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ART=OPPORTUNITY RESEARCH-BASED TALKING POINTS WITH RESEARCH ANNOTATIONS

Special thanks to the ArtsEdSearch research database, a project of the Arts Education Partnership

ART=OPPORTUNITY is a campaign started in San Diego County, funded by a grant from the Stuart Foundation, and highlighting arts literacy as vital to student success. Arts Education matters for “every child, not just mine.”

WHY: Arts literate students make a difference in our community. Literacy is more than being able to read word-based texts. Our 21st century life is filled with visual symbols we read and interpret on a daily basis from apps on our smartphones to signs on the road. The visual and performing arts are texts we read and interpret giving us insight into culture and history as well as a forum to communicate our humanity. Students who are arts literate have more opportunities than those who do not when it comes to getting a good job, making a difference in society, and attaining an exemplary education.

Preparing for the Workforce:

Arts literate students are creative students who can think outside the box, take risks, be flexible, and innovate.

Hyatt, S.M. (2014). Creativity in an arts integrated third space: A case study of elementary school students in an international collaboration. (Doctoral Dissertation).

(http://www.artsedsearch.org/summaries/creativity-in-an-arts-integrated-third-space-a-case-study-of-elementary-school-students-in-an-international-collaboration)

Ingram, D., Pruitt, L., & Weiss, C. (2014). Found in translation: Interdisciplinary arts integration in Project AIM. Journal for Learning through the Arts, 10(1).

(http://www.artsedsearch.org/summaries/found-in-translation-interdisciplinary-arts-integration-in-project-aim)

Degé, F., Kubicek, C., & Schwarzer, G. (2011). Music lessons and intelligence: A relation mediated by executive functions. Music Perception, 29(2), 195-201.

(http://www.artsedsearch.org/summaries/music-lessons-and-intelligence-a-relation-mediated-by-executive-functions)

Randi Korn & Associates, Inc. (2012). Program Evaluation: Art Around the Corner. Unpublished Manuscript. Washington, D.C.: National Gallery of Art.

(http://www.artsedsearch.org/summaries/program-evaluation-art-around-the-corner)

Malin, H. (2012). Creating a children’s art world: Negotiating participation, identity, and meaning in the elementary school art room. International Journal of Education and the Arts, 13 (6).

(http://www.artsedsearch.org/summaries/creating-a-children’s-art-world-negotiating-participation-identity-and-meaning-in-the-elementary-school-art-room)

Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J. & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22, 1425-1433.

(http://www.artsedsearch.org/summaries/short-term-music-training-enhances-verbal-intelligence-and-executive-function)

Lichtenberg, J., Woock, C., & Wright, M. (2008). Ready to innovate: Are educators and executives aligned on the creative readiness of the U.S. workforce? New York, NY: The Conference Board.

(https://www.providenceri.com/efile/3396)

Luftig, R. (2000). An investigation of an arts infusion program on creative thinking, academic achievement, affective functioning, and arts appreciation of children at three grade levels. Studies in Art Education, 41(3), 208-227.

(http://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levels)

Moga, E., Burger, K., Hetland, L., & Winner, E. (2000). Does studying the arts engender creative thinking? Evidence for near but not far transfer. Journal of Aesthetic Education, 34(3/4), 91-104.

(http://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transfer)

Dunbar, K. N. (2008). Arts education, the brain, and language. In C. Asbury & C. Rich (Eds.) Learning, Arts, and the Brain. New York, NY: Dana Foundation.

(http://www.artsedsearch.org/summaries/arts-education-the-brain-and-language)

Karakelle, S. (2009). Enhancing fluent and flexible thinking through the creative drama process. Thinking Skills and Creativity, 4(2), 124-129.

(http://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-process)

Imms, W., Jeanneret, N., & Stevens-Ballenger, J. (2011). Partnerships between schools and the professional arts sector: Evaluation of impact on student outcomes. Southbank, Victoria: Arts Victoria.

(http://www.artsedsearch.org/summaries/partnerships-between-schools-and-the-professional-arts-sector-evaluation-of-impact-on-student-outcomes)

Arts literate students know how to cooperate and collaborate.

