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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.

Mages, W. (2018). Does theatre-in-education promote early childhood development? The effect of drama on language, perspective-taking, and imagination. Early Childhood Research Quarterly 45 (2018) 224-237.

 https://ac.els-cdn.com/S0885200617300492/1-s2.0-S0885200617300492-main.pdf?_tid=4bd95c6f-a30b-458e-87b6-7193b0462e8f&acdnat=1539182115_c726035ce95eb5d15d522a855ab92202

 Steele, J. S. (2017). Noncognitive Factors in an Elementary School-Wide Arts Integrated Model. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 12(1) 

http://www.artsedsearch.org/study/noncognitive-factors-in-an-elementary-school-wide-arts-integrated-model/

https://escholarship.org/uc/item/4611h6w3

Knudsen, K. N. (2018). Challenging fiction: Exploring meaning-making processes in the crossover between social media and drama in education. International Journal of Education in the Arts 19 (1).

http://www.ijea.org/v19n1/index.html

 Karppinen, S, Poutiainen, A., Kairavuori, S., Rusanen, S., & Komulainen, K. (2018). ImproStory: Social improvisation and storytelling in arts and skills subjects. International Journal of Education in the Arts 19 (9).

http://www.ijea.org/v19n9/index.html

Campbell, C. (2018). In search of our beginnings: Locating ‘firstness’ in arts education in the service of advocacy. International Journal of Education in the Arts 19 (13).

http://www.ijea.org/v19n13/index.html

Downey, S., Korn, R., Krantz, A. (2018). Impact study: The effects of facilitated single-visit art museum programs on students grades 4-6. RK&A for the National Art Education Association and the Association of Art Museum Directors.

https://www.arteducators.org/research/articles/377-naea-aamd-research-study-impact-of-art-museum-programs-on-k-12-students

Whitmore, K. Investigating the influence of dramatic arts on young children’s social and academic development in the world of ‘Jack and the beanstalk.’ Journal for Learning Through the Arts 13 (1).

https://escholarship.org/uc/item/5mh9b4th

Lee, B., Cawthon, S. (2015). What predicts pre-service teacher use of arts-based pedagogies in the classroom? An analysis of the beliefs, values, and attitudes of pre-service teachers. Journal for Learning Through the Arts 11 (1).

https://escholarship.org/uc/item/2xg3n0xf

 Klein, J., Gray, P., Zhbanova, K., Rule, A. (2015). Upper elementary students creatively learn scientific features of animal skulls by making movable books. Journal for Learning Through the Arts 11 (1).

 https://escholarship.org/uc/item/1mp8h0sj

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.

Brown, E., Garnett, M., Velazquez-Martin, B., Mellor, T. (2018). The art of Head Start: Intensive arts integration associated with advantage in school readiness for economically disadvantaged children. Early Childhood Research Quarterly 45 (2018) 204-214.

https://ac.els-cdn.com/S0885200617300443/1-s2.0-S0885200617300443-main.pdf?_tid=52d326d1-dffd-42e3-bced-91cdffa7fb12&acdnat=1539181900_6b77510564bbc872b30870b8ba385040

 Greene, M., Sawilowsky, S. (2018). Integrating the arts into head start classrooms produces positive impacts on kindergarten readiness. Early Childhood Research Quarterly 45 (2018) 215-223.

 https://ac.els-cdn.com/S0885200617300388/1-s2.0-S0885200617300388-main.pdf?_tid=f4644ae3-1110-433a-a4c9-81c13b2a6e20&acdnat=1539182006_bb5599da849891c1f447845d4ac77add

 Susman-Stilman, A., Englund, M., Webb, C., Grenell, A. (2018). Reliability and validity of a measure of preschool children’s theatre arts skills: The Preschool Theatre Arts Rubric. Early Childhood Research Quarterly 45 (2018) 249-262.

https://ac.els-cdn.com/S0885200617300546/1-s2.0-S0885200617300546-main.pdf?_tid=2ce86c04-20e5-4f1d-addd-cc93f1bf5cb7&acdnat=1539182622_c6bc5fdb9f4114dd90cd8d6cf65a9669

Casassa, K., Cappello, M., Bedau, D., & Cirino, P. (2018). Tweeting at Dr. Faustus: #sdsufaustus. International Journal of Education in the Arts 19 (6). 

http://www.ijea.org/v19n6/index.html

 Karppinen, S, Poutiainen, A., Kairavuori, S., Rusanen, S., & Komulainen, K. (2018). ImproStory: Social improvisation and storytelling in arts and skills subjects. International Journal of Education in the Arts 19 (9).

