From the outside, it might appear as though the students in Assistant Professor Yuko Taniguchi’s classroom at the University of Minnesota Rochester are simply sculpting, painting or writing.

But students in Taniguchi’s classes are learning that art can teach them about themselves, their mental health and the world around them.

In two classes taught by Taniguchi — Contemplation of Mental Health Using Creativity in Qualitative Analysis and Imagination Studio — students are learning to think, feel and reflect like artists while exploring their own mental well-being.

In these classrooms, students take part in projects that combine research, creative practice and personal reflection. For instance, one assignment asks students to design a “well-being space” on a large canvas. Students define personal boundaries and respond to questions such as, “Am I challenging myself?” or “Am I true to myself?” The project allows them to visualize their mental and emotional states and better understand what supports their mental well-being. 

“All students tell their story very differently,” Taniguchi says. “That helps them get to the core of what it means to be inside and outside of their well-being space.”

Creativity is for Everyone

The two courses highlight that creativity is not limited to professional artists. Many students who take Taniguchi’s courses are health science students who may not be used to expressing their artistic or creative side. In the Imagination Studio course, for instance, students engage in hands-on studio work, creating art such as masks and sculptures to develop what Taniguchi calls their “artistic mindset.” This mindset may include curiosity, boldness, and the ability to embrace discomfort, which are key skills for artistic creation, personal growth and resilience, Taniguchi says.

“We talk about the artist's mindset and then the scientific explanation,” she says. “It helps students recognize their creativity and understand why these practices support mental health.”

Students also learn to see connections between creativity and evidence-based thinking. Health sciences students, in particular, are encouraged to explore how their artistic creativity parallels the research methods they use in their health sciences classes. In both, they find uncertainty that needs further exploration, Taniguchi says. 

“Art is all about doing,” she says. “You can present an idea in academic writing, but creating something, whether that’s sculpture or painting, requires vulnerability and the willingness to face the unknown.”

By blending creativity, reflection and research, students develop skills that extend beyond the classroom. The hope, Taniguchi says, is that students will leave the class having learned to observe, reflect and articulate their experiences more deeply.

Studio hours are often the highlight of courses for students, providing dedicated time for artistic creation. This time allows students to step away from their rigorous science coursework and explore other dimensions of themselves. 

“They live for those studio hours,” Taniguchi says. “We talk about theory, and then as soon as I say, ‘Go,’ they’re focused.”

Ultimately, Taniguchi has designed these courses to help students see themselves as creative, well-rounded individuals who understand their well-being and how to navigate both personal and professional challenges.

“By learning to think like artists, students gain tools for resilience, reflection and emotional awareness,” she says. “They leave with not only practical artistic skills but a deeper understanding of their mental health and the ways creativity can enhance every aspect of life.”

Written by Wade Rupard