Duma, A. L., & Silverstein, L. B. (2014). Cross-Study Findings: A View into a Decade of Arts Integration. Journal for Learning through the Arts, 10(1).

(http://www.artsedsearch.org/summaries/cross-study-findings-a-view-into-a-decade-of-arts-integration)

Ghanbari, S. (2015). Learning across disciplines: A collective case study of two university programs that integrate the arts with STEM. International Journal of Education & the Arts, 16(7).

(http://www.artsedsearch.org/summaries/learning-across-disciplines-a-collective-case-study-of-two-university-programs-that-integrate-the-arts-with-stem)

Parker, E. C. (2014). The process of social identity development in adolescent high school choral singers: A grounded theory. Journal of Research in Music Education, 62.

(http://www.artsedsearch.org/summaries/the-process-of-social-identity-development-in-adolescent-high-school-choral-singers-a-grounded-theory)

Heath, S., & Roach, A. (1999). Imaginative actuality: Learning in the arts during nonschool hours. Chapter in E. Fiske (Ed.), Champions of Change: The Impact of the Arts on Learning. Washington DC: Arts Education Partnership and President's Committee on the Arts and Humanities, 19-34.

(http://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hours)

Malin, H. (2012). Creating a children’s art world: Negotiating participation, identity, and meaning in the elementary school art room. International Journal of Education and the Arts, 13 (6).

(http://www.artsedsearch.org/summaries/creating-a-children%E2%80%99s-art-world-negotiating-participation-identity-and-meaning-in-the-elementary-school-art-room)

Seidel, S. (1999). Stand and Unfold Yourself. Report on the Shakespeare & Co. Summer Shakespeare Program. Chapter in E. Fiske (Ed.), Champions of Change: The Impact of the Arts on Learning. Washington DC: Arts Education Partnership and President's Committee on the Arts and Humanities, 79-90.

(http://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-program)

Arts literate students can problem solve.

Duma, A. L., & Silverstein, L. B. (2014). Cross-Study Findings: A View into a Decade of Arts Integration. Journal for Learning through the Arts, 10(1).

(http://www.artsedsearch.org/summaries/cross-study-findings-a-view-into-a-decade-of-arts-integration)

Hille, A. & and Schupp, J. (2013). How learning a musical instrument affects the development of skills. German Socio-Economic Panel Study 33.

(http://www.artsedsearch.org/summaries/how-learning-a-musical-instrument-affects-the-development-of-skills)

Costa-Giomi, E. (1999). The effects of three years of piano instruction on children’s cognitive development. Journal of Research in Music Education. 47:3 198-212.

(http://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-development)

Korn, R. (2010). Educational research: The art of problem solving. New York: Solomon R. Guggenheim Museum Visitor Studies, Evaluation & Audience Research.

(http://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solving)

Arts literate students are sought-after as employees and set higher career goals.

Elpus, K. (2013). Arts education and positive youth development: Cognitive, behavioral, and social outcomes of adolescents who study the arts. National Endowment for the Arts.

(http://www.artsedsearch.org/summaries/arts-education-and-positive-youth-development-cognitive-behavioral-and-social-outcomes-of-adolescents-who-study-the-arts)

Eason, B. J. A., & Johnson, C. M.  (2013). Prelude: Music Makes Us baseline research report. Nashville, TN: Metro Nashville Public Schools.

(http://www.artsedsearch.org/summaries/prelude-music-makes-us-baseline-research-report)

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Washington, DC: National Endowment for the Arts.

(http://www.artsedsearch.org/summaries/the-arts-and-achievement-in-at-risk-youth-findings-from-four-longitudinal-studies)

Cooper, Christine, Ritter-Martinez, Stephanie, & Entis, George (2016). The 2015 Otis Report on the Creative Economy. Los Angeles, CA: LA County Economic Development Corporation for the Otis Institute.

(http://www.otis.edu/sites/default/files/2015-CA-Region-Creative-Economy-Report-WEB-FINAL.pdf)

Arts literate students have proven leadership capacity.

