Rate My Professor Robyn Gibson

Gibson's academic interests center on arts education, creativity in lifelong learning and teaching, visual and media arts pedagogy, curriculum transformation through arts integration, motivational processes in arts participation, and the psychological and sociocultural benefits of arts for students, including Indigenous Australian students. Her research explores school, home, and community factors in arts outcomes, arts self-concept, imaginative thinking, flow states in classrooms, quality teaching frameworks for arts, STEAM integration, and self-care during crises. Major publications include the book Transforming the Curriculum Through the Arts (2nd edition, 2020, co-authored with Robyn Ewing); "The role of arts participation in students’ academic and nonacademic outcomes: A longitudinal study of school, home, and community factors" (Journal of Educational Psychology, 2013); "The ‘art’ of creative teaching: Implications for higher education" (Teaching in Higher Education, 2010); "Creative teaching or teaching creatively? Using creative arts strategies in preservice teacher education" (Waikato Journal of Education, 2015); "Cultivating imaginative thinking: Teacher strategies used in high-performing arts education classrooms" (Cambridge Journal of Education, 2016); and chapters such as "Leading with the Visual Arts" and "STEM into STEAM" (2020). With 51 publications cited over 837 times and prominent works receiving 200-300 citations each, her contributions have influenced educational practices emphasizing arts' role in student achievement, engagement, and resilience.