ARTS Education E.CARROLL FINAL Capstone Report

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Arts and Education:

Transforming Children of

Tomorrow

Erika Carroll

Howard University

Communication and Culture Department

Capstone Research Project

2 December 2014

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Table of Contents

Introduction………………………………………….... 3

Methodology………………………………………..…. 5

Research Findings: Review of the Literature………. 7

Appendix …………………………………………….. 22

Interviews from the field ……………………………. 22

Bibliography ……………………….….…………...… 29

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Introduction:

The Arts are a powerful tool for empowering students by enhancing self confidence, self-

efficacy, and creative abilities. Studies have shown the positive effects engagement in the arts

can have on children and youth. In spite of this information the arts have often been the first item

on the list for budget cuts in public schools. This highlights a lack of understanding and

appreciation for the arts as a tool to improve education and ultimately better society. Many of the

behavior issues and lack of classroom engagement within schools could be solved using the arts.

Rather than deeming fine arts as unnecessary extracurricular activities, the education system

should embrace and expand the use of the arts in classrooms. This research will highlight the

benefits of using the arts in education and identify areas where the arts can be used to enhance

student engagement, comprehension and overall character and well being.

Research conducted at the West Chester University of Pennsylvania analyzed the impact

of arts integration on preschoolers’ emotions in a Head Start program serving low income

families. This study focused on at risk children coping with poverty. The study highlighted ways

that engaging in the arts creates positive emotions in young children and also allows a venue for

healthy expression of negative emotions. The study found that, “Children showed more positive

emotions in arts as compared to regular early learning classes.” Also, “The arts-integrated

preschool hosted more positive emotions than Head Start as usual,” and, “The arts-integrated

preschool hosted greater emotion regulation growth than Head Start as usual.” (Brown, 2013,

p.337-346)

This is just one study that shows how arts can have such a strong impact on child

development especially when they gain exposure at a young age. The benefits of arts integration

and arts enrichment range from emotional to cognitive development. The arts, when incorporated

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into education, can impact behavior, classroom engagement, comprehension and a child’s self

esteem. The benefits are endless yet the money poured into these efforts has historically been

scarce. However, with new breakthroughs in research, this has been changing over time. Society

is on its way to realizing the potential for growth and progress with the arts as tools for change.

An article published in 2006 by the National Assembly of State Arts Agencies in

collaboration with the Arts Education Partnership highlights some important facts surrounding

the benefits of integrating arts into education as well as the existing and increasing public

support for this movement. Luckily, according to a Harris Poll commissioned by Americans for

the Arts, there is strong public support for the goals of this research. This poll measured the

attitudes of Americans toward arts education and found some pleasing results. Ninety-three

percent (93%) of Americans who participated in the poll agreed that, “the arts are vital to

providing a well-rounded education for children.” This response increased by 2% since the 2001

version of this poll. Eighty-six percent (86%) of participants agreed that an arts education

encourages and assists in the improvement of a child’s attitudes toward school.” Eighty-three

percent (83%) believe that, “arts education helps teach children to communicate effectively with

adults and peers.” Seventy-nine percent (79%) agree that, “incorporating the arts into education

is the first step in adding back what’s missing in public education today.” Additionally, “54% of

participants rated the importance of arts education a “ten” on a scale of one to ten.” Lastly, 79%

believed that is it “important enough for them to get personally involved in increasing the

amount and quality of arts education.” (Ruppert, 2006 ) This goes to prove that there are

supporters for arts education in America. Thus, the movement toward integrating the arts into

education has been gaining support and has the potential to increase momentum in the coming

years as research advances. Also, researchers at the University of North Carolina at Greensboro

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support the claims of positive impacts of the arts in a study that found a positive correlation

between music education and academic achievement. This study furthers the argument that

integrating arts into the education experience greatly impacts the students producing positive

outcomes. (Hodges & O'Connel, 2005 )

Methodology:

This research will focus on the effects of engaging in the arts as a child on human

development, highlighting reasons to integrate the arts into education. Research questions will

include the following: (1) Is there a relationship between engagement in the arts as a child and

self esteem? (2) How does communicating through the arts in education affect students’

comprehension, classroom engagement, self-efficacy and overall classroom behavior and

performance? Research will be conducted through an in depth review of the literature, seeking

out case studies that look at classrooms who have implemented arts education, comparing them

to non integrated classrooms. The review will also cover literature analyzing the arts' impact on

brain activity. Furthermore, research will be sought that has looked at the relationship between

engagement in the arts and children's behavior, self efficacy and self esteem. Also, this review

will cover literature that compares comprehension levels of students engaged in the arts in

educational settings to their counterparts following traditional lesson structures.