Eason, B. J. A., & Johnson, C. M.  (2013). Prelude: Music Makes Us baseline research report. Nashville, TN: Metro Nashville Public Schools.

(http://www.artsedsearch.org/summaries/prelude-music-makes-us-baseline-research-report)

Kaimal, G., Drescher, J., Fairbank, H., Gonzaga, A., Junkin, J., & White, G.P. (2016). Learning about leadership from a visit to the art museum. International Journal of Education and the Arts, 17(6).

http://www.artsedsearch.org/summaries/learning-about-leadership-from-a-visit-to-the-art-museum)

Katz-Buinincontro, J. (2005). Does arts-based learning enhance leadership? Case studies of creativity-oriented executive institutes. Paper presented at American Education Research Association Annual Meeting, Montréal, Canada.

(http://www.artsedsearch.org/summaries/does-arts-based-learning-enhance-leadership-case-studies-of-creativity-oriented-executive-institutes)

Heath, S., & Roach, A. (1999). Imaginative actuality: Learning in the arts during nonschool hours. Chapter in E. Fiske (Ed.), Champions of Change: The Impact of the Arts on Learning. Washington DC: Arts Education Partnership and President's Committee on the Arts and Humanities, 19-34.

(http://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hours)

Heath, S. & Wolf, S. (2005). Focus in creative learning: Drawing on art for language development. Literacy 39(1): 38-45.

(http://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-development)

Winner, E., Hetland, L., Veenema, S., Sheridan, K., Palmer, P., Locher, I., et al. (2006). Studio thinking: How visual arts teaching can promote disciplined habits of mind. New directions in aesthetics, creativity, and the arts, 189-205.

(http://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mind)

Kennedy, R. (1998). The effects of musical performance, rational emotive therapy and vicarious experience on the self-efficacy and self-esteem of juvenile delinquents and disadvantage children. (Doctoral dissertation) University of Kansas, Lawrence, KS

(http://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-children)

Weinstein, S. (2010). "A unified poet alliance": The personal and social outcomes of youth spoken word poetry programming. International Journal of Education & the Arts, 11(2).

(http://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programming)

Catterall, James S. (2009). Doing well and doing good by doing art: The effects of education in the visual and performing arts on the achievements and values of young adults. Los Angeles/London: Imagination Group/I-Group Books.

(http://www.artsedsearch.org/summaries/doing-well-and-doing-good-by-doing-art-the-effects-of-education-in-the-visual-and-performing-arts-on-the-achievements-and-values-of-young-adults)

Active Engagement in Society/Life:

Arts literacy gives students voice to participate in learning and to tell their stories.

Cahnmann-Taylor, M., Zhang, K., Bleyle, S. J., & Hwang, Y. (2015). “Searching for an entrance” and finding a two-way door. International Journal of Education & the Arts, 16(21).

(http://www.artsedsearch.org/summaries/“searching-for-an-entrance”-and-finding-a-two-way-door-using-poetry-to-create-east-west-contact-zones-in-tesol-teacher-education)

Kisida, B., Greene, J. P., & Bowen, D. H. (2014). Creating cultural consumers: The dynamics of cultural capital acquisition. Sociology of Education, 87(4), 281–295.

(http://www.artsedsearch.org/summaries/creating-cultural-consumers-the-dynamics-of-cultural-capital-acquisition)

Hui, A., & Lau, S. (2006). Drama education: A touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong. Thinking skills and creativity, 1(1), 34-40.

(http://www.artsedsearch.org/summaries/drama-education-a-touch-of-the-creative-mind-and-communicative-expressive-ability-of-elementary-school-children-in-hong-kong)

Mason, C. Y., Steedly, K. M., & Thormann, M. S. (2008). Impact of arts integration on voice, choice, and access. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 31(1), 36.

(http://www.artsedsearch.org/summaries/impact-of-arts-integration-on-voice-choice-and-access)

Nelson, B. (2011). “I made myself”: Playmaking as a pedagogy of change with urban youth. Research in Drama Education Journal, 16(20) 1-17.

(http://www.artsedsearch.org/summaries/%E2%80%9Ci-made-myself%E2%80%9D-playmaking-as-a-pedagogy-of-change-with-urban-youth)

Weinstein, S. (2010). "A unified poet alliance": The personal and social outcomes of youth spoken word poetry programming. International Journal of Education & the Arts, 11(2).

(http://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programming)

Arts literacy opens doors to developing empathy, kindness, and cross-cultural understanding.

Bertling, J. G. (2015). The art of empathy: A mixed methods case study of a critical place-based art education program. International Journal of Education & the Arts, 16(3), 1-26.

(http://www.artsedsearch.org/summaries/the-art-of-empathy-a-mixed-methods-case-study-of-a-critical-place-based-art-education-program)

Kraehe, A. M., Hood, E. J., & Travis, S. (2015). “I'm so offended!”: Curriculum flashpoints and critical arts education. International Journal of Education & the Arts, 16(18).

(http://www.artsedsearch.org/summaries/“i-m-so-offended-”-curriculum-flashpoints-and-critical-arts-education)

Crawford Barniskis, S. (2012). Graffiti, poetry, dance: How public library art programs affect teens. The Journal for Research on Libraries and Young Adults, 2.

(http://www.artsedsearch.org/summaries/graffiti-poetry-dance-how-public-library-art-programs-affect-teens)

Shaw, J.T. (2016). “The Music I Was Meant to Sing”: Adolescent choral students’ perceptions of culturally responsive pedagogy. Journal of Research in Music Education, 64(1).

(http://www.artsedsearch.org/summaries/“the-music-i-was-meant-to-sing”-adolescent-choral-students’-perceptions-of-culturally-responsive-pedagogy)

Kang Song, Y. I. & Gammel, J. A. (2011). Ecological mural as community reconnection. International Journal of Art & Design Education, 30, 266–278.

(http://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnection)

Stevenson, L. M. (2011). Creating destiny: Youth, arts and social change. (Unpublished doctoral dissertation). Stanford University, Stanford, CA.

(http://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-change)

Arts literacy provides students with hope and resiliency.

Alemán, X., Duryea, S., Guerra, N.G. et al. (2016). The Effects of Musical Training on Child Development: A randomized trial of El Sistema in Venezuela. Prevention Science.

(http://www.artsedsearch.org/summaries/the-effects-of-musical-training-on-child-development-a-randomized-trial-of-el-sistema-in-venezuela)

Eason, B. J. A., & Johnson, C. M.  (2013). Prelude: Music Makes Us baseline research report. Nashville, TN: Metro Nashville Public Schools.

(http://www.artsedsearch.org/summaries/prelude-music-makes-us-baseline-research-report)

DeMoss, K. & Morris, T. (2002). How arts integration supports student learning: Students shed light on the connections. Chicago, IL: Chicago Arts Partnerships in Education (CAPE).

(http://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connections)

Scott, L. (1992). Attention and perseverance behaviors of preschool children enrolled in Suzuki violin lessons and other activities. Journal of Research in Music Education, 40, 225-235.

(http://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activities)

Catterall, J.S. (1998). Involvement in the arts and success in secondary school. Americans for the Arts Monographs, 1(9), 1-10.

(http://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-school)

Arts literacy leads to civic engagement and lifelong arts participation.

Crawford Barniskis, S. (2012). Graffiti, poetry, dance: How public library art programs affect teens. The Journal for Research on Libraries and Young Adults, 2.

(http://www.artsedsearch.org/summaries/graffiti-poetry-dance-how-public-library-art-programs-affect-teens)

Kisida, B., Greene, J. P., & Bowen, D. H. (2014). Creating cultural consumers: The dynamics of cultural capital acquisition. Sociology of Education, 87(4), 281–295.

(http://www.artsedsearch.org/summaries/creating-cultural-consumers-the-dynamics-of-cultural-capital-acquisition)

Goldstein, T. R., & Winner, E. (2012). Enhancing empathy and theory of mind. Journal of cognition and development, 13(1), 19-37.

(http://www.artsedsearch.org/summaries/enhancing-empathy-and-theory-of-mind)

Heath, S., & Roach, A. (1999). Imaginative actuality: Learning in the arts during nonschool hours. Chapter in E. Fiske (Ed.), Champions of Change: The Impact of the Arts on Learning. Washington DC: Arts Education Partnership and President's Committee on the Arts and Humanities, 19-34.

(http://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hours)

Stevenson, L. M. (2011). Creating destiny: Youth, arts and social change. (Unpublished doctoral dissertation). Stanford University, Stanford, CA.

(http://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-change)

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Washington, DC: National Endowment for the Arts.

(http://www.artsedsearch.org/summaries/the-arts-and-achievement-in-at-risk-youth-findings-from-four-longitudinal-studies)

Rabkin, N. and Hedberg, E. (2011). Arts education in America: What the declines mean for arts participation. Based on the 2008 Survey of Public Participation in the Arts. Research Report #52. Washington, DC: National Endowment for the Arts.

(http://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participation)

Better Educated:

Arts literate students consistently have higher test scores in reading and math.
ART=OPPORTUNITY

General:

Scripp, L., & Paradis, L. (2014). Embracing the Burden of Proof: New strategies for determining predictive links between arts integration teacher professional development, [...]. Journal for Learning through the Arts. 10(1). 1-17.

(http://www.artsedsearch.org/summaries/embracing-the-burden-of-proof-new-strategies-for-determining-predictive-links-between-arts-integration-teacher-professional-development-student-arts-learning-and-student-academic-achievement-outcomes)

Inoa, R., Weltsek, G., & Tabone, C. (2014). A study on the relationship between theater arts and student literacy and mathematics achievement. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 10(1).

(http://www.artsedsearch.org/summaries/a-study-on-the-relationship-between-theater-arts-and-student-literacy-and-mathematics-achievement)

Phillips, J., Harper, J, Lee, K. & Boone, E. (2014). Arts integration and the Mississippi Arts Commission's Whole School Initiative. A Stennis Institute Study for Decision Makers

(http://www.artsedsearch.org/summaries/arts-integration-and-the-mississippi-arts-commission-s-whole-school-initiative)

Eason, B. J. A., & Johnson, C. M.  (2013). Prelude: Music Makes Us baseline research report. Nashville, TN: Metro Nashville Public Schools.

(http://www.artsedsearch.org/summaries/prelude-music-makes-us-baseline-research-report)

ELA/reading:

Pitts, S. E. (2016). Music, Language and Learning: Investigating the Impact of a Music Workshop Project in Four English Early Years Settings. International Journal of Education & the Arts, 17(20).

(http://www.artsedsearch.org/summaries/music-language-and-learning-investigating-the-impact-of-a-music-workshop-project-in-four-english-early-years-settings)

DeMichele, M. (2015). Improv and ink: Increasing individual writing fluency with collaborative improv. International Journal of Education & the Arts, 16(10). 

(http://www.artsedsearch.org/summaries/improv-and-ink-increasing-individual-writing-fluency-with-collaborative-improv)

Slater, J., Tierney, A. & Kraus, N. (2013). At-Risk Elementary School Children with One Year of Classroom Music Instruction Are Better at Keeping a Beat. PLoS ONE, 8(10). 1-9. 

(http://www.artsedsearch.org/summaries/at-risk-elementary-school-children-with-one-year-of-classroom-music-instruction-are-better-at-keeping-a-beat)

Tierney, A., Krizman, J., Skoe, E. Johnston, K. & Kraus, N. (2013). High school music classes enhance the neural processing of speech. Frontiers in Psychology, 4. 1-7.

(http://www.artsedsearch.org/summaries/high-school-music-classes-enhance-the-neural-processing-of-speech)

Strait, D.L., Parbery-Clark, A., O’Connell, S. & Kraus, N. (2013). Biological impact of preschool music classes on processing speech in noise. Developmental Cognitive Neuroscience, 6. 51-60. 

(http://www.artsedsearch.org/summaries/biological-impact-of-preschool-music-classes-on-processing-speech-in-noise)

Roden, I., Kreutz, G., & Bongard, S. (2012). Effects of a school-based instrumental music program on verbal and visual memory in primary school children: A longitudinal study. Frontiers in Psychology, 3.

(http://www.artsedsearch.org/summaries/effects-of-a-school-based-instrumental-music-program-on-verbal-and-visual-memory-in-primary-school-children-a-longitudinal-study)

Greenfader, C.M., Brouillette, L. & Farkas, G. (2015). Effect of a performing arts program on the oral language skills of young English learners. Reading Research Quarterly, 50(2), 185-203.

(http://www.artsedsearch.org/summaries/effect-of-a-performing-arts-program-on-the-oral-language-skills-of-young-english-learners)

Joseph, A. (2014). The Effects of Creative Dramatics on Vocabulary Achievement of Fourth Grade Students in a Language Arts Classroom: An Empirical Study. Seattle Pacific University.

(http://www.artsedsearch.org/summaries/the-effects-of-creative-dramatics-on-vocabulary-achievement-of-fourth-grade-students-in-a-language-arts-classroom-an-empirical-study)

Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. Journal of Aesthetic Education, 34(3-4), 239-276.

(http://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-link)

Walker, E., Tabone, C. & Weltsek, G. (2011). When achievement data meet drama and arts integration. Language Arts, 88(5), 365-372.

(http://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integration)

Ingram, D., & Riedel, E., (2003). Arts for Academic Achievement: What does arts integration do for students? University of Minnesota: Center for Applied Research and Educational Improvement, College of Education and Human Development.

(http://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-students)

Tierney, Adam and Krizman, J. and Kraus, N. (2015) Music training alters the course of adolescent auditory development. Proceedings of the National Academy of Sciences of the United States of America 112 (32), pp. 10062-10067. ISSN 0027-8424.

(http://eprints.bbk.ac.uk/12456/6/Adolescence_training_revised.pdf)

Math:

Inoa, R., Weltsek, G., & Tabone, C. (2014). A study on the relationship between theater arts and student literacy and mathematics achievement. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 10(1).

(http://www.artsedsearch.org/summaries/a-study-on-the-relationship-between-theater-arts-and-student-literacy-and-mathematics-achievement)

Ludwig, M., Song, M., Kouyate-Tate, A. F., Cooper, J., Phillips, L., & Greenbaum, S. (2014). Evaluation of professional development in the use of arts-integrated activities with mathematics content: Findings about program implementation. Journal for Learning through the Arts, 10(1). 

(http://www.artsedsearch.org/summaries/evaluation-of-professional-development-in-the-use-of-arts-integrated-activities-with-mathematics-content-findings-about-program-implementation)

Harris, M. A. (2007). Differences in mathematics scores between students who receive traditional Montessori instruction and students who receive music enriched Montessori instruction. Journal for Learning through the Arts, 3(1).

(http://www.artsedsearch.org/summaries/differences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instruction)

Kinney, D. W. & Forsythe, J. L. (2005). The effects of the arts IMPACT curriculum upon student performance on the Ohio fourth-grade proficiency test. Bulletin of the Council for Research in Music Education, 164, 35-48.

(http://www.artsedsearch.org/summaries/the-effects-of-the-arts-impact-curriculum-upon-student-performance-on-the-ohio-fourth-grade-proficiency-test)

Courey, S., Balogh, E., Siker, J., Paik, J. (2012). Academic Music: Music Instruction to Engage Third Grade Students in Learning Basic Fraction Concepts. Educational Studies in Mathematics.

(http://www.artsedsearch.org/summaries/academic-music-music-instruction-to-engage-third-grade-students-in-learning-basic-fraction-concepts)

Smithrim, K., & Upitis, R. (2005). Learning through the Arts: Lessons of Engagement. Canadian Journal of Education, 28(1/2), 109-127.

(http://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagement)

Arts literate students consistently have better attendance in School K-12.

Brouillette, L., Childress-Evans, K., Hinga, B. & Farkas, G. (2014). Increasing the school engagement and oral language skills of ELLs through arts integration in the primary grades. Journal of Learning through the Arts, 10(1).

(http://www.artsedsearch.org/summaries/increasing-the-school-engagement-and-oral-language-skills-of-ells-through-arts-integration-in-the-primary-grades)

Duma, A. L., & Silverstein, L. B. (2014). Cross-Study Findings: A View into a Decade of Arts Integration. Journal for Learning through the Arts, 10(1).

(http://www.artsedsearch.org/summaries/cross-study-findings-a-view-into-a-decade-of-arts-integration)

Eason, B. J. A., & Johnson, C. M.  (2013). Prelude: Music Makes Us baseline research report. Nashville, TN: Metro Nashville Public Schools.

(http://www.artsedsearch.org/summaries/prelude-music-makes-us-baseline-research-report)

Barry, N. H. (2010). Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures. Oklahoma A+ Schools/University of Central Oklahoma.

(http://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measures)

Brouillette, L., Childress-Evans, K., Hinga, B. & Farkas, G. (2014). Increasing the school engagement and oral language skills of ELLs through arts integration in the primary grades. Journal of Learning through the Arts, 10(1).

(http://www.artsedsearch.org/summaries/increasing-the-school-engagement-and-oral-language-skills-of-ells-through-arts-integration-in-the-primary-grades)

Eason, B. J. A., & Johnson, C. M. (2013). Prelude: Music Makes Us baseline research report. Nashville, TN: Metro Nashville Public Schools.

(http://www.artsedsearch.org/summaries/prelude-music-makes-us-baseline-research-report)

Stoelinga, S.R., Silk, Y., Reddy, P., and Rahman, N. (2015). Turnaround Arts Initiative Final Evaluation Report. President’s Committee on the Arts and Humanities.

(http://pcah.gov/sites/default/files/Turnaround%20Arts_Full%20Report_Single%20Page%20Spread_Low%20Resolution.pdf)

Students who have studied arts are more likely to pursue and succeed at post-secondary education.

Eason, B. J. A., & Johnson, C. M.  (2013). Prelude: Music Makes Us baseline research report. Nashville, TN: Metro Nashville Public Schools.

(http://www.artsedsearch.org/summaries/prelude-music-makes-us-baseline-research-report)

Hille, A. & and Schupp, J. (2013). How learning a musical instrument affects the development of skills. German Socio-Economic Panel Study 33.

(http://www.artsedsearch.org/summaries/how-learning-a-musical-instrument-affects-the-development-of-skills)

Elpus, K. (2013). Arts education and positive youth development: Cognitive, behavioral, and social outcomes of adolescents who study the arts. National Endowment for the Arts.

(http://www.artsedsearch.org/summaries/arts-education-and-positive-youth-development-cognitive-behavioral-and-social-outcomes-of-adolescents-who-study-the-arts)

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Washington, DC: National Endowment for the Arts.

(http://www.artsedsearch.org/summaries/the-arts-and-achievement-in-at-risk-youth-findings-from-four-longitudinal-studies)

Catterall, James S. (2009). Doing well and doing good by doing art: The effects of education in the visual and performing arts on the achievements and values of young adults. Los Angeles/London: Imagination Group/I-Group Books.

(http://www.artsedsearch.org/summaries/doing-well-and-doing-good-by-doing-art-the-effects-of-education-in-the-visual-and-performing-arts-on-the-achievements-and-values-of-young-adults)

Elpus, Kenneth (2014). Arts education as a pathway to college: college admittance, selectivity, and completion by arts and non-arts students. National Endowment for the Arts.

(https://www.arts.gov/sites/default/files/Research-Art-Works-Maryland2.pdf)

Arts literate students are engaged and motivated.

Thomas. M. K., Singh, P. & Klopfenstein, K. (2015). Arts education and the high school dropout problem. Journal of Cultural Economics, 39 (4): 327-339

(http://www.artsedsearch.org/summaries/arts-education-and-the-high-school-dropout-problem)

Brouillette, L., Childress-Evans, K., Hinga, B. & Farkas, G. (2014). Increasing the school engagement and oral language skills of ELLs through arts integration in the primary grades. Journal of Learning through the Arts, 10(1).

(http://www.artsedsearch.org/summaries/increasing-the-school-engagement-and-oral-language-skills-of-ells-through-arts-integration-in-the-primary-grades)

Ghanbari, S. (2015). Learning across disciplines: A collective case study of two university programs that integrate the arts with STEM. International Journal of Education & the Arts, 16(7).

(http://www.artsedsearch.org/summaries/learning-across-disciplines-a-collective-case-study-of-two-university-programs-that-integrate-the-arts-with-stem)

Brown, E. D., Sax, K. L. (2013). Arts enrichment and preschool emotions for low-income children at risk. Early Childhood Research Quarterly. (28)2, 337–346

(http://www.artsedsearch.org/summaries/arts-enrichment-and-preschool-emotions-for-low-income-children-at-risk)

 Shaw, J.T. (2016). “The Music I Was Meant to Sing”: Adolescent choral students’ perceptions of culturally responsive pedagogy. Journal of Research in Music Education, 64(1).

(http://www.artsedsearch.org/summaries/“the-music-i-was-meant-to-sing”-adolescent-choral-students’-perceptions-of-culturally-responsive-pedagogy)

Barry, N. H. (2010). Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures. Oklahoma A+ Schools/University of Central Oklahoma.

(http://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measures)

Ingram, D., & Meath, M. (2007). Arts for academic achievement: A compilation of evaluation findings from 2004-2006. Center for Applied Research and Educational Improvement.

(http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006)

Respress, T., & Lutfi, G. (2006). Whole brain learning: The fine arts with students at risk. Reclaiming Children & Youth, 15(1), 24-31

(http://www.artsedsearch.org/summaries/whole-brain-learning-the-fine-arts-with-students-at-risk)

Walker, E., Tabone, C. & Weltsek, G. (2011). When achievement data meet drama and arts integration. Language Arts, 88(5), 365-372.

(http://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integration)

Arts literate students have deep critical thinking skills.

Kisida, B., Bowen, D.H., & Greene, J.P. (2016). Measuring Critical Thinking: Results From an Art Museum Field Trip Experiment. Journal of Research of Educational Effectiveness, (9)1.

(http://www.artsedsearch.org/summaries/measuring-critical-thinking-results-from-an-art-museum-field-trip-experiment)

Bowen, D. H., Greene, J. P., & Kisida, B. (2014). Learning to think critically: A visual art experiment. Educational Researcher, 43(1), 37-44.  

(http://www.artsedsearch.org/summaries/learning-to-think-critically-a-visual-art-experiment)

Heath, S. B., Soep, E., & Roach A. (1998). Living the arts through language-learning: A report on community-based youth organizations. American for the Arts Monographs, 2.

(http://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizations)

Montgomerie, D., & Ferguson, J. (1999). Bears don't need phonics: An examination of the role of drama in laying the foundations for critical thinking in the reading process. Research in Drama Education: The Journal of Applied Theatre and Performance, 4(1), 11 - 20.

(http://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-process)

Winner, E., Hetland, L., Veenema, S., Sheridan, K., Palmer, P., Locher, I., et al. (2006). Studio thinking: How visual arts teaching can promote disciplined habits of mind. New directions in aesthetics, creativity, and the arts, 189-205.

(http://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mind)

 

Who are among the Leaders in Arts Education in San Diego and the state?

San Diego is rich with arts education advocates, providers, and supporters. We aim support the work of numerous organizations already in existence including:

  • San Diego County Office of Education: Arts Empower – A coalition of nonprofit arts education organizations and school districts to champion strategic planning at the district level for K-12 sequential-based arts education. 
  • San Diego County Office of Education with Arts For Learning: AERO (Arts Education Resource Organization) AERO San Diego is a community of arts organizations that collaborate to provide resources for educators, arts organizations and artists to ensure an arts-inclusive curriculum for San Diego County students.
  • California Alliance for Arts Education – statewide advocacy for quality, equitable and accessible arts education for all K-12 public school students.
  • CREATE CA - statewide cross-sector arts education coalition to convene, coordinate, communicate and connect around arts education issues.

Other resources: