Healing and Transforming Violence with Art by High School Senior Moira O'Connor

Throughout history, art has been used in every culture as a powerful form of self- expression and creativity. Humanity is drawn to the arts. There is something inherent and crucial inside us that craves wonder and aesthetics. Our biology is designed to create beauty. Our brains are proven to chemically change with the presence of art and exploration. Our emotional state and cognitive abilities expand and improve when we engage with the arts. 

In contrast, emotional suppression leads to violence. Violence is present in every community. It is displayed in countless forms. Children fall asleep listening to gunshots outside their windows. Teenangers walk through their school hallways searching for exits in case of shootings. Action movies glorify death, and the media bombards us with images of human suffering. 

Society normalizes violence in communities and in schools. Sensitivity becomes lost in a constant stream of desensitization. We have become numb in order to not feel constant fear and despair. We need to reclaim our sensitivity. Reconnecting with beauty offers a pathway to our inner selves and wisdom. Painting, music, dance, theater all are powerful tools. Art plays a crucial role in keeping communities safe by providing an outlet for self-expression and creativity. In addition to preventing violence, creativity helps individuals heal. Art allows people to deeply reflect on their trauma and process it in a safe and empowering atmosphere.

Historical art offers insight into the lives, minds, and struggles of past humans. Studying ancient art is a window into the soul of the painter. An article by the Metropolitan Museum of Art states, “By analyzing artworks from the past and looking at their details, we can rewind time and experience what a time period different from our own was like.” Art transports us through time and space. Similarly, it offers different perspectives. From the beginning of humanity, people have inherently known the persuasive power of art. Beauty has the ability to teach and display ideas more effectively than imposed opinions or preaching. In times of struggle and questioning, humans turn to creativity to find insight. This has been true from the very beginning of human evolution. By studying art from the past, insight can be found about what occupied the minds of our ancestors and how they worked to process and influence the world around them. Isabella Meyer, head of content for Art in Context, in her essay “Ancient Art – A Glimpse into the Past” writes, “Ancient art serves as a historical ledger, capturing the cultural values and narratives predominant in past societies. It illuminates the spiritual beliefs, political hierarchy, and social paradigms of the times.” Historical art can teach us about the emotions of past humans and draw similar emotional responses from us today. Art impacts all aspects of an individual's body and health. The physical effect that art possesses remains no matter how much time passess. 

The human body has a physical response to art. Some physical responses are apparent to those experiencing it, while other responses are invisible. These internal and hidden changes are profound. Susan Magsamen, founder and director of the Arts and Mind lab at Johns Hopkins University, and Ivy Ross, president of design for Google, write in their book Your Brain On Art, “there is a neurochemical exchange that can lead to what Aristotle called catharsis, or a release of emotion that leaves you feeling more connected to yourself and others afterward” (18). Catharsis brought on by art clearly displays the positive physical responses that art provides. Catharsis and a release of emotional tension is key in reducing anxiety and creating balance and health within the human body. Art has the ability to rewire our brains and chemically alter our bodies. “Art that spurs multiple emotions becomes salient, which, in turn rewires your neural pathways” (Magsamen and Ross 19). The word salient is used to describe objects and experiences that stand out and speak to us as humans. It is a key aspect of influential and inspiring art. Salient art has the opportunity to change our physical being simply by connecting with our senses on a deep physical and neurological level. 

