“The evidence is clear: study of the arts contributes to student achievement and success.

Research confirms that the arts make a significant contribution to helping all students

achieve success in school, work and life.”

A growing body of studies, including those in the research compendium

compelling evidence connecting student learning in the arts to a wide spectrum of

academic and social benefits. The compendium includes summaries of 62 arts education

studies conducted in five major art form areas: dance, drama, visual arts, music and

multi-arts. These studies and related essays document the habits of mind, social

competencies and personal dispositions inherent to arts learning. More than 65 distinct

relationships between the arts and academic and social outcomes are documented. Based

on these findings, six major types of benefits associated with study of the arts and student

achievement are identified:

Forms of arts instruction enhance and complement basic reading skills,

language development and writing skills. Utilization of drama, dance,

visual art and music assists students in achieving literacy goals by

engaging them in their own learning process. Reading readiness, writing -

(narrative, creative and topical), reading comprehension and

communication proficiency are elements of literacy that are fostered

through arts infusion.

Certain music instruction develops abilities that are fundamental to

understanding and using mathematical ideas and concepts. Spatial

reasoning and spatial-temporal reasoning skills (the ability to understand

the relationship of ideas and objects in space and time) are integral to the

acquisition of mathematics skills – and inherent in the study of music.

3.

Learning in individual art forms and/or multi-arts experiences engages and

strengthens such fundamental cognitive capacities as spatial reasoning (the

capacity for organizing and sequencing ideas); conditional reasoning

(theorizing about outcomes and consequences); problem solving; and the

components of creative thinking (originality, elaboration, and flexibility).

Additional thought processes associated with study of the arts are

intuition, perception, imagination, inventiveness, critical thinking and

conceptualization.

4.

Interpersonal skills important to social interaction are nurtured by the arts.

Certain arts activities promote positive growth in social acuity - including

conflict resolution, self-identity, collaboration, self-confidence, empathy,

self-control, tolerance, and appreciation of cultural diversity.

Motivation and the attitudes and dispositions to pursue and sustain

learning are essential to achievement. Learning in the arts cultivates these

capacities – including disciplined and sustained attention, active

engagement, risk-taking, and persistence – and improves attendance and

educational aspirations.

A positive context for learning is critical to student success. The arts help

to create a learning environment that is conducive to teacher and student

success by fostering teacher innovation, a positive professional culture,

parent and community engagement, increased student attendance and

retention, effective instructional practice, and school identity.

fundamental cognitive skills and capacities are indicated. According to

and SAT scores co-vary - that is, they tend to increase linearly: the more arts classes, the

higher the scores. Multiple independent studies have shown that increased years of

enrollment in arts courses are positively correlated with higher SAT verbal and math

scores. High school students who take arts classes have higher math and verbal SAT

scores than students who take no arts classes.

of California, analyzed data from the National Educational Longitudinal Survey

(NELS:88), a panel study that followed the progress of more than 25,000 students in

American secondary schools for 10 years. The data showed that children with consistent

and substantive involvement in the arts performed at significantly higher levels on all

measures, whether academic or selected behaviors.

researchers Judith Burton, Robert Horowitz, and Hal Abeles of Teachers College,

Columbia University, has found significant relationships between rich in-school arts

programs and creative, cognitive, and personal competencies needed for academic

success. The arts were found to add the kind of richness and depth to learning and

instruction that is critical to healthy development only in schools where arts provision is

thorough and continuous.

school educations cite their participation in the arts as reasons for staying in school.

Factors related to the arts that positively affected the motivation of these students

included a supportive environment that promotes constructive acceptance of criticism and

one where it is safe to take risks.” N. Barry, J. Taylor, and K. Walls, “The Role of the

Fine and Performing Arts in High School Dropout Prevention”,

education. (Commissioned by Americans for the Arts)

The No Child Left Behind Act of 2001 (NCLB) includes the arts as core subjects.

However, the focus of accountability on reading and math has altered priorities.

Administrators are often tempted to reduce arts education opportunities or eliminate arts

programs in response to the challenges posed by the NCLB Act. In doing so, they may

be eliminating critical links to academic success for many students and denying students

the opportunity to develop the crucial cognitive skills and motivations they need to

achieve at high levels. In some schools, on the other hand, NCLB has served as a catalyst

for strengthening efforts to raise student achievement and improve student performance

in other core subjects through integrating the arts.

The State of Maryland has achieved significant accomplishments in fine arts education,

and many schools in the state benefit from strong arts programs. Students are required to

earn one credit in the fine arts to receive the Maryland High School Diploma. The

Maryland State Department of Education (MSDE) has established content and

achievement standards for dance, music, theatre, and visual arts programs in the public

schools. (-

has developed the Voluntary State Curriculum in the Fine Arts (VSC) based on the

ELOs; has supported the development and implementation of Fine Arts Strategic Plans

by local jurisdictions; and has created

linking assessment with the VSC and best instructional practices. Fine Arts assessments

are under development.

Although these Maryland school reform initiatives have been enacted, arts curricula and

arts programs have been cut in many local schools. Disparity in arts education quality and

opportunity is consequential; it is often the most disadvantaged students who are most

impacted by the reduction and elimination of programs. Advocacy is critical to ensure

high quality arts education for all Maryland schoolchildren at all levels of education. The

arts are essential for children to thrive in school and in life.

(

2006)

For more information, consult the

Partnership’s Web site at www.aep-arts.org through the Evaluation and Research

toolbar or contact the AEMS Alliance office.