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Art supports inclusion

Art activities provide a place to meet people from different cultural backgrounds. Arts and culture projects offer a special field for experiencing and experimenting, which enables diverse interaction between different groups and learning from one another. For example, offering opportunities to take part in art projects for people from different backgrounds is a concrete way to promote intercultural dialogue. Through dialogue, it is possible to question and remove prejudices and assumptions and to bring people closer to one another.

Participation in artistic activity can develop social relationships, reduce loneliness and increase feelings of belonging. According to research, art and artistic activity increase agency and the recognition of one’s own skills. These factors are important, among other things, in preventing social exclusion. Investing in equal accessibility of arts and cultural experiences is an investment in the realisation of cultural rights and humanity, and a sign of our respect for one another. 

Cultural needs are basic needs for every person. The UN Declaration of Human Rights, several human rights conventions binding on Finland and the Constitution of Finland safeguard everyone’s right to participate in the arts and culture, to use them to develop themselves and their community, and to have the opportunity to express themselves freely. This applies equally to people in all municipalities, in all age groups and with all backgrounds. To safeguard these rights, municipalities must implement active cultural policy, for example through cultural education and cultural wellbeing plans.

#kuntavaalit2025 #aluevaalit2025 #taideobservatorio

References:

Kallio-Tavin, M., Anttila, E., Jokela, T., Hiltunen, M., Lehikoinen, K., Pusa, T. (2019). Cultural Diversity in Finnish Arts Education Research. In L. Ferro, E. Wagner, E., L. Veloso, T. IJdens, J. Teixeira Lopes (eds) , pp. 71-89. Springer, Cham.

Kulttuuri- ja taidealojen keskusjärjestö KULTA ry. (2018). Kooste tietokorttien keskeisistä sisällöistä: Kulttuurin ja taiteen vaikutukset ihmiseen ja yhteiskuntaan.

Lehikoinen, K. & Vanhanen E. (toim.) (2017). Taide ja hyvinvointi – Katsauksia kansainväliseen tutkimukseen. Kokos-julkaisusarja 1/2017. Taideyliopisto.

Mäkikoskela, R., Kivioja, J., Räsänen, J. (2021). Educational Experiences Related to Architecture and Environmental Art. In E. Wagner, C. Svendler Nielsen, L. Veloso, A. Suominen, N. Pachova (eds) , pp. 195-215. Springer, Singapore.

. Verkkosivu. (Luettu 29.4.2021.)

Suominen, A., Anttila, E., Laes, T. (2025). Pedagogies of Hope in Times of Crises: Meanings of Arts Education Throughout the Lifespan. In T. Klepacki, E. van Meerkerk, T. Pernille Østern (eds) Arts and Cultural Education in a Challenging and Changing World. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Singapore.

Suominen, A., Hiltunen, M., Anttila, E. (2021). Arts Education Research, Projects and Pedagogy of Three University Programmes in Finland. In E. Wagner, C. Svendler Nielsen, L. Veloso, A. Suominen, N. Pachova (eds) , pp. 35-56. Springer, Singapore.

Terveyden ja hyvinvoinnin laitos. (18.12.2020). Kulttuuri hyvinvointi­kertomuksessa. Verkkosivu. (Luettu 29.4.2021.)

Wagner, E., Pachova, N., Suominen, A., Svendler-Nielsen, C., Veloso, L. (2021). The Role of Arts and Cultural Education in the Context of Sustainable Development—Concluding Remarks. In E. Wagner, C. Svendler Nielsen, L. Veloso, A. Suominen, N. Pachova (eds) , pp. 361-370. Springer, Singapore.

Art supports the future

In an educated society, art has value in and of itself and as part of the nation’s shared cultural heritage. At all times, art has engaged people in experiencing. Diverse artistic experiences, which involve surprises, pleasure, joy, rage and a wide range of other emotions, challenge us to see differently, stimulate creative reflection, encourage dialogue and give strength for life.