Art not only has the ability to reduce stress; it is capable of transforming beliefs and forming new connections that allow individuals to move forward and heal. Cathy Malchiodi holds a doctorate in psychology and is an expressive arts therapist. In her book Trauma and Expressive Arts Therapy, she states, “Trauma’s impacts often require approaches that address the sensory-based experiences that many survivors report. Expressive arts therapy – the purposeful application of art, music, dance/movement, dramatic enactment, creative writing, and imaginary play – is largely a nonverbal way of self expression of feelings and perceptions” (1). Those suffering from trauma often struggle to address and communicate the lasting pain and terror that they experience. Art offers a nonverbal way to communicate, to get in touch with themselves as well as with a therapist in order to address the root of the trauma and release the emotions that are tied to it. Cathy Malchiodi goes on to say, “some women described their drawings as voices of their childhoods that were silenced due to repeated abuse by a parent or other family member. These survivors often explained that creating doodles, collages, and painting reduced hyperactivation and other symptoms of physical distress from traumatic memories” (13). Art offered a way to expel negative emotions and memories and quiet the trauma for these women. Art has the ability to center individuals in the moment, much like meditation. It has been shown to reduce heart rates, lower blood pressure, and reduce panic attacks. Art works as a form of medicine and release for individuals struggling with acute anxiety and PTSD. Art offers a way to redirect pain, and decrease violent reactions.

Violence is an ever-present force in our lives. Today society surrounds us with violent images through the news and social media. A constant stream of terrible and heartbreaking tragedies is displayed to us in a matter-of-fact and removed manner. Violent movies and video games escalate the familiarization of violence and gore. Death has become a form of entertainment. The familiarization of violence in children is dangerous. L. Rowell Huesmann, Collegiate Professor of Communication Studies at The University of Michigan states, “Research evidence has been accumulating that suggests that exposure to violence in television, movies, video games, cell phones, and on the Internet increases the risk of violent behavior on the viewer’s part, just as growing up in an environment filled with real violence increases the risk of them behaving violently.” It is often expected that those growing up in violent and dangerous conditions are more likely to inflict violence later in life. Generational trauma and abuse speak directly to this connection. In contrast to the soothing and reflective abilities of art, violent media numbs, angers, and advertises cruelty to all that are exposed to it. 

As children's brains develop, media has the ability to significantly impact their beliefs, perspective, and responses. Desensitization is identified as one of the most harmful long-term effects of violent media. With the loss of sensitivity, children connect more easily with the idea of violence and gore, and lose the natural emotions of fear and disgust. “The child can then think about and plan proactive aggressive acts without experiencing negative affect” (Huesmann). The familiarization of violence is dangerous and heartbreaking. Numb, angry children grappling with trauma are being taught violence and repression, only escalating the terrible outbursts we experience today in homes, schools, and communities. 

Sensitivity must be regained in order to reduce acts of violence. For many cultures, death was traditionally viewed as sacred and peaceful. Now, due to the glorified brutal deaths that are observed in the media, death is seen by many individuals as a spectacle. Children watch entire armies die on television screens, with vague curiosity and no emotions of grief or disturbance. The true impact of observing death does not pass through a screen, but violence and glorified victory do. Reconnecting with empathy breaks individuals out of their numb, desensitized view of death. By encouraging children to ponder and process the horror they are exposed to through the media, it is possible for them to regain their sensitivity. 

Schools are the first places that must address violence and implement courses and workshops that encourage students to express themselves and process pain. Schools possess the power to influence communities and present new ideas to young generations. Schools have the unique ability to shape the beliefs of the young generations. Tragically, they are also one of the places that suffer from instances of mass killing and targeted violence. Places intended for education and inspiration are now sources of fear and concern. Alex Leeds Matthews, Amy O’Kruk and Annette Choi, editors at CNN, explain that in 2023 and 2024 there were 165 school shootings in the United States. School shootings have become increasingly common in the U.S. ever since the Columbine massacre of 1999. A wave of miserable violence has affected countless school communities as these tragic events continue to take place. 

Education surrounding gun safety and shooting drills has instilled a deep fear and triggered a trauma response in many children. Evie Blad, a reporter for Education Week, describes the horror of lockdown drills and argues that violent and terrifying drills including fake blood, guns, screaming, and shooting sounds not only simulate the terror that school shootings create, they do little to provide real solutions to creating safe schools. As a result, fear, dread, and despair are commonly felt emotions for individuals who feel their school is unsafe. These emotions lead to an increase in mental illness and continue to contribute to unhealthy school environments (Blad). Yoku Mori, Elina Tiiri, Prakash Khanal, Jadyen Khakurl, Kaisa Mishina, and Andre Sourander of the University of Turku write, “Ten studies reported a significant association between mental health difficulties and a sense of safety at school. Depression and suicidal behavior were the most frequently reported issues.” Lack of communication and support lead to isolated individuals, and only escalates unrest and an unhealthy atmosphere. A new form of school gun violence education is desperately needed. 

Non-violent creative courses can be incorporated into school curriculums. They can address the painful, terrifying, and unjust violence that children and teenagers are exposed to. Teenagers today are automatically subject to information about school violence, but there is no opportunity to explore the true cause of violent actions in society, and discuss real preventative measures. Non-violent art classes and open discussions can address the root cause of the violent attacks instead of highlighting the gore and fear that accompanies these tragedies. Children are already inherently terrified of school violence. From the moment that someone learns about the horror, they already know to fear them and look for warning signs. There is not a need to instill more fear within children through realistic lockdown drills, it is already deeply rooted in the core of every child who has been warned about school gun violence. School shootings are a public health crisis, and as such, children must be trained to prevent them, not just fear them. The most effective way to give students a voice and work towards non-violence is through creativity.

Artistic representations of internal struggles allow individuals who normally struggle to speak up and share their opinions in a classroom setting to openly express themselves. By empowering young students to ponder peaceful ways to prevent school shootings, creative solutions can be formed. Cathy DeForest, executive director of Vision Quilt, a national gun violence prevention organization states, “These young people have a lot to teach us, we need to support their solutions to end gun violence.” The children that are being directly affected by gun violence know how it feels to be in the panicked frenzy of a violent school. As such, they possess unique and creative prevention ideas. With the right curriculum, empowerment and true solutions can be found and violent, traumatizing training videos will no longer be seen as necessary parts of education. 

Art-based curriculums empower youth activism and encourage vulnerable conversations. Vision Quilt is a national gun violence organization that has created a curriculum that combines art and nonviolence. They educate children and teachers about the impact that art can have on social awareness and activism. They have found that “95% of individuals involved in a Vision Quilt workshop learned how art, poetry, music and/or video can impact change” (DeForest). Many children have not had the opportunity to experience the power of artistic expression, and Vision Quilt has created a model that presents individuals with the opportunity to voice opinions loudly with art. Activist art programs can be incorporated into all schools regardless of wealth or surrounding communities. There is no group or section of the population that would not benefit from a curriculum that draws out true inspiration and real-world problem-solving skills. Everyone has the ability to create art, and everyone should have the opportunity to experience the power of an activist art program. Each person on this earth is affected by the tragic instances of violence in schools. We are tied together by these tragedies, and art curriculums can transform that tragic bond into productive, beautiful ideas and solutions. 

Vision Quilt has a unique model for how they incorporate art into their nonviolent gun violence course. During each discussion about the tragedy of gun violence there is room for artistic expression. This non-profit organization encourages middle and high school students to create a panel that represents their own unique experiences with violence and their goal for peace. It is a panel that is given careful thought and consideration. The Vision Quilt curriculum by founder Cathy DeForest states, “Vision Quilt’s goal is to ignite the inner visionary within each individual, empowering them to envision a safer world. Begin by inviting participants to reflect on the qualities and actions of visionaries they admire.” The goal of their curriculum is to form a course that not only inspires artistic expression, but helps individuals feel empowered by the work they are doing. Vision Quilt offers community art shows that display the many panels that children create as part of their program. Community members have the opportunity to view the incredible work and insightful messages that the children chose to display on their panels. This show encourages the children to speak about their art and share their ideas on creating safer communities with the adults who play a crucial part in their lives. Creating space for these workshops is a nonviolent way that schools can actively work to solve gun violence. It is necessary for schools to place value in these courses and make room for children to participate. Incorporating art into the classroom is crucial, and yet its very existence in curriculums is being threatened. 

