Activating the sensory parts of the brain strengthens recall, Allison said. When people can access more complete memories, they are better able to work through them with art.
“I believe every person can create, and I believe that it is a privilege to help someone see that they are creative,” she said. “You see them change. … You can see it in their body, in their face, the way they hold themselves. … Even the way they talk about themselves changes.”
To illustrate, she recalled a 16-year-old who was so angered by an art assignment that he broke his hand against a cinderblock wall. He did it to get out of class, Allison said, because he didn’t think he would be good at making art and feared shame.
Allison learned the student liked cars and built a connection with step-by-step books that showed how to draw vehicles. He got better and better. The teacher praised his efforts and added his drawing to her display of student work. By the end of the semester, the student had re-created Henri Matisse’s “Woman Sitting in a Chair.”
“Art is not this freewheeling, ‘Let’s all feel good,’ ” she said. “The visual arts are about equipping people with skill.”
While progressing as an artist, the student started sitting up straight and helping other students.
“He’s not an anomaly,” Allison said. “As you develop competency in art, that competency spills over to other areas. As you develop confidence through mastering an art process, that spills over.”