The Healing Power of Art and Creativity

By Kremena Stoyanova

The playwright August Wilson once said, “Art doesn’t change the world, art changes people, and people change the world.”

During the month of July, UMD hosted a group of 20 international students in the College of Arts, Humanities, and Social Sciences. The project for this Summer Institute was to produce a short documentary that incorporates the theme of the program, America, Here and Now. The students had some assigned directives, but overall they had autonomy over the storyline, composition, and production of their film. Many of the students tiptoed hesitantly into this mostly unfamiliar territory and displayed resistance and uncertainty about the randomness of the assignment and consequently the lessons and activities employed to inspire and educate them on the subject. 

In the realm of education, the traditional academic lecture has long been a staple of college learning. However, in recent years, there has been a growing recognition of the transformative power of film creation in comparison to traditional lectures. While academic lectures certainly have their place in imparting theoretical knowledge, film creation offers a dynamic and experiential approach that can have a more profound impact on students' lives. Here are several reasons why filmmaking can surpass academic lectures in terms of its influence on students:

  • Active Engagement and Hands-On Learning: Film creation demands active participation, requiring students to collaborate, plan, script, film, and edit their projects. This hands-on approach encourages deeper engagement with the subject matter. As students immerse themselves in the process, they internalize concepts and theories more effectively, making the learning experience more meaningful and lasting compared to passive listening in lectures.

  • Application of Concepts: Film creation provides a practical platform for students to apply theoretical knowledge in real-world scenarios. Instead of merely absorbing information from lectures, students are tasked with translating that knowledge into tangible outcomes. This application not only reinforces their understanding but also develops critical thinking and problem-solving skills as they navigate the challenges of filmmaking.

  • Multidisciplinary Learning: Filmmaking inherently incorporates various disciplines, including storytelling, visual communication, audio production, and technology. Students are exposed to a diverse skill set that extends beyond the confines of a single lecture, promoting cross-disciplinary thinking. This holistic approach to learning mirrors the complexity of the real world, preparing students for multidimensional challenges in their future careers.

  • Creativity and Self-Expression: Film creation nurtures creativity and self-expression, allowing students to communicate their ideas, perspectives, and emotions in innovative ways. Unlike the structured nature of lectures, filmmaking encourages students to think outside the box, experiment with different approaches, and bring their unique voices to the forefront. This fosters a sense of autonomy and ownership over their learning journey.

  • Collaboration and Communication: Filmmaking often involves teamwork and effective communication, as students must collaborate to bring their vision to life. This experience cultivates interpersonal skills, including negotiation, active listening, and conflict resolution—qualities that are highly valuable both in academic and professional settings.

  • Emotional Resonance: Films have a powerful emotional impact that can resonate deeply with viewers. When students create films, they have the opportunity to evoke emotions and connect with audiences on a personal level. This emotional resonance enhances the memorability of the content and encourages empathy, making the learning experience more meaningful and relatable.

  • Real-World Portfolio: Film projects result in tangible artifacts that students can add to their portfolios. These creative endeavors can serve as impressive showcases of their skills and experiences when seeking internships, jobs, or further educational opportunities. Such portfolios highlight practical abilities beyond the scope of lecture-based learning.

  • Lifelong Learning: The skills acquired through film creation, such as storytelling, visual communication, and media production, are applicable across various contexts and industries. Students can continue to refine and expand these skills beyond the classroom, fostering a culture of lifelong learning and adaptability.

Filmmaking offers a multifaceted approach that engages students on a deeper level through active participation, hands-on application, creativity, collaboration, and emotional resonance. The films the students created left a lasting impact on their lives, equipping them with not only knowledge but also practical skills and a sense of empowerment that extends far beyond their college years. As Otto Rank tells us, “It is because creativity is so central to our hearts and souls as human beings that it is at the same level as love itself as a sign of our health and wellbeing”. Creativity takes trust and courage. Trust in one’s unlimited potential and courage to explore one’s deepest self and to let in the world’s struggles and joy. The process of producing a short documentary is a prime example of how art can drive personal growth. From researching and crafting a narrative to capturing meaningful visuals, students are challenged to step outside their comfort zones and develop valuable skills such as storytelling, teamwork, and problem-solving. As they tackle real-world subjects and share their perspectives through the lens of a camera, students gain confidence and a sense of accomplishment, boosting their self-esteem and self-awareness. In the beginning of the program, the students lacked the trust and confidence nor were courageous enough to explore the depths of their Being. Moving through the different aspects of the project and especially when they witnessed their film on the big screen, they realized that there is a river of creativity running through all humans and that they are here to join it, to get wet, to jump in, and ride the wild rapids. The rewards are infinite when you explore the fierce and wild power of your imagination. According to the Celtic people, ‘imagination means soul”. We need new models of education in which the words soul and imagination are not banished but are honored and pursued. The essence of being human is to be creative, so why then we don’t educate in awakening and expanding our creativity?

Rumi offers us the following advice, “We must become ignorant of what we have been taught and be instead bewildered.” What the process of filmmaking offers the students is a plethora of awe-inspiring moments- chasing the perfect shot; exploring one’s connection to Nature and the Cosmos; a sense of Oneness, playfulness, empowerment; collective effervescence, and beauty. By weaving together, we created a culture where creativity was at the center of all endeavors. Anais Nin once said, “We write to taste life twice.” Isn’t that true? We also film, paint, dance, sing …….., create to taste life twice. We invite others to experience the mystery of life through our childlike innocence and frame of reference. We invite others to be part of our story and feel a sense of belonging. We welcome our inner child to celebrate the glimmers (internal or external cues that help us feel joy, safety or connection).

In this particular point in time, young people are lost and truly longing for the curiosity to stir their hearts and to draw them deeply into the living moment, but they don’t know how and/or fear the unknown. What they need is the spark which can ignite through anything that speaks to their soul- creative flow, remembrance, wonder, play, deep emotions..and more. The question of how to access these resources begs to be asked. After experiencing first hand the effects of the film classroom project, it is evident that art can serve as a subtle portal into the healing process. Rollo May asked, “In our day of dedication to facts and hard-headed objectivity, we have disparaged imagination…… What if imagination and art are not frosting at all, but the fountainhead of human experience?” What if……..? What changes? Who changes? How do we change?

The transformative power of art, exemplified by the creation of short documentaries, holds immense potential to impact students in profound ways. Through personal growth, empathy-building, and advocacy, art empowers students to connect with their inner selves, embrace diversity, and become agents of positive change. As educators and institutions recognize the value of art as a tool for education and personal development, the cultivation of artistic expression, particularly through the medium of short documentaries, can continue to shape the lives of students and shape a brighter, more interconnected future.