http://www.ijea.org/v19n9/index.html

Schlaack, N. & Simpson Steele, J. (2018). The collaborative residency project: The influence of co-teaching on professional development in arts integration. International Journal of Education in the Arts 19 (11).

http://www.ijea.org/v19n11/index.html

Gose, R. & Siemietkowski, G. (2018). A collaboration in care: Re-visioning teacher-student dialogue in dance education. International Journal of Education in the Arts 19 (14).

http://www.ijea.org/v19n14/index.html 

Bourgault, R. (2018). Across the bridge: A story of community, sociality, and art education. International Journal of Education in the Arts 19 (18).

http://www.ijea.org/v19n18/index.html

Downey, S., Korn, R., Krantz, A. (2018). Impact study: The effects of facilitated single-visit art museum programs on students grades 4-6. RK&A for the National Art Education Association and the Association of Art Museum Directors.

https://www.arteducators.org/research/articles/377-naea-aamd-research-study-impact-of-art-museum-programs-on-k-12-students

LeMire, S., Achtenberg, L., Opp, D. (2017). Leadership development for high school students in a summer performing arts program. Journal for Learning Through the Arts 13 (1).

https://escholarship.org/uc/item/5061b1jn

Lorimer, M. A content analysis of the intersections between art education and teacher education. Journal for Learning Through the Arts 13 (1).

https://escholarship.org/uc/item/49k9z6mm

Blasco, P., Moreto, G., Blasco, M., Levites, M., Janaudis, M. (2015). Education through movies: Improving teaching skills and fostering reflection among students and teachers. Journal for Learning Through the Arts 11 (1).

https://escholarship.org/uc/item/2dt7s0zk

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.

Steele, J. S. (2017). Noncognitive Factors in an Elementary School-Wide Arts Integrated Model. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 12(1).

http://www.artsedsearch.org/study/noncognitive-factors-in-an-elementary-school-wide-arts-integrated-model/

https://escholarship.org/uc/item/4611h6w3

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.

LeMire, S., Achtenberg, L., Opp, D. (2017). Leadership development for high school students in a summer performing arts program. Journal for Learning Through the Arts 13 (1).

 https://escholarship.org/uc/item/5061b1jn

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.

Karppinen, S, Poutiainen, A., Kairavuori, S., Rusanen, S., & Komulainen, K. (2018). ImproStory: Social improvisation and storytelling in arts and skills subjects. International Journal of Education in the Arts 19 (9).

 http://www.ijea.org/v19n9/index.html

Gray, C., Pascoe, R., Wright, P. (2018). “I felt that I could be whatever I wanted”: Pre-service drama teachers’ prior experiences and beliefs about teaching drama. International Journal of Education in the Arts 19 (10).

 http://www.ijea.org/v19n10/index.html 

Chen, V. (2017). Seeing the world through words: A student writer’s journey to developing her own voice. Journal for Learning Through the Arts 13 (1).

https://escholarship.org/uc/item/20227441

Leigh, S. R. (2015). ‘I’m a writer. But I’m an artist, too. Look at my artist’s notebook.’ Developing voice through art and language. Journal for Learning Through the Arts 11 (1).

https://escholarship.org/uc/item/2bg8b99h

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.

Kang, R., Mehranian, Y., & Hyyatt, C. (2017). Incorporating an Image-Based, Multi-Model Pedagogy Into Global Citizenship Education. International Journal of Education & the Arts, 18 (23). Retrieved from http://www.ijea.org/v18n23/

http://www.artsedsearch.org/study/incorporating-an-image-based-multi-model-pedagogy-into-global-citizenship-education/

Williams, R. (2017). Being With and Being There: Our Enactment of Wide-Awakeness. International Journal of Education and the Arts, 18(3), 1-27.

 http://www.artsedsearch.org/study/being-with-and-being-there-our-enactment-of-wide-awakeness/

Song, Y. I. K. (2018). Fostering culturally responsive schools: Student identity development in cross-cultural classrooms. International Journal of Education in the Arts 19 (3).

http://www.ijea.org/v19n3/index.html

Esteve-Faubel, J-M., Martin, T. J., & Junda, M. E. (2018). Cross-curricular teaching going forward: A view from “Strange Fruit. International Journal of Education in the Arts 19 (4).

http://www.ijea.org/v19n4/index.html

 McDermott, M. (2018). Beyond words: Paint Your Life™—An international system for transforming how we think about ourselves and others. International Journal of Education in the Arts 19 (5).

