Art facilitates self-expression, bridging divides and fostering shared understanding, which is essential in peacebuilding contexts. The incorporation of creative methods, such as visual arts, sculpture, painting, and theatre encourage participants to externalize abstract concepts of peace, promoting dialogue and collective meaning-making and builds upon the transformative role of art (Kaplan, 2006; Vecchi, 2010).  The research demonstrated that art therapy, when it is combined with social activity, can be highly effective in achieving its goals (Kaplan, 2006).

Art-based approaches in peacebuilding education also emphasize experiential learning, which actively engages participants in exploring themes of conflict and reconciliation (Breed, 2016). Art can foster empathy and critical thinking which pave the way for sustainable peace (Solso, 2003).  This approach to peace aligns with Galtung’s (1969) distinction between negative peace defined as the absence of violence and positive peace emphasizing the presence of justice and harmony as art not only mitigates conflict but also builds the foundation for a more equitable and interconnected society. 

Non-verbal communication is a powerful medium for expressing complex emotions and ideas, often transcending linguistic and cultural barriers. This aligns with Phipps’s (2019) exploration of the limitations of verbal articulation, highlighting the necessity of alternative modes of expression to foster inclusivity and create safe, open spaces for participants to connect and share experiences beyond words.  By emphasizing silence and creativity, this approach fosters meaningful connections among participants and encourages deeper emotional engagement. It promotes both individual reflection and collective empathy, essential for addressing the underlying causes of conflict. Non-verbal methods play a crucial role in facilitating these interactions, embodying the principles of participatory pedagogy as outlined by Freire (1970).

As Naidu-Silverman (2015) emphasizes in her study, artistic forms can serve as opportunities for bringing diverse groups together, offering platforms that help restore trust and promote tolerance, both of which are critical for establishing lasting peace. This workshop highlights the vital role of non-verbal communication and artistic expression in peacebuilding, providing participants with tools to reflect on and contribute to a culture of peace. By integrating innovative, art-based methodologies, it seeks to inspire empathy, introspection, and collective understanding, fostering the conditions necessary for sustainable peace as the workshop encourages participants to move beyond simplistic definitions of peace towards deeper, transformative understandings aligned with Galtung's concept of negative and positive peace — shifting from merely addressing the absence of conflict (negative peace) to actively building structures and relationships that support justice, equality, and harmony (positive peace).
The aim of this workshop is to provide participants with an opportunity to explore the concept of peace through creative and introspective means, emphasizing the power of non-verbal communication in expressing complex ideas and emotions. By engaging participants in silent, collaborative activities, the workshop fosters an environment that reduces verbal and cultural constraints, allowing individuals to convey their unique perspectives authentically and inclusively. The workshop seeks to create a safe and inclusive environment where individuals can express their unique perspectives on peace while also fostering a sense of collective understanding. Ultimately, it aims to highlight the transformative potential of silence and creativity in promoting deeper reflection, empathy, and connection.

A qualitative exploratory research design will be employed to investigate participants’ perceptions and expressions of peace through multimodal analysis (Creswell & Poth, 2018). By utilizing multimodal data sources, including video recordings, transcription of the discussion, and participant-created art, this study aims to provide a holistic understanding of the creative and discursive processes underlying peace conceptualization. The workshop will take place during the UNESCO Spring School event in May 2025. It will involve participants engaging in an art-based activity to explore and express their personal definitions of peace. Participants will create physical representations of peace using tactile materials such as clay and play dough. During this process, participants will be encouraged to communicate without using words, fostering a focus on symbolic and nonverbal expression. This activity will be video recorded to capture the nuances of participants’ creative process, including gestures, facial expressions, and group interactions (Jewitt, 2012). Following the art-making session, participants will discuss their creations and reflect on their definitions of peace. These discussions will also be video recorded and the discussion part will be transcribed to facilitate content analysis (Krippendorf, 2018). Both the transcriptions and video recordings will be coded using content analysis by using MAXQDA, following for the identification of recurring themes, patterns and relationships. This process also allows the integration of findings across multiple data sources enhancing the reliability and validity of the results (Denzin, 2017). The target sample size for this study is 15 participants to facilitate in-depth engagement and manageability of data analysis. Participants will be informed of the purpose of the study, the recording process, and their right to withdraw at any stage without consequence as a part of the informed consent which will be obtained prior to the workshop.

This workshop is expected to yield rich insights into how participants conceptualize peace through creative, non-verbal expression. The artworks created during the silent activity may reveal diverse and unique interpretations of peace, offering a visual narrative of participants' introspections. Video recording of the activity following with the discussion will be likely to highlight the challenges and opportunities presented by the absence of verbal communication, including the potential for deeper reflection, and the emergence of shared understanding through non-verbal cues. The group discussion could illuminate how silence fosters or hinders creative expression and interpersonal connections. Participants will share how the activity encouraged them to rethink their usual communication patterns. The diversity in their art-expressions may contribute to broader insights into how different individuals interpret and embody the idea of peace. The presentations of the artworks, accompanied by participants’ reflections during the discussion part, are expected to offer valuable qualitative data for understanding the different and creative ways of expressing peace and peacebuilding ideas. This research is significant as it explores innovative ways of conceptualizing peace through non-verbal, creative expression, fostering deeper introspection and collaboration. It highlights the power of art and silence to transcend linguistic and cultural barriers, offering new tools for peacebuilding and peace education. By examining how participants communicate and connect without words, the study aims to contribute to a broader understanding of alternative expression methods and their role in building empathy and mutual understanding. Ultimately, it aims to provide valuable insights for peacebuilding and promotes the transformative potential of creativity in fostering dialogue and community cohesion.

Breed, A. (2016). Drama for conflict transformation toolkit: Youth theater for peace. USAID. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications. Denzin, N. K. (2017). The research act: A theoretical introduction to sociological methods. Routledge. Freire, P. (1970). Pedagogy of the Oppressed. Galtung, J. (1969). Violence, Peace, and Peace Research. Jewitt, C. (2012). An introduction to using video for research. National Centre for Research Methods Working Paper. Kaplan, F. (2006). Art Therapy and Social Action: Treating the World’s Wounds. Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). Sage Publications. Naidu-Silverman, E. (2015). The contribution of art and culture in peace and reconciliation processes in Asia – A literature review and case studies from Pakistan, Nepal, Myanmar, Indonesia, Afghanistan, Sri Lanka, and Banglades. Centre for Culture and Development (CKU). Phipps, A. (2019). Decolonising multilingualism: Struggles to decreate. Multilingual Matters. Solso, R. L. (2003). The psychology of art and the evolution of the conscious brain. Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education. Routledge.