The majority of sources referenced in this in-depth review of the literature will be

published within the last fifteen years. The data collection tools will include ArtsEd Search, and

the EBSCOhost database. ArtsEd Search is a project of the Arts Education Partnership (AEP)

that collects and summarizes high quality research studies on the impacts of arts education and

analyzes their implications for educational policy and practice. From these summaries I will

locate the original articles and review the content and outcomes. EBSCOhost database is

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provided through Howard University. As stated on the official Howard University website,

“EBSCOhost is the world's largest academic multi-disciplinary database. Academic Search

Premier provides full text for over 4,000 scholarly publications, including full text for more than

3,100 peer-reviewed journals. Coverage spans virtually every area of academic study and offers

information dating as far back as 1975.” To locate appropriate data each database will be

searched using key words such as; arts education, arts and behavior, arts and comprehension, arts

in classrooms, art and self esteem, early childhood arts, cognitive development and the arts, and

classroom engagement.

This research also aims to include interviews of professionals in the field of Arts

Education in order to help frame the topic. Interviews will be requested with key individuals

holding leadership positions in major arts education organizations such as; the National

Endowment for the Arts, the President’s Committee on the Arts and Humanities, Americans for

the Arts, the U.S. Department of Education, the Arts Education Partnership, and local arts

agencies. These professionals can offer insight connecting the research to what is currently

happening in the field but may not yet be published in the literature. The findings from these

interviews will not be included as research data. Rather, these interviews will provide context

and current perspective on the topic. Interview questions will include: (1) What trends have you

noticed in the last five years in the field of Arts Education? (2) What do you propose as the next

step to advancing the Arts Education Movement? (3) What do you predict for the next 5 years in

the field of Arts Education? (4) What would you suggest researchers focus on to gain support for

the importance of Arts Education? (5) Can you offer a personal account with arts education that

stands out to you? If so, can you explain the impact that experience had on your self esteem, self

concept, or comprehension?

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Research Findings: Review of the Literature

In reviewing literature, research has highlighted some powerful impacts that engagement

in the arts can have on children, especially within the educational setting. The concept of arts

integration is relatively new, but research has been done and is being conducted proving the

benefits of integrating the arts into education and using arts enrichment in the classroom. Some

researchers have found emotional regulation benefits; others have looked at increased classroom

engagement and heightened comprehension in students exposed to arts integration and arts

enrichment. The previously mentioned, “Arts Enrichment and Preschool Emotions for Low-

income Children At-Risk” study conducted with the Department of Psychology at West Chester

University of Pennsylvania, looked at the arts programming at a Music Preschool with attention

to whether the programming supports social-emotional readiness to learn in children from low-

income families. The study found that, “children showed more positive emotions in arts as

compared to regular early learning classes.” Also, it was found that children in the arts-integrated

preschool classrooms hosted more positive emotions than children usually do in the regular early

learning program. More so, the arts-integrated preschool hosted greater emotion regulation

growth than the preschool program as usual. (Brown, 2013, p.337-346). These findings highlight

one very important area of improvement that using the arts in education contributes to.

The National Endowment for the Arts (NEA) strongly supports Arts Education and has

funded research efforts to prove the validity of the arts as a powerful tool to enhance students’

experiences in education, understanding, and ability to express their ideas creatively. A report

from four longitudinal studies supported by the NEA focuses on the arts and achievement in at-

risk youth. This study highlighted some notable benefits of the arts specifically for low income

youth in the education system. Researchers found a strong relationship between involvement in

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the arts and academic success concluding that, “Teenagers and young adults of low

socioeconomic status (SES) who have a history of in-depth arts involvement show better

academic outcomes than do low-SES youth who have less arts involvement. They earn better

grades and demonstrate higher rates of college enrollment and attainment.” (Catterall, Dumais, &

Hampden-Thompson, 2012 ) In the study researchers found that, “Students who had arts-rich

experiences in high school were more likely than students without those experiences to complete

a calculus course. Also, students who took arts courses in high school achieved a slightly higher

grade-point average (GPA) in math than did other students.” More so, “High school students

who earned few or no arts credits were five times more likely not to have graduated than students

who earned many arts credits.” (Catterall, Dumais, & Hampden-Thompson, 2012 )

Looking at long term results all the way through college, the previously mentioned study

found that, “Students who had intensive arts experiences in high school were three times more

likely than students who lacked those experiences to earn a bachelor’s degree. They also were

more likely to earn “mostly A’s” in college.” (Catterall, Dumais, & Hampden-Thompson, 2012 )

The study even found interesting connections between arts engagement and literary activity such

as reading books or newspapers more frequently than members of low SES with low or no arts

involvement in their youth. Additionally, participants revealed a higher likelihood of being

involved in politics than their counterparts within the study. Overall, it was found that when

youth and young adults from at risk communities with low SES are involved in the arts, they are

more likely to have higher academic performance, literary activity and higher civic engagement.