http://www.ijea.org/v19n5/index.html

Kallio, A. A., & Länsman, H. (2018). Sami re-imaginings of equality in/through extracurricular arts education in Finland. International Journal of Education in the Arts 19 (7).

http://www.ijea.org/v19n7/index.html

Davis, S. (2018). The engagement tree: Arts-based pedagogies for environmental learning. International Journal of Education in the Arts 19 (8).

http://www.ijea.org/v19n8/index.html

Li, D. (2018). Using issues-based art education to facilitate middle school students’ learning in racial issues. International Journal of Education in the Arts 19 (12).

 http://www.ijea.org/v19n12/index.html

Grant, C. (2018). Developing global citizenship in tertiary performing arts students through short-term mobility programs. International Journal of Education in the Arts 19 (15).

http://www.ijea.org/v19n15/index.html

 Li, D. (2018). Critical media literacy: A social semiotic analysis and multimodal discourse of corpocracy. International Journal of Education in the Arts 19 (16).

http://www.ijea.org/v19n16/index.html

 Bourgault, R. (2018). Across the bridge: A story of community, sociality, and art education. International Journal of Education in the Arts 19 (18).

http://www.ijea.org/v19n18/index.html

Henderson, L. (2015). A river runs through it: Art, geology and life on the upper Mississippi. Journal for Learning Through the Arts 11 (1).

 https://escholarship.org/uc/item/12f3c2m2

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.

Kisida, B., Bowen, D., and Greene, J. (2018). Cultivating interest in art: Causal effects of arts exposure during early childhood. Early Childhood Research Quarterly 45 (2018) 197-203.

https://ac.els-cdn.com/S0885200617301217/1-s2.0-S0885200617301217-main.pdf?_tid=922c5eae-94d0-47e0-8368-cf1c289f93c5&acdnat=1539181732_446f166d7d8bbb89134ed8dd18501b3b

Foster, E. M., & Marcus Jenkins, J. V. (2017). Does Participation in Music and Performing Arts Influence Child Development? American Educational Research Journal, 54(3), 399-443. 

http://www.artsedsearch.org/study/does-participation-in-music-and-performing-arts-influence-child-development/

 Wyman, S., Waldo, J., Doherty, D. (2016). Methods and models for museum learning at the Samuel Dorsky Museum of Art. Journal for Learning Through the Arts 12 (1).

https://escholarship.org/uc/item/8pp9163m

Robinson, A.H. (2017). Voices from diverse freshman students: How arts integration impacted their learning. Journal for Learning Through the Arts 13 (1).

https://escholarship.org/uc/item/9631f870

 Chemi, T. (2015). Learning through the arts in Denmark: a positive psychology qualitative approach. Journal for Learning Through the Arts 11 (1).

 https://escholarship.org/uc/item/84q9717f

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.


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.

Foster, E. M., & Marcus Jenkins, J. V. (2017). Does Participation in Music and Performing Arts Influence Child Development? American Educational Research Journal, 54(3), 399-443.

http://www.artsedsearch.org/study/does-participation-in-music-and-performing-arts-influence-child-development/

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.

Brown, E., Garnett, M., Velazquez-Martin, B., Mellor, T. (2018). The art of Head Start: Intensive arts integration associated with advantage in school readiness for economically disadvantaged children. Early Childhood Research Quarterly 45 (2018) 204-214. 

https://ac.els-cdn.com/S0885200617300443/1-s2.0-S0885200617300443-main.pdf?_tid=52d326d1-dffd-42e3-bced-91cdffa7fb12&acdnat=1539181900_6b77510564bbc872b30870b8ba385040

Greene, M., Sawilowsky, S. (2018). Integrating the arts into head start classrooms produces positive impacts on kindergarten readiness. Early Childhood Research Quarterly 45 (2018) 215-223.

 https://ac.els-cdn.com/S0885200617300388/1-s2.0-S0885200617300388-main.pdf?_tid=f4644ae3-1110-433a-a4c9-81c13b2a6e20&acdnat=1539182006_bb5599da849891c1f447845d4ac77add

Williams, R. (2017). Being With and Being There: Our Enactment of Wide-Awakeness. International Journal of Education and the Arts, 18(3), 1-27.

 http://www.artsedsearch.org/study/being-with-and-being-there-our-enactment-of-wide-awakeness/

Steele, J. S. (2017). Noncognitive Factors in an Elementary School-Wide Arts Integrated Model. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 12(1).

