How we know, what we claim — and what we refuse to claim.
ImagineArts makes a specific promise: small, deliberate engagement with the arts and humanities, practised regularly, measurably supports wellbeing. This page lays out the research behind that promise in enough detail to be checked — and, just as important for an arts brand that wants to be believed, the popular claims we deliberately do not make. Our editorial rule is university, not pop psychology: honest effect sizes, printed references, caveats stated on the page.
Our home discipline is the Positive Humanities — the study of how engagement with the arts and humanities contributes to human flourishing — led by James Pawelski and colleagues at the University of Pennsylvania’s Humanities and Human Flourishing Project. Its conceptual model maps how engagement in five modes — creating, performing, consuming, studying, critiquing — can produce flourishing (Tay, Pawelski & Keith, 2018). The mechanism set has been refined and scale-validated as RAISE: Reflection, Acquisition, Immersion, Socialization, Expression (Thapa et al., 2023) — the framework our whole course teaches. The project’s systematic review of 27 interventions in healthy adults found initial evidence for increased positive affect, reduced negative affect and stress relief (Shim et al., 2021).
Direction of effect matters: within-person analyses show that when the same person increases engagement, depressive symptoms fall and life satisfaction rises, with temporal modelling supporting engagement→wellbeing rather than only the reverse (Finn et al., 2025). And the world beyond the West: sub-Saharan Africa shows among the highest arts-engagement levels globally (Global Flourishing Study analysis, iScience, 2026) — the gap in African evidence is in intervention trials, not in practice. This South African course amplifies what people here already do: choirs, storytelling, dance. One caveat we volunteer unprompted: much of the field’s synthesis work comes from a single research network, and independent replication teams are still scarce. The field is young; we say so.
“The greatest thing a human soul ever does in this world is to see something, and tell what it saw in a plain way.”
Each of our 28 course tools, and each daily practice in A Year with the Muses, is distilled from a specific literature. Evidence grades: A meta-analytic or replicated-RCT support at the stated size · A–B strong RCT plus converging work · B single RCT or strong experimental/cohort evidence.
An online awe-skill randomised trial (“attend, slow down, expand”) reported d 0.78–0.96 on stress, depression and wellbeing; eight weeks of “awe walks” increased daily awe and prosocial emotion in older adults.
Scientific Reports 2025 · Sturm et al. 2022 · Keltner & Haidt 2003 · The Awe CompassMeta-analysis across dozens of trials: d≈0.33 on wellbeing, ≈0.51 on positive affect. One of positive psychology’s most replicated exercises.
Carrillo et al. 2019 · King 2001 · ia10Honest grade: the meta-analytic effect is small (d≈0.15), best with three or more 15–20-minute sessions and specific prompts. The tool carries a distress caution; we do not inflate this number.
from Pennebaker & Beall 1986 · Bright PagesIPD meta-analysis of induced nostalgia: overall d=0.28; meaning d=0.38; connection d=0.35. The nuance our tool teaches: spontaneous everyday nostalgia trends negative — only structured, deliberate recall earns these effects.
Frankenbach et al. 2021 · The Memory BankA month of distanced (third-person) diary-keeping increased wise reasoning in preregistered trials, building on the self-distancing programme.
Grossmann et al. 2021 · Kross & Ayduk · The Wisdom DiaryViewing stressors from the imagined far future reduces present distress without suppressing anything.
Bruehlman-Senecal & Ayduk 2015 · The Long ViewBuilt on the seven validated music-in-mood-regulation strategies, including the documented “discharge” risk our tool warns about. Where an app trial missed its primary endpoint, our claims stay correspondingly modest.
Saarikallio 2008 · The Mood NavigatorFive films with guided 45-minute discussions halved three-year divorce rates in a randomised trial, matching therapist-led programmes. The discussion is the active ingredient.
Rogge et al. 2013 · Watch & TalkReduced social anxiety and intolerance of uncertainty in controlled work with improv exercises.
Felsman, Seifert & Himle 2019 · The Yes-And GymSinging groups bond faster than comparable activity groups — the “ice-breaker effect.” The reason a community choir is our standing recommendation.
Pearce, Launay & Dunbar 2015Regular participation in religious community is among epidemiology’s most consistent correlates of wellbeing and longevity; awe increases feelings of spirituality across belief lines. Our tools keep the community evidence and the belief questions honestly separate.
VanderWeele 2017 · Van Cappellen & Saroglou 2012 · The GatheringA short lunchtime gallery visit normalised salivary cortisol in city workers — while the median museum glance is under half a minute. Exactly the habit our slow-looking tools retrain.
Clow & Fredhoi 2006 · Smith & Smith 2001 · Two-Minute GalleryTwo design principles the evidence forced on us. Live beats screen, guided beats solo: random-assignment experiments show live theatre outperforming a film of the identical story on empathy and tolerance (Greene et al., 2018; Rathje, Hackel & Zaki, 2021) — which is why our course keeps sending you out, to choirs and galleries and stages, instead of keeping you on our pages. And absorption must be engineered, not commanded: telling people to “be immersed” fails in preregistered trials, while naturally occurring immersion predicts benefit (Cotter et al., 2022) — so our tools build absorption with timers, staging and beautiful constraints, never with instructions to feel something.
Credibility is mostly restraint. None of the following appears anywhere in our materials, because the evidence does not support it.
Bruehlman-Senecal, E. & Ayduk, O. (2015). This too shall pass: temporal distance and the regulation of emotional distress. J Pers Soc Psychol, 108(2), 356–375.
Carrillo, A. et al. (2019). Effects of the Best Possible Self intervention: systematic review and meta-analysis. PLoS ONE, 14(9), e0222386.
Clift, S. et al. (2021). A critical appraisal of the WHO scoping review of the arts, health and well-being. Cultural Trends, 30.
Clow, A. & Fredhoi, C. (2006). Normalisation of salivary cortisol by a brief lunchtime gallery visit. J Holistic Healthcare, 3(2), 29–32.
Cotter, K. N. et al. (2022). Instructed engagement and aesthetic experience — preregistered trials. Psychology of Aesthetics, Creativity, and the Arts.
Fancourt, D. & Finn, S. (2019). What is the evidence on the role of the arts in improving health and well-being? WHO HEN report 67.
Fancourt, D. & Steptoe, A. (2019). The art of life and death: arts engagement and mortality over 14 years (ELSA). BMJ, 367, l6377.
Fancourt, D. & Tymoszuk, U. (2019). Cultural engagement and incident depression in older adults (ELSA). Br J Psychiatry, 214(4), 225–229.
Felsman, P., Seifert, C. M. & Himle, J. A. (2019). Improvisational theater training to reduce social anxiety. The Arts in Psychotherapy, 63, 111–117.
Finn, S. et al. (2025). Within-person analyses of arts engagement and wellbeing in ELSA. J Gerontology: Series B.
Frankenbach, J. et al. (2021). Individual-participant-data meta-analysis of experimentally induced nostalgia.
Global Flourishing Study 22-country analysis of arts engagement (2026). iScience.
Greene, J. P. et al. (2018). Learning from live theater: randomized-assignment field experiments.
Grossmann, I. et al. (2021). Training for wisdom: the distanced-diary method — preregistered trials. Psychol Sci, 32(3), 381–394.
Keltner, D. & Haidt, J. (2003). Approaching awe, a moral, spiritual, and aesthetic emotion. Cognition and Emotion, 17(2), 297–314.
King, L. A. (2001). The health benefits of writing about life goals. Pers Soc Psychol Bull, 27(7), 798–807.
Mak, H. W., Fancourt, D. et al. (2023). Hobby engagement and mental wellbeing among 93,263 adults in 16 countries. Nature Medicine, 29.
Pearce, E., Launay, J. & Dunbar, R. I. M. (2015). The ice-breaker effect: singing mediates fast social bonding. Royal Society Open Science, 2(10), 150221.
Pennebaker, J. W. & Beall, S. K. (1986). Confronting a traumatic event. J Abnormal Psychol, 95(3), 274–281.
Rathje, S., Hackel, L. & Zaki, J. (2021). Attending live theatre improves empathy and changes attitudes. J Exp Soc Psychol, 95.
Rogge, R. D. et al. (2013). Is skills training necessary? The movie-and-talk relationship RCT. J Consult Clin Psychol, 81(6), 949–961.
Saarikallio, S. (2008). Music in mood regulation: initial scale development. Musicae Scientiae, 12(2), 291–309.
Scientific Reports (2025). Online awe micro-skill randomised trial: d 0.78–0.96 on stress, depression, wellbeing.
Shim, Y. et al. (2021). Arts and humanities interventions for flourishing: a mixed studies systematic review. Rev Gen Psychol, 25(3), 258–282.
Smith, J. K. & Smith, L. F. (2001). Spending time on art. Empirical Studies of the Arts, 19(2), 229–236.
Sturm, V. E. et al. (2022). Big smile, small self: awe walks promote prosocial positive emotions. Emotion, 22(5), 1044–1058.
Tay, L., Pawelski, J. O. & Keith, M. G. (2018). The role of the arts and humanities in human flourishing: a conceptual model. J Positive Psychol, 13(3), 215–225.
Thapa, S., Vaziri, H., Shim, Y., Tay, L. & Pawelski, J. O. (2023). The mechanisms of engagement in the arts and humanities (RAISE) scales. Psychology of Aesthetics, Creativity, and the Arts.
Van Cappellen, P. & Saroglou, V. (2012). Awe activates religious and spiritual feelings. Psychol Relig Spirituality, 4(3), 223–236.
VanderWeele, T. J. (2017). Religious communities and human flourishing. Curr Dir Psychol Sci, 26(5), 476–481.
A living page — last revised August 2026. The Humanities and Human Flourishing Project’s running feed of new empirical work: humanitiesandhumanflourishing.org.