Arts Program Benefits:
Arts curricula offer many approaches to subject matter; therefore, they provide better learning opportunities for low-achieving and problem students. Arts experiences can also help students find satisfaction and success in school, two essential elements for the learning process.
J.T. Darby and J.S. Catterall.
“The Fourth R: The Arts and Learning”,
Teachers College Record. 1994
Creative arts with the developmentally delayed individuals show statistical increases in productivity, primarily positive responses and additional opportunity for clients to communicate.
Hagen, K. A.
“The Impact of the Creative Arts on Self-Image, Mood
and Work Behavior of Ten Developmentally Delayed Adults”,
DAI. California State University, Long Beach, 1996
Art is Vital to Human Growth:
A qualitative inquiry concluded that the arts are a vital and necessary part of developmental, intellectual, social and aesthetic growth, and should be included as part of the regular education of every child.
J.E. Newman. ,”What Happens When Art Isn’t Absent.
The Influence of an Arts-Integrated Curriculum on Second
and Fourth Grade Students enrolled in a K-8 Visual
and Performing Arts Magnet School”,
DAI. University of Denver, 1996
Art Prepares Students for College:
The arts have far-reaching potential to help students achieve education goals. Students of the arts Continue to outperform their non-arts peers on the Scholastic Assessment Test, according to the College Entrance Examination Board. In 1995, SAT scores for students who had studied the arts more than four years were 59 points higher on the verbal and 44 points higher on the math portion than students with no course work or experience in the arts.
The College Board, Profile of SAT
and Achievement Test Takers. 1995.
A study that compared instrumental music as a performing art to selected non-music areas, including mathematics, language arts and reading revealed a significant difference between the two groupings. Those involved in instrumental music scored significantly higher on standardized tests. (TEAM).
Trent, D E. “The Impact of Instrumental Music
Education on Academic Achievement”.
DAI. East Texas State University. 1996
Arts Foster Critical Thinking:
Analysis of a qualitative study indicated that the use of different forms of representation fosters the practice of visual thinking, narrative thinking, metaphorical thinking, reflective thinking, multisensory thinking and knowledge integration in an eighth grade social studies curricular unit.
Maria Albert. “Impact of an Arts Integrated Social Studies
Curriculum on Eighth Graders’ Thinking Capacities”,
DAI. University of Kentucky. 1995
Art Enhances Intelligence:
A three-year study reports on outcomes for the Different Ways of Knowing program at four sites in the Los Angeles and Boston areas. Positive effects were shown for student achievement, motivation and engagement in a thematic, interdisciplinary curriculum that incorporated the arts.
Catterall, James. Different Ways of Knowing:
1991-94 National Longitudinal Study Final Report. 1995.
Arts programs develop emotional intelligence. Daniel Goleman writes that people with high IQ flounder while those with emotional intelligence fare far better in professional careers. Emotional intelligence includes self-awareness and impulse control, persistence, zeal and self-motivation, empathy and social deftness.
Goleman, D. Emotional Intelligence. 1995.
Art Builds Self Concept:
Self Concept is positively enhanced through the arts, according to a review of 57 studies, as are language acquisition, cognitive development, critical thinking ability and social skills. The author examined studies of measurable results in the emotional and social development of children. The relationship between music participation and self concept was strongly in evidence.
J. Trusty and G.M. Oliva,
The Effects of Arts and Music Education on Student’s Self-Concept.
A Three-Point Rationale for Why and How
Arts Education Strengthens the Work force
1. The arts enhance qualities that business needs. The indispensable qualities and characteristics for developing the kind of workforce America needs are “exactly the competencies that are animated and enhanced through study and practice of the arts. They are also generic, i.e., transferable to other topics and other areas of life.
2. The arts invigorate the process of learning. Arts education is education that focuses on “doing”; all the arts are related to either product or performance, and often both. The arts are also strongly linked to positive academic performance.
3. The arts embrace and encourage school participation, especially for youngsters who are at risk. Participation in arts programs can be a powerful magnet to keep children in school.
John Brademas, Remarks,
American Council on the Arts Conference on
“Arts Education for the 21st Century American Economy”,
September 16, 1994.
. . . Art is a piece of feeling just like us. And art is one of the activities kids like.
4th grader, Scottsdale.
. . . Arts are the funnest classes at school. They help you express your feelings.
9th grader, Mesa.
. . . Art gives me confidence. I can get up and give a speech and it’s not so scary.
5th grader, Chandler.
. . . Music is very fun and educating. It is sometimes calming or can be energizing.
. . . Music makes me feel like I am home. Music is exceptional.
4th and 5th graders, Round Valley.
. . . Discovering the relationship between team work and individualism and realizing that a team would be nothing without individuals has taught me the meaning of the cliché that a chain is only as strong as its weakest link. My involvement in theatre has taught me that the greater the team, the greater the magic on stage.
. . . The art has given me self-confidence when speaking in front of people.
12th graders, Greenway High School
Printed by – AAAE
Arizona Alliance for Arts Education
Arizona Commission on the Arts
Arizonans for Cultural Development
with partial funding by the
John F. Kennedy Center for Performing Arts