http://www.artsedsearch.org/study/noncognitive-factors-in-an-elementary-school-wide-arts-integrated-model/

https://escholarship.org/uc/item/4611h6w3

Casassa, K., Cappello, M., Bedau, D., & Cirino, P. (2018). Tweeting at Dr. Faustus: #sdsufaustus. International Journal of Education in the Arts 19 (6).

http://www.ijea.org/v19n6/index.html

Davis, S. (2018). The engagement tree: Arts-based pedagogies for environmental learning. International Journal of Education in the Arts 19 (8).

 http://www.ijea.org/v19n8/index.html

 Dawson, K., Cawthon, S., Ihorn, S., Judd-Glossy, L. (2017). Drama-based instruction in the visual arts: A teacher’s action research journey. Journal for Learning Through the Arts 13 (1).

https://escholarship.org/uc/item/2491q6sx

 Whitmore, K. Investigating the influence of dramatic arts on young children’s social and academic development in the world of ‘Jack and the beanstalk.’ Journal for Learning Through the Arts 13 (1).

 https://escholarship.org/uc/item/5mh9b4th

Robinson, A.H. (2017). Voices from diverse freshman students: How arts integration impacted their learning. Journal for Learning Through the Arts 13 (1).

https://escholarship.org/uc/item/9631f870

Graham, J., Brouillette, L. (2016). Using arts integration to make science learning memorable in the upper elementary grades: A quasi-experimental study. Journal for Learning Through the Arts 12 (1).

https://escholarship.org/uc/item/9x61c7kf

 Snyder, K., Cooper, K. (2015). Innovating schools through dialogic arts-based practice: Ingredients for engaging students with a whole new mind. Journal for Learning Through the Arts 11 (1).

https://escholarship.org/uc/item/1vd3k1qh

Chemi, T. (2015). Learning through the arts in Denmark: a positive psychology qualitative approach. Journal for Learning Through the Arts 11 (1).

https://escholarship.org/uc/item/84q9717f

Klein, J., Gray, P., Zhbanova, K., Rule, A. (2015). Upper elementary students creatively learn scientific features of animal skulls by making movable books. Journal for Learning Through the Arts 11 (1).

https://escholarship.org/uc/item/1mp8h0sj

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.

Casassa, K., Cappello, M., Bedau, D., & Cirino, P. (2018). Tweeting at Dr. Faustus: #sdsufaustus. International Journal of Education in the Arts 19 (6).

http://www.ijea.org/v19n6/index.html

 Beck, D. (2018). Welcome to Gallery 5: An immersive digital art experience. International Journal of Education in the Arts 19 (17).

http://www.ijea.org/v19n17/index.html

Downey, S., Korn, R., Krantz, A. (2018). Impact study: The effects of facilitated single-visit art museum programs on students grades 4-6. RK&A for the National Art Education Association and the Association of Art Museum Directors 

https://www.arteducators.org/research/articles/377-naea-aamd-research-study-impact-of-art-museum-programs-on-k-12-students

Wyman, S., Waldo, J., Doherty, D. (2016). Methods and models for museum learning at the Samuel Dorsky Museum of Art. Journal for Learning Through the Arts 12 (1).

 https://escholarship.org/uc/item/8pp9163m

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

Art Stimulates the Development of the Young Brain!

Linnavallli, T., Putkinen, V., Lipsanen, J., Huotlilainen, M. & Tervaniemi, M. (2018). Music playschool enhances children’s linguistic skills. Scientific Reports, 8, 8767. http://doi.org/10.1038/s41598-018-27126-5

https://www.ncbi.nlm.nih.gov/pmc/articles/nnmmnamnsdPMC5993803/

Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. L., & Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity. Cerebral Cortex, 19(3), 712-723. doi: 10.1093/cercor/bhn120

https://www.ncbi.nlm.nih.gov/pubmed/18832336

National Endowment for the Arts (2014). The Nature of Creativity in the Brain (Meeting) (2014 : Santa Fe, N.M.) How creativity works in the brain: insights from a Santa Fe Institute working group / cosponsored by the National Endowment for the Arts.

https://www.arts.gov/sites/default/files/how-creativity-works-in-the-brain-report.pdf

 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)

Gara, T., Brouillette, L., Farkas, G. (2018). Did the frequency of early elementary classroom arts instruction decrease during the no child left behind era? If so, for whom? Early Childhood Research Quarterly 45 (2018) 263-276.

https://ac.els-cdn.com/S0885200617300510/1-s2.0-S0885200617300510-main.pdf?_tid=7b23c562-0fc2-43e4-81fa-6776a94ddcf6&acdnat=1539182737_3b76dfbffae493098ed3097e7b72c653

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: