with specific emotions.

Among the findings, red stood out with 68% of participants associating it with love, indicating its strong and

perhaps universal connection to passion and emotion. Similarly, yellow was linked to joy by 52%, reinforcing its role

as a color of brightness and positivity. Interestingly, pink was also strongly associated with love, with 50% of

respondents linking the color to romantic or affectionate feelings. On the other end of the emotional spectrum, black

was associated with sadness by 51%, and brown was linked to disgust by 36%, suggesting that darker hues may

carry more negative emotional weight. These associations demonstrate how color perception is deeply embedded in

emotional processing across cultures.

The study's researchers suggested that such results indicated that color-emotion associations appear to have

universal qualities. These shared meanings may play an essential role in aiding communication.

"Given the prevalence of color, one would expect color psychology to be a well-developed area," researchers Andrew

Elliot and Markus Maier noted in a review of the existing research on the psychology of color. "Surprisingly, little

theoretical or empirical work has been conducted to date on color's influence on psychological functioning, and the

work that has been done has been driven mostly by practical concerns, not scientific rigor." (Cherry, 2020).

5. Using Art to Maintain Brain Health

Art plays a significant role in human psychology, which serves as the primary focus of the present research. Art

therapy has emerged as a prominent trend among individuals, reflecting the profound need for artistic expression in

contemporary society. In this section, we will examine the scientific underpinnings of our topic, exploring the

psychological benefits and therapeutic implications of art engagement. Aesthetic experience concerns the

appreciation of aesthetic objects and the resulting pleasure. Such pleasure is not derived from the utilitarian properties

of the objects but linked to the intrinsic qualities of the aesthetic objects themselves. Hence, the aesthetic pleasure is

disinterested (Kant, 1790). Aesthetic experiences can arise from the appreciation of human artifacts, such as artworks

(e.g., poetry, sculpture, music, visual arts, etc.) or aesthetic natural objects like sunsets or mountain vista. In this

review, we refer to aesthetic experiences associated with the appreciation of artworks, particularly visual arts.

Aesthetic experiences are offered by multiple contexts, (e.g., museums, galleries, churches,). Several psychological

perspectives considered aesthetic experience as a rewarding process and suggested a link between aesthetic

experience and pleasure (Berlyne,1974; Leder et al., 2004; Silvia, 2005). Recent studies suggest the arts can promote

health and psychological well-being and offer a therapeutic tool for many, e.g., adolescents, elderly, and vulnerable

individuals. Aesthetic experience has been associated with mindfulness meditation, as it leads to enhancing the

capability of perceptually engaging with an object (Harrison and Clark, 2016). However, how aesthetic experience

affects cognitive and emotional states and promotes physical and psychological well-being is a matter of debate

(Daykin et al., 2008). Several theoretical models have been proposed, suggesting alternating key roles for

cognitive or emotional facets of the aesthetic experience. A common theme in the models is that the aesthetic

evaluation of an artwork is the result of bottom-up stimulus properties and top-down cognitive appraisals. The result

affects mood, therefore promoting health and well-being.

In this vein, neuroimaging studies highlighted that immediate emotional responses to artwork and low-intensity

enduring changes in affective states (cf. Scherer, 2005 for the distinction of emotional response and affective state)

are associated with recruitment of brain circuitry involved in emotion regulation, pleasure, and reward. Thus, for

instance, images rated as beautiful elicit activity in reward-related areas, such as the medial orbitofrontal cortex, and

are associated with higher reward value than those rated as ugly (Kawabata and Zeki, 2004). Moreover, the activation

of an emotion processing network comprising the ventral and the dorsal striatum, the anterior cingulate and medial

temporal areas has been associated with the transient mood changes in response to happy and sad classical music.

Not only can art improve general well-being, it can also be used to prevent or heal us from physical and mental illness.

Art therapy is a growing field, useful for many ailments and situations, including when therapists work with people who

may have difficulties communicating directly about their inner experience, like children suffering from trauma or people

with autism. One study found that coloring and drawing reduced people’s heart rate and increased their respiratory

sinus arrhythmia (a marker of good cardiovascular health) while making them feel less anxious. Sculpting with clay

has been found to change wave patterns in our brains in ways that reflect a relaxed, meditative state. There is

evidence that listening to poetry can have similar effects on the brain as listening to music can, giving us peak

emotional experience.

Scientific Perspective of Art Therapy

Art therapy is a human service profession that utilizes art media, images, the creative process, and patient/client

responses to art productions as reflections of an individual's development, abilities, personality, interests, concerns,

and conflicts. Art therapy practice is based on knowledge of human developmental and psychological theories, which

are implemented in the full spectrum of models of assessment and treatment. Art therapy is an effective treatment for

developmental, medical, educational, social, or psychological issues. It is practiced in mental health, rehabilitation,

medical, educational, and forensic settings. Populations of all ages, races, and ethnic backgrounds are served by art

therapists. Art therapists provide services to individuals, couples, families, and groups. The approach to art therapy is

contingent upon the theoretical orientation of the art therapist as well as the population and the setting where it is

practiced. As stated by Gussak and Rosal in the Wiley Handbook of Art Therapy (2016), Art Therapy is profession

that is now complicated in breadth, depth and scope, art therapy was originally practiced within two distinct theoretical

orientations: art as therapy, focusing on the process of art making; and art psychotherapy, focusing on the finished

created product and relying on the triangulated relationship between therapist, artist, and the artwork. Contemporary

art therapy flows along a continuum of numerous approaches and has become so much more nuanced than the

original perspectives (Cohen-Liebman, 2003).

Here, we review evidence showing that arts promote well-being across several domains, and discuss the neural

underpinnings of aesthetic experience, emotional processing, pleasure, and reward. In particular, we assess the idea

that a common physiological mechanism is related to/supports aesthetic processing in multiple places for experiencing

art. Implications for therapeutic and educational uses of art are discussed.

Engaging with art can provide significant benefits for mental health, even for those who may not be interested in

creating artwork themselves. Merely immersing oneself in artistic experiences or adopting an artistic mindset can

foster personal growth and enhance emotional well-being. Individuals can meaningfully engage with art without

necessarily creating it themselves through a variety of enriching activities. Art appreciation, for example, involves

visiting galleries and museums to explore diverse forms of artistic expression, thereby fostering an understanding of

different styles, techniques, and cultural contexts. Engaging in art education, such as taking courses or attending

workshops on art history or theory, can further deepen one’s appreciation for art and its societal impact, encouraging

critical thinking and cultural awareness. Additionally, community engagement through participation in public art

projects or exhibitions provides valuable opportunities for social interaction and a sense of belonging. Simply

observing and discussing art with others can stimulate meaningful conversations and offer fresh perspectives,

enhancing both analytical and interpretative skills. Moreover, adopting an artistic mindset in problem-solving can

nurture creativity and innovation, benefiting various aspects of personal and professional life. Through these avenues,

individuals can develop a deeper connection with art and its significance, ultimately supporting their mental well-being

and overall quality of life.

a) Art in the Museum

Numerous studies highlight the therapeutic benefits of art museums, which include improved memory, reduced stress,

and enhanced social inclusion for various populations such as the elderly, individuals with mental health issues, and

the socially isolated. Research indicates that elements of the museum setting, including its psychological and

environmental aspects, create a positive aesthetic experience that aids in recalling happy memories, improving mood,

self-worth, and overall well-being. Unlike hospitals, art museums offer a non-stigmatizing environment that fosters self-

reflection and group communication, making them suitable for health interventions. Studies using psychophysiological

measures have shown that visits to art museums can lower stress. For instance, Clow and Fredhoi found significant

decreases in salivary cortisol levels and self-reported stress following a visit to the Guildhall Art Gallery. Another study

revealed that exposure to figurative art at the National Gallery of Modern Art in Rome led to a reduction in systolic

blood pressure among participants, while no significant effects were observed with modern art or a control condition.

Notably, participants equally liked both art styles, indicating that the relaxation response may be tied to the clarity of

figurative art rather than personal preference. However, without assessing participants' judgments of the artworks'

comprehensibility or enjoyment, definitive conclusions about the restorative effects of figurative versus abstract art

cannot be made (Barrett & Satpute, 2019).

b) Art and Education

The integration of art into educational settings has gained increasing attention for its potential to enhance learning,

empathy, and emotional engagement. In studies examining nursing care patterns using Lena Croqvist's painting The

Sickbed, participants were asked to respond to strategic questions designed to elicit empathy, while a control group

described good nursing practices without visual art support. The visual art group demonstrated greater effectiveness

in expressing aspects of nursing care and showed higher empathy scores. These findings suggest that incorporating

visual art into healthcare education can deepen the understanding of patients' emotional experiences, particularly in

the context of chronic pain, thereby improving nursing practices. However, a noted limitation is that the control group

received only verbal instruction, making it difficult to isolate the specific impact of the visual component. Additionally,

correlational studies have shown that high aesthetic value in artistic media is significantly associated with improved

learning outcomes. This raises important questions about how art influences emotional well-being and learning

efficiency, possibly through the activation of reward-related brain regions, which in turn enhances cognitive

engagement (Barrett & Satpute, 2019).

The intersection of technical education and the arts is an emerging area of scholarly interest. A pertinent framework for

examining this topic is the distinction between STEM (Science, Technology, Engineering, and Mathematics) and

STEAM (Science, Technology, Engineering, Arts, and Mathematics). The rapid evolution of technology is significantly

reshaping various sectors, including healthcare, retail, and finance, by automating repetitive tasks and developing

increasingly sophisticated AI systems that mimic human behavior. According to projections by Gartner, it is anticipated

that by 2030, 80% of project management responsibilities will be undertaken by artificial intelligence.

Nonetheless, certain soft skills—such as teamwork, creativity, and adaptability—are deemed irreplaceable in the

contemporary workforce. Research conducted by the National Bureau of Economic Research underscores a

heightened demand for workers possessing strong social skills, which are critical for adaptability and professional

growth within today’s dynamic job market. This paradigm shift has catalyzed the development of new curricula within

STEM disciplines, emphasizing the integration of the arts, thereby transforming STEM into STEAM. This integration is

pertinent for preparing professionals equipped to excel in rapidly evolving fields such as gaming and simulation. As

articulated by Dr. Ali P. Gordon, fostering collaboration among engineers, programmers, and artists has become

increasingly vital for the development of innovative products, underscoring the necessity of an interdisciplinary

approach in education and industry (University of Central Florida, n.d.).

STEM and STEAM

When looking at STEM vs. STEAM, the difference lies in the way they approach scientific concepts. STEM focuses

explicitly on the hard scientific, technological, engineering or mathematical skills to drive progress or create a new

concept. In STEAM curricula, per The Conversation, students leverage both hard and soft skills to solve problems.

For example, STEAM encourages collaboration to understand a STEM concept. By integrating concepts and practices

of the arts, STEAM uses tools such as data visualization or fine art imagery to deepen one’s understanding of science,

math and technology. This kind of out-of-the-box thinking is what leads STEAM professionals to create new products

using 3D printers or distill complicated data sets into easy-to-understand formats, such as infographics.

To truly grasp the relationship between STEM and STEAM—essentially the connection between art and science—we

can consider the examples of Picasso and Einstein. The link between these two icons lies in their groundbreaking

abilities to transcend established norms and reimagine concepts within their respective fields. Both individuals

challenged prevailing frameworks, fostering new understandings and showcasing the intricate ties between art and

science as intertwined elements of human creativity. Their contributions highlight the significant influence of creative

thinking on cognitive processes, driving innovation and expanding the horizons of knowledge. By studying their lives

and works, we gain valuable insights into the impact of creativity on brain function (University of Central Florida, n.d.).

Using Our Brain More Effectively with Art

Creating and appreciating art serves as a form of mental exercise, stimulating neural connections and enhancing

cognitive functions. Studies indicate that engaging in artistic activities improves memory, attention, and problem-

solving skills, making it a valuable tool for lifelong brain health. Though the research may be relatively young, there’s

enough to say that we should all consider making time for art and aesthetic experiences in our everyday life. Enjoying

art seems to contribute to our flourishing, say Magsamen and Ross, helping us to stay healthier and happier. Art's

ability to flex our imaginations may be one of the reasons why we've been making art since we were cave-dwellers,

says Kaimal. It might serve an evolutionary purpose. She has a theory that art-making helps us navigate problems

that might arise in the future. She wrote about this in October in the Journal of the American Art Therapy Association.

Her theory builds off of an idea developed in the last few years — that our brain is a predictive machine. According to

Kaimal, the brain utilizes information to make predictions about what we might do next—and more importantly, what

we need to do in order to survive and thrive. Engaging in the process of art-making activates this predictive and

decision-making capacity. When creating art, individuals make a continuous series of cognitive decisions, such as

selecting appropriate drawing tools, choosing colors, translating visual information onto a surface, and interpreting the

resulting images. This sequence of choices engages various neural systems, promoting both analytical thinking and

emotional processing, and ultimately contributes to the brain’s adaptive functioning.

Making art invigorates the brain in ways that differ significantly from simply viewing art. Studies have shown that the

act of creating visual art is associated with increased functional connectivity in the brain and heightened activation of

the visual cortex. Researchers often compare the process of making art to physical exercise, suggesting that just as

physical activity supports bodily health, engaging in artistic creation may help maintain mental clarity and cognitive

sharpness well into older age.

Beyond its cognitive benefits, creating art also serves as an effective tool for managing stress and coping with daily

challenges. Importantly, one does not need to be a professional artist to experience these benefits. There are many

accessible and enjoyable ways to begin engaging in art-making. For instance, group painting classes, which are

increasingly popular, offer opportunities to socialize while creating artwork in relaxed environments such as local

studios or even bars. Adult coloring books provide another approachable method, offering varying levels of difficulty to

help reduce stress and promote relaxation. Glass blowing classes introduce individuals to a hands-on, skill-building

experience, allowing them to create objects such as roses, bowls, and vases. Photography offers another creative

outlet; by taking photos of everyday surroundings or setting personal challenges, individuals can develop a new

perspective on the world around them. Simple sketching exercises—such as drawing objects at home for varying time

intervals—stimulate the brain by introducing new creative constraints. Lastly, figure drawing classes, often available at

community centers or museums, present an opportunity to engage with the human form artistically and analytically.

Through these diverse activities, individuals can explore creativity, support their mental health, and enrich their overall

well-being.

Beauty may be in the eye of the beholder, but the relationship between art and brainpower is in the eye of hard

science. As a valuable component of lifelong learning, engagement with art offers a meaningful opportunity to

stimulate cognitive function while enhancing overall quality of life. Actively participating in artistic experiences—

whether through visiting museums or exploring the works of renowned artists through scholarly resources—can serve

as an effective exercise for the brain, fostering both intellectual growth and emotional well-being.

Effectively Viewing Art

Your brain's reaction to the visual stimuli of a piece of artwork is only the first part of a multi-step process.

Understanding how to look at art lets you make the most out of the experience by keeping your brain active and

involved. There are a few things you can do to analyze a piece and effectively put your brain to use:

● Describe what you're seeing, and what you aren't.

● Think about the piece, what it may represent, and what it says about the artist.

● Discuss the work with others, and compare it to other works as well as your own life experiences.

The more time you spend analyzing a piece of art, the more you are able to stimulate both unconscious and conscious

brain functions. Doing so can increase your analytical and problem-solving skills in everyday life. If you aren't sure

where you can go to practice looking at art with an analytical eye, check out these places that may be near you:

● Local museums. Learn about the museums in your area. Some may even offer evening events that you can attend

with your friends.

● Craft and artisan fairs. See what your community is creating! Local artwork is a great place to get started on

appreciating art.

● Galleries. Oftentimes, galleries will open their doors to the public to show off new exhibits. See if there are any

galleries near you that open their doors weekly or monthly.

● Buy an art book. Head over to your favorite book store and buy an art book. Look at one piece a day with the intent of

analyzing and learning as much as you can about each piece.

● Find a documentary. Queue up your favorite streaming app and search for a documentary about art. You may be

surprised at what you learn (UAGC Staff Member, 2021).

Additionally, this research reviews Flow Theory, a psychological concept introduced by Mihaly Csikszentmihalyi, to

explore its significance within the domain of artistic creation and appreciation. Flow Theory defines a state of optimal

experience in which individuals achieve complete immersion and focus while engaging in an activity that balances

their skill level with the complexity of the task. In this state, the individual experiences a sense of effortlessness,

temporal distortion, and deep satisfaction as they operate at the peak of their creative and cognitive abilities. Within

the context of art, Flow Theory provides a framework for understanding the heightened concentration and emotional

resonance that often accompany the creative process. Artists often describe being "in the zone" when creating, a

condition that aligns closely with Csikszentmihalyi’s notion of flow. This state not only fosters creativity but also

promotes intrinsic motivation, allowing artists to push the boundaries of their capabilities and produce work that

resonates on a personal and cultural level. Furthermore, flow extends beyond the act of creation to influence the

experience of art appreciation. Viewers may enter a flow state when engaging deeply with a work of art, finding

themselves captivated by its details, meaning, and emotional impact. From a psychological perspective, Flow Theory

underscores the transformative potential of art, both for the creator and the audience. It highlights how art-making

serves as a conduit for self-expression, problem-solving, and emotional regulation. Moreover, it illuminates the role of

art in fostering connections—between the artist and their work, and between the work and its audience. In studying

the intersections between art and Flow Theory, this research aims to offer a deeper understanding of the cognitive,

emotional, and cultural dimensions of artistic practices, ultimately affirming art's enduring relevance in shaping human

experience.

6. Neuroesthetics

In the present discussion, various aspects of visual perception, brain anatomy, and visual thinking have been

explored. We have examined the affective qualities of art, its psychological impacts, and the intricate relationship

between art and science, highlighting how these domains complement each other. The present discussion transitions

to the specialized domain of neuroaesthetics, a multidisciplinary field that systematically investigates the interplay

between artistic experience, psychological processes, and neural mechanisms. This emerging area of research aims

to elucidate how the brain perceives, interprets, and responds to aesthetic stimuli, thereby contributing to a deeper

understanding of the cognitive and neurobiological foundations of art appreciation and creation. This area of study

seeks to understand how our neurological processes inform our experiences of art and its effects on our cognitive and

emotional well-being. In essence, neuroaesthetics continues Aristotle’s age-old quest for beauty, transforming it into a

scientific journey that bridges the gap between the subjective and the objective, the emotional and the empirical. This

field celebrates the wonder of art while uncovering the neural threads that weave our aesthetic tapestry, offering a

deeper appreciation of the beauty that enriches our lives. Neuroaesthetics is an interdisciplinary field that investigates

the neural underpinnings of aesthetic experiences, bridging neuroscience, psychology, and art. It aims to decode how

the brain perceives, processes, and responds to beauty and artistic expressions. Employing advanced neuroscientific

techniques such as electroencephalography (EEG), eye tracking, and galvanic skin response, researchers in

neuroaesthetics map the activity patterns of the brain and body in response to various art forms, including visual arts,

music, and literature.

Central to neuroaesthetics is the study of aesthetic perception, focusing on the neural correlates of elements that

contribute to beauty, such as symmetry, color, and composition. This field also examines the cognitive and emotional

responses elicited by aesthetic stimuli, identifying the neural circuits involved in the pleasure and reward systems of

the brain. Additionally, neuroaesthetics explores individual differences in aesthetic appreciation, considering factors

like cultural background, personal preferences, and educational influences.

The term “neuroaesthetics” was first popularized by Semir Zeki in the late 1990s. Zeki, a prominent neuroscientist,

conducted pioneering research demonstrating how different regions of the brain are involved in the appreciation of

visual art (Zeki, 1999). By utilizing brain imaging techniques such as functional magnetic resonance imaging (fMRI)

and EEG, researchers in neuroaesthetics have begun to map out the neural correlates of aesthetic experiences.

One of the primary areas of focus in neuroaesthetics is understanding the role of the brain’s reward system in the

perception of beauty. Research has shown that the experience of beauty activates the brain’s reward circuits,

including the orbitofrontal cortex and the striatum, which are also involved in processing other pleasurable stimuli

(Kawabata & Zeki, 2004). This activation is thought to be linked to the emotional and motivational aspects of aesthetic

appreciation.

Another key aspect of neuroaesthetics is the investigation of how specific elements of art, such as symmetry, color,

and composition, influence aesthetic judgments. For example, studies have found that symmetrical patterns are often

perceived as more attractive, likely due to the brain’s preference for order and predictability (Jacobsen et al., 2006).

Similarly, color and contrast have been shown to significantly impact aesthetic preferences and emotional responses

(Pedersen, 2024).

The studies reviewed demonstrate that the aesthetic value of artwork and its integration into educational programs

can positively influence psychological and physiological states, thereby enhancing well-being and learning. However,

the mechanisms behind the connection between art and well-being remain unclear, largely due to unresolved factors

surrounding aesthetic experience, emotion processing, and pleasure.

This review examines neuroimaging evidence that elucidates the neural mechanisms linking aesthetic experience with

emotional state activation in the observer, aiming to enhance our understanding of how aesthetic experiences evoke

emotions and pleasure. Notably, it is suggested that cognitive processing of art leads to positive aesthetic

experiences, as outlined in the information-processing stage model. This model posits that aesthetic pleasure arises

from a satisfactory understanding of the artwork; greater comprehension reduces ambiguity and increases the

likelihood of positive emotional responses. Consistent with this, various neurophysiological studies indicate that

contextual information enhances art processing and elevates positive emotions, engaging brain regions such as the

medial orbitofrontal cortex and ventromedial prefrontal cortex, which are closely tied to reward and emotion

processing.

Conversely, some theories address the enjoyment of negative emotions within art. Authors propose that the

psychological distance a viewer maintains from the depicted subject—stemming from awareness that it is a cultural

artifact—lessens the emotional impact and allows for a more aesthetic appraisal of the artwork. This psychological

distancing enables the perception of safety, allowing viewers to engage with negative content in a pleasurable

manner. In this context, negative emotions such as sadness can be reappraised as sources of pleasure, facilitating

empathetic responses to the art. Evidence from facial electromyography (EMG) supports the idea that defining stimuli

as artistic leads participants to rate artworks with negative emotional content more favorably, indicating a general

positive bias in art perception.

The pleasurable effect of negative emotions in art reception has been extensively investigated in the field of music.

According to the BRECVEMA model, enjoying sadness in music derives from the combination of two key

mechanisms, i.e., emotional contagion and aesthetic judgment that generate mixed affective responses. While

listening to sad music, one may experience the feeling of sadness through the mechanism of emotion contagion and

appreciate the beauty of the piece by judging it aesthetically positive. Some authors described the beneficial effects of

music listening on the emotional health, reporting that listeners use music to enhance positive emotions and regulate

negative emotions, affecting mood. Consistently, an influential model by posits that pleasure in response to sad music

is functional to restore homeostatic equilibrium that promotes optimal functioning. For instance, a person who is

experiencing emotional distress and has an absorptive personality will find pleasure in listening to sad music because,

being focused on the aesthetic experience of appreciating the beauty of music will disengage him/her from distress,

promoting positive mood. This concept is supported by the fact that listening to sad music engages the same network

of structures in the brain (i.e., the OFC, the nucleus accumbens, insula, and cingulate) that are known to be involved

in processing other stimuli with homeostatic value, such as those associated with food, sex, and attachment.

In line with the conceptual frameworks offered by music research, it may be hypothesized that pleasure in visual art

reception relies upon emotional contagion with the valence conveyed by the artwork; appraising a negative emotional

stimulus as a fictional rather than realistic; regulating emotion accordingly; enjoying aesthetic experience and

performing aesthetic judgment. If aesthetically pleasing, such an experience can be defined rewarding. The dynamic

interaction of these and other factors for producing pleasurable aesthetic experience has been broadly described in

theories of aesthetic processing. Providing a comprehensive account of this complex process is out of the scope of

this review; however, here we focus on how a part of these mechanisms—i.e., emotion contagion, emotion regulation,

pleasure, and reward—find a common neural substrate in network of emotion processing and how coupling

neuroimaging research with measurement of physiological states may be useful for demonstrating a link between

aesthetic experience and promotion of well-being (Barrett & Satpute, 2019).

Neuroaesthetics is a relatively recent research field within cognitive neuroscience and refers to the study of neural

correlates of aesthetic experience of beauty, particularly in visual art. Using multimodal neuroimaging techniques,

such as functional magnetic resonance (fMRI), magnetoencephalography (MEG), and electroencephalography (EEG),

it has produced heterogeneous results. Most studies, however, converge in the consideration of the orbitofrontal

cortex (OFC), and more generally, the core centers of emotional and reward-related responses as the putative

correlates of the aesthetic experience of beauty, hence supporting psychological studies that suggest that aesthetic

experience is emotionally positive and rewarding. Using fMRI, it has been shown that rating the beauty of an artwork

selectively engaged regions within the OFC irrespective of stimulus type (i.e., visual art, visual texture, music,

mathematical formulae, moral judgment etc.). Moreover, metabolic activity in those areas increased linearly as a

function of aesthetic, but not perceptual judgment of paintings, indicating that aesthetic preference for paintings is

mediated by activity within the reward-related network. Similarly, using MEG to record evoked potentials while viewing

images of artworks and photographs, found that the left dorsolateral prefrontal cortex (DLPFC) responded more when

participants judged the images as beautiful, than when they judged the images as not beautiful. Interestingly,

highlighted different neural patterns of activation for pleasant and unpleasant paintings. Specifically, they found that

bilateral occipital gyri and left cingulate sulcus activated more in response to preferred stimuli, whereas activation in

the right caudate nucleus decreased in response to decreasing preference ratings. As activity in the caudate nuclei

have been found to decrease following a punishment feedback, it may be suggested that deactivation of left caudate

reflects a general pattern of reduced activation to less rewarding stimuli. In line with these findings, a recent study of

showed that images rated as beautiful but evoking opposite emotions (i.e., joy vs. sorrow) modulated activity in OFC,

but also activated areas that have been found to be involved in positive emotional states (i.e., controlling empathy

toward other)—such as the temporoparietal junction (TPJ) and the supramarginal gyrus (SMG)—and negative

emotional states (i.e., perception of social pain)—such as the inferior parietal lobule (IPL) and the middle frontal gyrus

(MFG). Consistent with these findings, theories of embodied cognition suggested that emotions may be conveyed by

the work of art through embodied simulation or motor contagion. In support of this, neuroimaging studies found the

aesthetic judgment of human and nature content paintings to be modulated by the activation of a motor component.

That is, cortical motor systems were activated including parietal and premotor areas. This suggests that dynamic

artworks may engage motor systems via features that represent actions and emotions.

Therefore, experiencing art is a self-rewarding activity, irrespective of the emotional content of the artwork. This finding

is supported by previous research showing that an art context heightens positive response toward images with

negative content. Adopting a distanced perspective in art reception may produce positive emotional state and

pleasure, irrespective of the emotional content of the artwork. Moreover, it appears that art-specific emotions and

utilitarian emotions found a common neural substrate in brain network involved in emotion processing and reward.

One of my favorite sayings comes from David Thoreau: “My life has been the poem I would have writ / But I could not

both live and utter it.” It speaks to the way that life and art are intertwined, and how we gain so much from living life

with a sense of beauty and aesthetics in mind. There are many ways art infuses my own life—from singing and

playing guitar to reading novels and attending plays, which all help to improve my mood and enhance my sense of

wonder with the world. Probably, many of you feel the same way. Some of you may have felt you’ve even been saved

by art.

It may initially appear enigmatic that humans are driven to create or appreciate art. However, the presence of art

across every known culture for tens of thousands of years suggests that it plays a fundamental role in human

existence. This enduring universality implies that art may contribute to our survival by fostering intuitive thinking,

supporting innovation, and strengthening social cohesion.

There is ample evidence that engaging in the arts improves well-being. For example, one study involving more than

23,000 British participants found that those who either made art at least once a week or attended cultural events at

least once or twice a year were happier and had better mental health than those who didn’t. This was independent of

their age, marital status, income, health behaviors, social support, and more.

Though it’s hard to know in large survey studies whether art makes people happier or happier people are more likely

to make art (or respond to it), at least one study points toward the former. A Longitudinal studying in Japan also

showed that people who engaged in artistic activities, like crafts or painting, at one point in time had less cognitive

impairment later than those who didn’t, which again supports a direct effect of art on well-being. These kinds of

studies make a case for making art a regular part of our lives (Barrett & Satpute, 2019).

Methods

Search Strategy:

The literature search was conducted systematically using a range of academic search engines and databases (e.g.,

PubMed, ScienceDirect, Google Scholar). The search terms and phrases included “art and the brain,”

“neuroaesthetics,” “art therapy,” "neuroplasticity," and "visual perception." The timeframe of interest for publication

dates was between the years 2000 and 2024. Peer-reviewed articles or similar articles and credible reports were

included as long as the source was scholarly in nature and credible. Additional sources were obtained from legitimate

scientific periodicals or institutional websites; this allowed for cross-disciplinary representations. The search was

narrowed to literature written in English focused on human subjects, and neurological or psychological effects of art.

Inclusion Criteria:

Eligible studies were empirical studies, reviews and theoretical papers that studied the neural, cognitive or emotional

effects of art engagement. Studies with priority were those using experimental designs, neuroimaging approaches or

clinical interventions of art therapy. Articles focusing on non-human subjects only, unrelated disciplines, or were not

scientific in nature (e.g. editorials) were not eligible.

Data Extraction:

Key data was extracted based on selected papers which included information such as authorship, publication year,

research design, demographic information about participants, methodological types (fMRI, EEG, psychological testing,

etc.), findings related to brain function and emotional regulation, and conclusions of the paper. Data extraction was

done manually with thorough cross-checking for accuracy.

Synthesis Method:

The extracted data were analyzed and synthesized through a narrative synthesis whereby the evidence were

organized into thematic categories such as brain regions involved in art processing and creating, mechanisms of

neuroplasticity, cognitive and emotional effects, and application for therapy. This approach allowed multiple types of

study design and outcomes to be considered together into a single framework that describes the connections between

art and brain functioning.

Quality Assessment:

Though a formal quality assessment tool was not utilized, attention was focused on selecting high-impact and peer-

reviewed studies that followed high-quality methods. We prioritized studies with identified experimental controls and

reliable measures to improve the reliability of the overall conclusions developed.

Results

The findings from this research provide evidence of the complexity and interconnection between artistic engagement

and brain function, emphasizing the depth of cognitive, emotional, and therapeutic impact that art can have. An

analysis of neuroscientific literature, perspectives on visual cognition, and empirical literature suggest that

engagement with diverse art forms stimulates multiple areas of the brain--mainly the occipital, temporal, and pre-

frontal cortices--promoting visual-spatial processing, memory storage and emotional processing.

1. Neural Activation and Visual Processing:

Visual perception begins with stimulation of the retina, which leads to the optic nerve and then continues to the

primary areas, such as the lateral geniculate nucleus (LGN) and visual cortex (V1), as well as higher-order areas of

the cortex (V2, V4, IT cortex). These areas integrate object's shape, motion, color, and emotional content. Studies

have demonstrated that viewing art was associated with increased activity in the fusiform face area, dorsolateral

prefrontal cortex (DLPFC), and medial orbitofrontal cortex; all of which are regions implicated in aesthetic appraisal,

memory, and reward, respectively.

2. Cognitive and Emotional Correlates of Artistic Engagement:

Art exposure produces multifaceted emotions, engendered through activation of the brain's rewards and emotional

processing networks. Neuroimaging studies have found consistent activated areas during aesthetic experiences,

specifically the anterior cingulate cortex and striatum. The engagement of colour, form, and symbolism influence our

mood, motivation, and psychological resiliency through emotional engagement. The literature highlights colour

psychology or colour therapy that indicates colours (e.g., red, blue, and black) that are innate to emotional states such

as love, calm, and sadness along with their associated engagement/controllability potential.

3. Therapeutic Benefits and Neuroplasticity:

The evidence suggests that the making and observing of art promotes neuroplasticity. Activities such as drawing,

sculpting, and viewing work that is visual art related have been shown to correlate with enhancements in functional

connectivity and gray matter density in brain areas related to executive function and stress regulation. These effects

appear most pronounced in the context of art therapy, where participants experience reductions in stress markers

(e.g., cortisol), increases in heart rate variability, and generally enhanced moods following interventions. The findings

also support the efficacy of art-based interventions in clinical populations such as those with PTSD, depression, and

neurodegeneration.

4. Improvement of Educational Outcomes and Cognition via Artwork:

In an educational context, visual arts have been shown to foster empathy, retention of information, problem-solving

skills, and other aspects of cognition. By using visual thinking skills—engaging both hemispheres of the brain—

learners can better conceptualize highly abstract ideas of complexity. Integrating arts with STEM (by adding "A" for

"Art"; which transforms STEM into STEAM) correlates with increased imaginative thinking, versatility, and creative

intelligence. Studies show students exposed to high-aesthetic content on average achieve higher scores on

assessments measuring critical thinking and emotional literacy.

5. Aesthetic Experience and Neuroaesthetics:

Neuroaesthetics provides evidence in favor of the brain's natural responsiveness to beauty and artistic structures. In a

study using functional neuroimaging, the brain experienced organizing properties through the medial orbitofrontal

cortex and the ventromedial prefrontal cortex which relate to subjective value and emotional pleasure. Artworks

relating to an emotional negative experience (i.e., visual imagery of sorrow) can generate a positive affect because of

aesthetic distancing and can allow individuals to experience catharsis and emotional growth without any risk of

psychological impairment.

Discussion

This research emphasizes the powerful influence of art on the brain and supports the premise that engagement in art

improves neural connectivity, emotional health, and cognition. From an interdisciplinary perspective which consists of

neuroeducation, psychology, and aesthetic studies, it is clear that the interplay of visual perception, neuroaesthetics,

and emotional processing on brain connectivity, plasticity, and mental health is evident.

Summary of Major Findings:

A major finding from the research is the topic of neuroplasticity and its relation to artistic engagement. When

individuals engage in art, whether it be creating art or viewing art, their brains create new neural pathways—flexibility

and adaptability. This is very beneficial for an individual recovering from neurological trauma, or for cognitive deficits,

as art therapy has been demonstrated to enhance memory, focus, and emotional regulation. Neuroimaging studies

further confirm that engaging in art activates the limbic system and prefrontal cortex, revealing that engagement with

art and creativity can be seen as a way to express oneself, and as a way to enhance cognition and self-regulation

skills. Secondly, the findings also confirmed the psychological power of color. Color perceiving, a neural driven

behavior, plays an important role in emotional behavior. The research findings demonstrated that some colors can

reduce stress, awareness, or promote relaxation, therefore contributing to value of color in therapy practice. The study

also demonstrated color is a perception influenced by personal and cultural undertones that pulls for personalized

levels of treatment to be the most favorable. The study also reinforces the theoretical foundations of aesthetic

cognitivism that describes art as a way to comprehend understanding. This can be supported through neuroscience,

which has evidenced that visual(-spatial) thinking skills, especially when produced through artistic engagement,

strengthen problem-solving skills, critical thinking skills, spatial awareness, etc. This evidence supports the

recommendations made by researchers to utilize the arts to support both creative and critical thinking skills in

everyday contexts as well as education.

The findings of this research underscore the profound impact of art on the human brain, supporting the hypothesis that

artistic engagement enhances neural connectivity, emotional well-being, and cognitive functioning. Through an

interdisciplinary lens combining neuroscience, psychology, and aesthetics, the study highlights how visual perception,

neuroaesthetics, and emotional processing interact to influence the brain’s plasticity and mental health.

Implications and Significance:

These implications affect many areas: clinical, educational, and cultural. Clinically, art therapy has been a powerful

way to address emotional healing for people who have experienced trauma, stress, or depression. The study supports

the proposed integration of artistic practices into therapeutic programs focused on mental health and emotional

resilience. In education, the cognitive magnification from visual thinking allows arts-based curricula to support new

educational achievements and expansiveness area of empathy, creativity, and innovation. The evidence generated

from these findings adds to increased support for the extension of STEM to STEAM (Science, Technology,

Engineering, Arts, and Mathematics).

Link to Objectives:

The research achieved its objectives by examining the structure and function of the brain and changes to

psychological states using visual and emotional stimuli and a plethora of pathways leading to art as a vehicle for

enhancing well-being and education by linking it to a factual basis for what art is. The consistency of support for the

link between aspects of artistic activity and increased normal-functioning brain clearly exists across all investigations.

Limitations:

There are some limitations to these findings, while they are promising. First, neuroimaging research simply captures

and illustrates a moment of the brain in artistic engagement versus a phase in cognitive consequences (e.g. reflecting,

writing, resting) which may be long-term. Additionally, considering how subjective the perceived nature of the art is

creates a flexibility and variability that cannot be easily accounted for. There are so many personal, cultural, contextual

and variable influences on the art experience making research methods difficult to standardize.

Suggestions for future research:

Future research should investigate longitudinal work to assess the enduring effects of artistic engagement and its

influence on neural development and emotional resilience. Further, performing neuroaesthetic studies in more diverse

populations will allow for cultural differences in perception and appreciation in art to be explored. There is also scope

for interdisciplinary work between neuroscientists, artists, and educators detailed here, this area could be furthered in

terms of how art can better integrate into health and education.

Closing Thought:

Overall, the research shows that art is more than just a source of aesthetic delight; it is also a critical cognitive and

emotional force. In a world that is changing rapidly and is predominantly mediated through digital interfaces now more

than ever, developing and sustaining the artistic habit may be one the most powerful humanising and neurologically

uplifting pursuits we can promote. While science and society becomes increasingly complex and perplexing, we will

continue our engagement with art as tool for healing, born from learning and communicating with others, because it is

vital to our health and well-being.

Acknowledgments

I would like to extend my sincere and grateful acknowledgement to Professor Craig Matthew Vogel, who provided

esteemed guidance, direction, and constructive critique in the development of this research. His insight and

mentorship greatly informed the nature, development, and implications of this work.

I would also like to sincerely thank Lumiere Education for creating the opportunity, resource, and research

environment, without which the research would have been impossible. Their support critically enabled my exploration

into the relationship between art and neuroscience as it was unfolding.

References

Suttie, J. (2023, April 25). What art does for your brain. Greater Good Magazine. University of California, Berkeley.

https://greatergood.berkeley.edu/article/item/what_art_does_for_your_brain

Cherry, K. (2024). Color psychology: How colors impact mood, feelings, and behaviors. Verywell Mind.

https://www.verywellmind.com/color-psychology-2795824

Johns Hopkins Medicine. (n.d.). Anatomy of the brain., https://www.hopkinsmedicine.org/health/conditions-and-

diseases/anatomy-of-the-brain

Woodruff, A. (n.d.). Visual perception. Queensland Brain Institute, The University of Queensland,

https://qbi.uq.edu.au/brain/cognition-and-behaviour/visual-perception

MindManager. (2023, December 7). Visual thinking: What it is and why it’s useful. MindManager Blog.

https://blog.mindmanager.com/202010202008visual-thinking-what-it-is-and-why-its-useful/

Barrett, L. F., & Satpute, A. B. (2019). The psychological construction of emotion. Frontiers in Psychology, 10, 739.

https://doi.org/10.3389/fpsyg.2019.00739

Gharib, M. (2020, January 11). Feeling artsy? Here’s how making art helps your brain. NPR.

https://www.npr.org/sections/health-shots/2020/01/11/795010044/feeling-artsy-heres-how-making-art-helps-your-brain

UAGC Staff Member. (2021, December 8). How looking at art can help your brain. University of Arizona Global

Campus. https://www.uagc.edu/blog/how-looking-at-art-can-help-your-brain

Cohen-Liebman, M. S. (2003, September 11). Art therapy with sexually abused children: An overview. In The

handbook of art therapy (pp. 47-58). Elsevier. https://doi.org/10.1016/B0123430100000143

University of Central Florida. (n.d.). Comparing STEM vs. STEAM: Why the arts make a difference. University of

Central Florida. https://www.ucf.edu/online/engineering/news/comparing-stem-vs-steam-why-the-arts-make-a-

difference/

Dana Foundation. (2023, September 20). The senses: Vision. Dana Foundation. https://dana.org/resources/the-

senses-

vision/#:~:text=Accordingly%2C%20the%20physical%20apparatus%20for,to%20all%20other%20senses%20combined.

Pedersen, M. (2024, March 6). Neuroaesthetics: Decoding the brain's love for art and beauty. iMotions.

https://imotions.com/blog/insights/neuroaesthetics-decoding-the-brains-love-for-art-and-beauty/

Zeki, S. (1999). Inner Vision: An Exploration of Art and the Brain. Oxford University Press.

Dutton, D. (2009). The Art Instinct: Beauty, Pleasure, and Human Evolution. Bloomsbury Press.

Kawabata, H., & Zeki, S. (2004). Neural correlates of beauty. Journal of Neurophysiology, 91(4), 1699-1705.

Jacobsen, T., Schubotz, R. I., Höfel, L., & Cramon, D. Y. (2006). Brain correlates of aesthetic judgment of beauty.

NeuroImage, 29(1), 276-285.

Palmer, S. E., Schloss, K. B., & Sammartino, J. (2013). Visual aesthetics and human preference. Annual Review of

Psychology, 64, 77-107.

Beaty, R. E., Benedek, M., Kaufman, S. B., & Silvia, P. J. (2014). Default and executive network coupling supports

creative idea production. Scientific Reports, 4, 3821.

Templeton Religion Trust. (n.d.). Art & seeking understanding. Templeton Religion Trust.

https://templetonreligiontrust.org/areas-of-focus/art-seeking-understanding/?

gad_source=1&gbraid=0AAAAA9SRfRHILLwarZywABeftRkZn-

oS6&gclid=CjwKCAiA8Lu9BhA8EiwAag16b1vuH4UXXNGWIlUXc-MsUwhtte4WIs6NN49-

5fq9egthC317MLDkBRoCpm8QAvD_BwE

Kant, I. (1790). The critique of judgment. ed. W. S. Pluhar (Indianapolis, IN: Hackett) 1987.

Berlyne, D. E. (1974). Studies in the new experimental aesthetics: Steps toward an objective psychology of aesthetic

appreciation. (Oxford, England: Hemisphere)

Leder, H., Belke, B., Oeberst, A., and Augustin, D. (2004). A model of aesthetic appreciation and aesthetic judgments.

Br. J. Psychol. 95, 489–508. doi: 10.1348/0007126042369811”

Harrison, N. R., and Clark, D. P. A. (2016). The observing facet of trait mindfulness predicts frequency of aesthetic

experiences evoked by the arts. Mindfulness 7, 971–978. doi: 10.1007/s12671-016-0536-6

Daykin, N., Byrne, E., Soteriou, T., and O’Connor, S. (2008). The impact of art, design and environment in mental

healthcare: a systematic review of the literature. J. R. Soc. Promot. Heal. 128, 85–94. doi:

10.1177/1466424007087806