Art classes are a vital part of education and they must be protected. Making room for creative workshops in curriculums is a key step in creating positive change in school communities. Manuel Barkan (1913–1970), an art educator at Ohio State University, wrote on the importance of art, “Children of all ages need visual stimulation in their daily experience- attention to shape, color, tone, and texture in objects in their environment” (79). He described the developmental role that art plays in elementary education and goes on to say, “In their art studies, kindergarten and first-grade children need to concentrate upon a reasonable variety of materials that can allow and encourage them to transform their visual and tactile sensations into symbolic and aesthetic forms. Their immature and unselfconscious awareness is their most powerful resource for involvement in direct learning through the making of works of art” (79). It is clear that art aids in the developmental process of children. Mariale M. Hardiman, Hardiman School of Education, Johns Hopkins University, suggests that art is the base of all meaningful education in the lines, “The arts are the essential platform upon which language and logic have developed. More than an anthropological sideshow, the arts constitute a direct connection between what we experience and who we are.” Art allows children to explore and learn about who they want to be and their place in the world. Splattering paint and pressing pencils to paper create immediate and striking results. Art is one of the few hands-on classes in schools; it allows children to experience the power of true innovation and find pleasure in creating something new. Workshops that guide children's creativity and teach them to utilize the power of artwork are incredibly valuable; they support all other educational pursuits. The worth and importance of art in schools must be protected. 

Educating youth about the importance of creativity will allow for the new generations to utilize the tools of art and banish the deleterious idea that artists must be naturally gifted, talented, and possess countless materials and resources. During early elementary school children lose their inspiration and creativity due to current educational standards. Susan Magsamen and Ivy Ross explain, “Somewhere around third grade you most likely received the message from a teacher, or other adult in your life, that you couldnt be an artist if you didn't have “talent.” And you also figured out that creativity was not as important as getting the answers correct on the endless bubble tests in school” (184). Once a child's creative spirit has been dismissed and undervalued, it becomes increasingly hard for them to regain their inspiration. Regaining the brain elasticity of a young child is virtually impossible, highlighting the importance of encouraging creativity at a young age. The false judgement that the arts are unnecessary and supplemental to true education is unquestionably untrue. “Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement” (Magsamen and Ross 142). Once society begins to understand and value these statistics, children can learn to utilize the remarkable resource of art and apply it to their own lives and future societies. 

The tactile and visual aspects of art will allow the reality of gun violence to translate to children. So much of modern education is done in a removed manner. Screens and textbooks display countless facts, but often the true messages are missed because children can not grasp the reality of what they are learning about. While exploring art, children experience first hand the effects of their artistic choices. Both young children and teens can gain insight through exploring artistic processes and getting in touch with their imaginations. 

Exploring the potential that lies in imagination is a key part in the combination of art and non-violence education. Maxine Greene, professor at Teachers College, Columbia University, writes, “Imagination is what, above all else, makes empathy possible” (3). Through exploring their endless creative choices, they will learn the immediate effect of actions and have an opportunity to process the existence of school violence. As children begin to explore their aesthetic preferences and design choices, they begin to see the freedom that they have in creating their own reality on the page in front of them. Just as they create their own reality in art, they can learn to apply their imagination to the real world and imagine the future they crave. It is clear that imagining and visualizing a better future is the first step in making it a human reality. “We also have our social imagination: the capacity to to invent visions of what should be and what might be in our deficient society, on the streets where we live, in our schools” (Greene 5). That same creativity and imagination that children call on to create beauty is what needs to be nurtured in order to generate real-life solutions to the gun violence crisis. 

Making art available to all school children is a necessary step in implementing effective non-violent courses, but many schools struggle to financially supply art courses. Often the schools that are struggling the most economically, have the highest rate of violence. These schools do not have the resources or money to create a vibrant arts education. Art budgets have been severely cut as public schools are funded predominantly to educate in subjects that will appear on large national tests. The United States public education is largely based on rankings and an individual's ability to score well on standardized tests. The vast majority of school funding goes directly to supporting test prep, leading to neglected or nonexistent art departments. “Children attending schools in low-income neighborhoods are the least likely to receive arts instruction... In New York City, for example, 20 percent of all schools lack a full or part-time art teacher. A disproportionate 42 percent of those schools are located in two of the city’s lower income neighborhoods ” (Hardiman). 

Wealth disparities play a large role in art education. Highly funded private schools often have large and advanced studio art space, as well as theaters and music rooms. Public schools in low-income neighborhoods and districts lack these spaces and resources. Hardiman clearly displays this disparity when she goes on to say, “Most of the schools without arts and cultural organization partnerships and no dedicated arts rooms are located in neighborhoods with the lowest incomes… [They] report that in high-poverty schools, just 59 percent of schools have dedicated space for visual arts instruction compared to 76 percent in low-poverty schools.” Wealth disparities create difficult barriers to supplying a meaningful arts education to much of the population.

Individuals living in low-income districts and neighborhoods with little choice on school, extracurriculars, or creative materials are often the most vulnerable and exposed to violence. They are most in need of creativity and non-violence workshops, and yet they have the least access. Despite these struggles, incredible art blossoms out of impoverished and struggling communities. Many artists who create public street art share striking imagery that reflects their lived experience. The very streets which experience terrible violence are covered in murals that portray the ideals and beliefs of the artists. Street art is a prime example of beauty created in places of struggle or poverty in order to display culture. The idea that art can be created to reflect culture regardless of resources is clearly seen in the lines,

“Belief systems and community principles are expressed and reinforced using the resources available. For indigenous cultures, this meant pottery, drawing, weaving, agriculture, home-building, and making–as well as ritualistic acts such as song, dance, and mythmaking. Today there are a vast array of materials and technologies to create meaning. A beautiful contemporary example is the creation of urban wall murals” (Magsamen and Ross 212).

Even with little education, supplies, or support artists find a way to share their perspectives with the world. The determination of these struggling artists demonstrates the possibility and potential of encouraging all individuals regardless of income or circumstance to wholly engage with the arts. 

Those living in difficult and dangerous situations can be encouraged and supported so that their ideals and images can be shared with the world. Images of resilience, community, and culture can be used as tools to prevent further violence in neighborhoods, cities, and the whole of society. Artists who possess the vision and ability to create large, influential artworks hold undeniable power and influence in their communities. Public art that is viewed only from the highway or sidewalk still grips the minds of countless people who observe it during daily commutes and activities. Art does not require a well-lit museum wall to be influential or beautiful. What one sees and experiences daily directly influences how one views the world. While historical statues and political art may not strike wonder within an individual, vulnerable and cultural art has the ability to inspire awe. The important role that awe plays in creating community change is seen in the line, “awe alters your mind from self-centeredness to community-centric, making you more prosocial and breaking down me-versus-them thinking” (Magsamen and Ross 179). They go on to state, “It heightens your curiosity and creativity, and it has the capacity to make you more generous, tender, empathetic, and hopeful. Awe is the emotion that ignites a primal feeling of empowerment that drives you to take action and even to make self-sacrifices if required” (179). Public art that inspires awe and is viewed by entire communities every day helps cultivate unity and kinship as individuals relate and find solace in the vulnerability. 

Public art offers a unique way for individuals and communities to display progressive ideals even when they are unable to vote or partake in political discussions. Cheryl McEwan and Lucy Szablewska from the Department of Geography at Durham University, Kate V. Lewis at Newcastle University, and Lilian M. Nabulime of the Margaret Trowell School of Industrial and Fine Arts, write: “ In East African countries, with often poor communications and public health infrastructures, high rates of illiteracy, and cultural preferences for oral and visual forms of knowledge-making, street art is an important means by which people in marginalised communities have sought to engage in social and political life.” Street art offers individuals a way to highlight opinions, discontent, and preserve culture no matter their circumstances or resources. This key aspect of public art displays the extraordinary ability creativity has to give every person on this planet a voice. Being seen, valued, and heard is a fundamental human desire. Art is an outward projection of internal beliefs, struggles, perspectives, and dreams. Projecting images publicly offers a way for communities to center themselves and unite over a shared experience. Arwa Haider, a BBC journalist writes on the importance of graffiti, “Graffiti is both an ancient form (traced back to writing on the wall in Ancient Greece and Rome) and a vital contemporary statement about society.” Public art serves as a landmark and anchor to which every community member forms their own unique bond. Public art is a shared experience, a way of displaying the inner power of an individual's vision and spirit with others in order to create connection. Public art gives people voices and influence regardless of what politicians or governments demand. Art is a language and form of protest that can not be denied or silenced. 

Protest art adds another dimension to the process of healing with creativity. Utilizing the cathartic release and soothing capabilities of creating art directly impacts the physical body, but creating protest art that empowers individuals and fights for change heals a different aspect of an individual's health. By creating protest art, humans have the means to change political and social roles and stereotypes and heal the very systems that are broken within society. Marit Dewhurst, Director of Art Education at City College of New York, wrote on the diverse uses of protest art, “Artists have drawn together to affect everything from access to affordable housing to open communication about homophobia.” Activist art is used as a form of peaceful protest in order to demand and promote positive change. “The real life changes that take place with the aid of protest art allows all people to find empowerment and purpose with the aid of creativity. Art’s ability to communicate ideas, where words alone might not suffice, open up useful ways for disenfranchised or oppressed groups of people to interact with, and potentially impact, the world” (Dewhurst). Protest art provides humanity with a way to express discontent and address the inherent need within every individual to work towards a brighter and more just future. 

Protest art heals the inner idealist and activist within the creator. Art is a form of expression completely removed from the boundaries of what is acceptable, polite, behaved, or desirable. As such, protest art invites individuals to become curious about a potential future they want to encourage, and set aside their preconceived judgments. “The arts are particularly good at cultivating our curiosity because, by their very nature, they tap into our need to understand and to be moved, and at the same time to be comfortable with ambiguity” (Magsamen and Ross 173). The ability to create change through beautiful self-expression is a gift that rekindles our vulnerability, and ignites power and purpose. Ambition gives humanity a reason to continue to explore and continue to live despite the harsh struggles that are faced throughout human life. Emiliana R. Simon-Thomas, Ph.D. and director of the Greater Good Science Center writes, “a sense of purpose is very strongly associated with mental and physical well-being—and that’s why it is core to most scientific definitions of what it means to be happy in life.” Using art as a form of activism allows individuals to find ambition and meaning in their individual lives and in their communities. Activist art can create more just societies and help communities unify and form bonds.

Aesthetic creativity is a uniquely human pursuit that embraces the wild unrestrained dimensions of humanity and directs them in a path that has the power to transform societies, and heal individuals as well as entire communities. The breathless wonder experienced when viewing one of the Renaissance masterpieces, the tears brought on by the heartwrenching delicacy of a twirling dancer, the wonder prompted by poetry and music all hint at the ethereal and significant influence of the arts. The true capabilities of art and engaging with creativity have only begun to be understood, but it is clear that art is woven deeply into humanity. The healing capabilities of creativity are clearly brought into the light through its ability to quiet trauma, reduce stress, and reform harmful belief systems. Art holds answers and solutions to many of the questions and struggles humanity currently faces. The constant violence that is experienced all around the globe in schools and communities requires creative nonviolent art courses. If people learn to express discontent through art instead of violence, society will be transformed. Individuals can find their way to the arts in unique and unexpected ways in times of need, and it is time that the current violent crisis be met and stopped with the aid of powerful creativity. The countless connections that are formed between art, non-violence, and healing, all display the necessary bond that exists between humanity and the arts. Public art, protest art, art therapy, and nonviolent school art curriculums all offer methods to heal and reform the violent reality that humanity has created. Art offers an answer and solution to the pain. It is a passage to sensitivity, intuition, and true health. 

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