Art hobbies bring joy, as well as experiences of success and learning, as the skills being practised develop. For example, a hobby in music, theatre or visual arts can continue from childhood and youth into a resource in adulthood – even into a profession. Art hobbies develop in many ways the capacities for action that are needed in life. 

In times of crisis and for recovering from them, determination and coping are needed. Resilience, that is a person’s ability to recover from adversity, adapt to change and then continue with life, is essentially connected to coping. Resilience can be strengthened by participating in the arts, as in artistic activity the experimentation with different ways of acting and possible solutions can support the individual towards more flexible thinking and creative solutions. In increasing resilience through art, creating a relationship with art is central. Building this requires high-quality art hobbies and cultural activities that are pedagogically of high quality.

Environmental issues and influencing them are important for a sustainable future. Services usually have a smaller carbon footprint than goods. According to research, the opportunity to engage deeply in mentally and physically challenging activity brings people more happiness than the consumption of material goods. Thus, the key to a more sustainable future may be found in art and culture. Through art, environmental communication can be made more concrete and people can be activated to participate in environmentally friendly activities. Climate change and the transition to a green economy further increase the importance of the creative industries as a driver of the economy and of the arts as a force for societal change in municipalities. 

#kuntavaalit2025 #aluevaalit2025 #taideobservatorio

References:

Laes, T. (2023). Teoksessa H. Partti & M-L Juntunen (toim). Musiikkikasvatus muutoksessa. Sibelius-Akatemian julkaisuja.

Laes, T. & Korhonen, K. (2023). Strategisen tutkimuksen neuvoston blogi (STN)

Lehikoinen, K. (1.6.2020) Taidetoimintaan osallistuminen voi vahvistaa kykyä toipua vastoinkäymisistä ja jatkaa elämää. [blogikirjoitus]

Mäkikoskela, R., Kivioja, J., Räsänen, J. (2021). Educational Experiences Related to Architecture and Environmental Art. In E. Wagner, C. Svendler Nielsen, L. Veloso, A. Suominen, N. Pachova (eds) , pp. 195-215. Springer, Singapore.

Suominen, A., Anttila, E., Laes, T. (2025). Pedagogies of Hope in Times of Crises: Meanings of Arts Education Throughout the Lifespan. In T. Klepacki, E. van Meerkerk, T. Pernille Østern (eds) Arts and Cultural Education in a Challenging and Changing World. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Singapore.

Suominen, A., Hiltunen, M., Anttila, E. (2021). Arts Education Research, Projects and Pedagogy of Three University Programmes in Finland. In E. Wagner, C. Svendler Nielsen, L. Veloso, A. Suominen, N. Pachova (eds) , pp. 35-56. Springer, Singapore.

Wagner, E., Pachova, N., Suominen, A., Svendler-Nielsen, C., Veloso, L. (2021). The Role of Arts and Cultural Education in the Context of Sustainable Development—Concluding Remarks. In E. Wagner, C. Svendler Nielsen, L. Veloso, A. Suominen, N. Pachova (eds) , pp. 361-370. Springer, Singapore. 

Art pays off for municipalities

Municipalities are key enablers of cultural life and producers of cultural services, supporting culture and art every year with a larger sum than the state. Regardless of the size of the municipality, local cultural life is important for the social wellbeing of residents. A dynamic cultural scene also strengthens the municipality’s attractiveness and ability to retain residents, as diverse art and cultural offerings and opportunities for participation attract young adults and families, highly educated people and companies to the area. The opportunity to take part in culture and art as an audience member and also as a creator provides the best wellbeing benefits and strengthens, among other things, social cohesion.

Culture brings more meaningful content, employment and income to the life of a municipality. The share of culture in municipal expenditure is often small, but culture can nevertheless have a positive multiplier effect on the municipality’s overall economy, for example through direct and indirect employment impacts and cultural tourism. A diverse range of cultural offerings that is visible in the urban space and the good spirit, atmosphere and sense of surprise created by cultural activities attract a variety of people to explore the municipality and to return again and again.

Already in 2017, ArtsEqual researchers proposed that Finland’s largest cultural centre could be the comprehensive school, where high-quality and diverse arts and cultural education is equally accessible to all pupils. For example, arts and cultural hobbies integrated into the school day and made possible by the Finnish Model for Leisure Activities can, according to research, increase the meaningfulness of school attendance by providing opportunities for active engagement, self-expression and influencing one’s own environment. In this way, a sense of community and enjoyment at school can also improve. The researchers also propose a model of outreach cultural work to strengthen the cultural inclusion of children and young people and to prevent marginalisation.

#kuntavaalit2025 #aluevaalit2025 #taideobservatorio

References:

ArtsEqualin toimenpidesuositus. Taideyliopisto.

Mäkikoskela, R., Kivioja, J., Räsänen, J. (2021). Educational Experiences Related to Architecture and Environmental Art. In E. Wagner, C. Svendler Nielsen, L. Veloso, A. Suominen, N. Pachova (eds) , pp. 195-215. Springer, Singapore.

Suominen, A., Hiltunen, M., Anttila, E. (2021). Arts Education Research, Projects and Pedagogy of Three University Programmes in Finland. In E. Wagner, C. Svendler Nielsen, L. Veloso, A. Suominen, N. Pachova (eds) , pp. 35-56. Springer, Singapore.

Wagner, E., Pachova, N., Suominen, A., Svendler-Nielsen, C., Veloso, L. (2021). The Role of Arts and Cultural Education in the Context of Sustainable Development—Concluding Remarks. In E. Wagner, C. Svendler Nielsen, L. Veloso, A. Suominen, N. Pachova (eds) , pp. 361-370. Springer, Singapore.

Art benefits people of all ages

Art and culture give people more strength and resources for other areas of life as well. The right to participate in art and culture, to self-expression and to self-development are basic rights for everyone. They are safeguarded in the UN Universal Declaration of Human Rights, in the Constitution of Finland and in many international treaties that are also binding on Finland. Allocating resources to art and culture is an investment in people, both in terms of meaningfulness of life and the municipal economy. Cultural and artistic activities promote wellbeing and thereby make possible, among other things, cost savings in social and health care.

From the perspective of comprehensive wellbeing, wellbeing is understood as a combination of standard of living, quality of life and happiness, which involves, among other things, friendships, self-fulfilment, feeling that one’s life is meaningful and worthwhile and meaningful leisure activities. Making wellbeing possible is based primarily on dismantling inequality and striving for equality both in art services and more generally in society. Justice is closely related to each person’s real opportunities to act and also to freedom of choice. In addition, achieving wellbeing must also be understood in terms of people’s capabilities to act. Here, capabilities to act mean a person’s real opportunities to be themselves and to act in their chosen way to achieve their wellbeing. Wellbeing is based on everyone’s freedom to choose how to act or not act in their own life. People do not, however, have equal abilities or strength to make informed choices for their wellbeing in relation to participation in arts and culture. Could a cultural prescription and low-threshold service and client guidance in municipalities or wellbeing regions serve as means to dismantle inequality in finding meaningful art and cultural services for everyone?

Art and culture can also be tools in the field of health care. According to a report by the World Health Organization, the arts can, for example, influence the social determinants of health, promote children’s development, contribute to health-promoting behaviour, prevent illness and support care work. It is also possible to support people living with neurological disorders and those recovering from mental health problems through art. The UN has warned of a global mental health crisis as one of the consequences of the Covid-19 pandemic, so right now, from the perspective of the welfare society, it is important to recognise the potential of the arts as a concrete form of support provided by society.

Participation in art and cultural activities is a pathway to lifelong learning. Nevertheless, participatory art and cultural activities should not be only a remedy for ageing or loneliness, nor does offering artistic hobbies in later life mean activating people in order to ensure a smaller care burden. Through artistic hobbies it is possible to provide the opportunity for meaningful experiences that guide people to direct their resources towards the things they want. The health-promoting effects of art are indeed achieved in the course of the activity, but they are secondary, as the most important impact and benefit of artistic and cultural hobbies is the possibility of meaningful experiences, feelings of meaningfulness and of growing as a human being and enabling new identities.

#kuntavaalit2025 #aluevaalit2025 #taideobservatorio

References:

Laes, T. & Rautiainen, P. (2018). Aikuiskasvatus 2/2018. 130-139.

Laes, T. (2022). Ilmarinen 13.7.2022.

Laes, T. (2024). Kansanvalistusseura 21.2.2024.

Suominen, A., Anttila, E., Laes, T. (2025). Pedagogies of Hope in Times of Crises: Meanings of Arts Education Throughout the Lifespan. In T. Klepacki, E. van Meerkerk, T. Pernille Østern (eds) Arts and Cultural Education in a Challenging and Changing World. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Singapore.

Art supports children and young people.

The main goal of the Finnish model for leisure activities is to increase the wellbeing of children and young people by enabling every child and young person to have a pleasant and free hobby in connection with the school day. The range of activities is based on the wishes of children and young people themselves, which have been surveyed, among other things, through a school questionnaire. The activities are organised by coordinating existing good practices and methods, and through co-operation between schools and hobby organisers. The first hobbies made possible by the model were implemented in spring 2021, when the model was piloted in 117 municipalities. In the school year 2024–2025 activities will be organised in 258 municipalities for pupils in basic education. The model improves equal opportunities for hobbies for children and young people in a meaningful, child-centred way, with an emphasis on the pedagogical quality of the activities.

The strengthening of a personal relationship with culture and the arts and the accumulation of cultural capital are, for people of all ages, connected to social inclusion, wellbeing and a sense that life is enjoyable and meaningful. Cultural capital, which develops through cultural interaction with the surrounding environment, among other things, has an impact on a child's learning outcomes, academic ability and educational choices. Thus the effects of introducing children and young people to artistic hobbies can be significant from the perspective of both the individual and society, including in the long term. In order for the positive effects of art education to reach an even larger number of people, access to artistic activities must be further improved. Structures and ways of implementation must not exclude anyone from the activities. If a hobby starts off with good quality and manages to inspire, a person can enjoy it for decades, learning new things and delighting in it together with the friends gained through the hobby.

#kuntavaalit2025 #aluevaalit2025 #taideobservatorio

References:  

Anttila, E. (2024) Kuunteleva, kunnioittava ja kannustava kohtaaminen harrastustoiminnan ohjaajan pedagogisen osaamisen ytimenä. Teoksessa I. Ruokonen, S. Pekkilä, S. Maijala (toim.) S. 15–27. Taideyliopisto.

Kallio-Tavin, M., Anttila, E., Jokela, T., Hiltunen, M., Lehikoinen, K., Pusa, T. (2019). Cultural Diversity in Finnish Arts Education Research. In L. Ferro, E. Wagner, E., L. Veloso, T. IJdens, J. Teixeira Lopes (eds) , pp. 71-89. Springer, Cham.

Kulttuuri- ja taidealojen keskusjärjestö KULTA ry. (2021). Tietokortit.

(Luettu 29.4.2021)

Opetus- ja kulttuuriministeriö. (4.2.2021) Saarikko: Harrastamisen Suomen mallin seuraava vaihe liikkeelle. (Luettu 29.4.2021)

Suomen taide- ja kulttuurikasvatuksen observatorio. (12.6.2020) Lasten ja nuorten harrastusmahdollisuuksia edistävä Suomen malli toteutuu! (Luettu 29.4.2021)

Suominen, A., Anttila, E., Laes, T. (2025). Pedagogies of Hope in Times of Crises: Meanings of Arts Education Throughout the Lifespan. In T. Klepacki, E. van Meerkerk, T. Pernille Østern (eds) Arts and Cultural Education in a Challenging and Changing World. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Singapore.

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