(Catterall, Dumais, & Hampden-Thompson, 2012 ) This study moves the benefits of the arts far

beyond the classroom and highlights incredible outcomes that could empower individuals to

better contribute to society both short and long term.

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A previous Caterall study done all the way in 1999 shows how long research in Arts

Education has been conducted to gain support and highlight its multitudinous value. This study,

looking at results from a two-year exploration of interactions between the arts and student

achievement, found positive outcomes in involvement in the arts and academic success, music

and mathematics achievement, as well as in theater arts involvement and human development.

For the first outcome, “Positive developments for students engaged in the arts are seen at each

step in the research and comparative gains for arts-involved students became more pronounced

over time. This includes students of low socio-economic status.” (Caterall, Chapleau, 1999) For

the second key finding, “Students who report consistent high levels of involvement in

instrumental music over the middle and high school years show significantly higher levels of

mathematics proficiency by grade twelve. The differences in measured mathematics proficiency

between students consistently involved versus not involved in instrumental music, grew

significantly over time.” (Caterall, Chapleau, 1999) For the third main key finding it was

determined that, “sustained student involvement in theatre arts (acting in plays and musicals,

participating in drama clubs, and taking acting lessons) associates with a variety of developments

for youth: gains in reading proficiency, gains in self-concept and motivation, and higher levels of

empathy and tolerance for others. The analyses of theatre arts were undertaken for low socio-

economic status students only.” (Caterall, Chapleau, 1999) This study notes that the benefits of

arts education are not new; instead they are finally moving towards gaining the support and

attention they deserve. (Caterall, Chapleau, 1999) The findings of these two reports involving

Caterall, similarly show gains low SES students can obtain through arts involvement. These

results highlight the arts as a powerful tool that could be used to close the achievement gap and

produce confident, motivated, and well equipped high school graduates with the inspiration to

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contribute to the betterment of society. If arts are integrated in more educational settings,

according to these findings, the outcomes could be astounding.

Two more studies from roughly twenty years ago align with Caterall’s longstanding

research making a strong case for the importance of arts in education since the late 1990’s.

Author Sherry DuPont conducted a study in 1992 looking at “the Effectiveness of Creative

Drama as an Instructional Strategy to Enhance Reading Comprehension Skills of Fifth-Grade

Remedial Readers.” (DuPont, 1992 ) She posed the question, “Does a program of creative drama

integrated with children's literature contribute to the growth of reading comprehension skills of

fifth-grade remedial reading students?” This study compared three groups of students in remedial

reading classes. Group One and Two read the same stories using different methods to compare

the effects. Group One, led by the researcher, integrated creative drama into lessons to support

story comprehension for students. Group Two was led by the regular teachers and used

“traditional” non-remedial reading methods including vocabulary exercises and discussions led

by the teacher. Group Three served as the control group continuing with the previously used

methods of the remedial program. Pre-test versus post-test assessments of reading

comprehension along with weekly criterion references tests revealed that, "when children have

been involved in the process of integrating creative drama with reading they are not only able to

better comprehend what they've read and acted out, but they are also better able to comprehend

what they have read but do not act out, such as the written scenarios they encounter on

standardized tests." (DuPont, 1992 ) The fact that the students were introduced to a new

instructor and a new teaching method may have been a confounding variable causing them to

automatically be more intrigued and engaged. Even so, the students in Group One showed

increased reading comprehension scores and it was observed that the connection between

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dramatic enactment and reading may have contributed to that increased comprehension.

(DuPont, 1992 )

The other study conducted during this twenty year range was published by the National

Endowment for the Arts in 1996. Researchers analyzed effects of arts education on participation

in the arts. This study looked to answer the following questions: “(1) Do people become more

actively involved in music, dance, writing, acting, and visual arts as a consequence of arts

education? (2) How does arts education make a contribution (or reduce the differences) to arts

participation among people of different socioeconomic status, gender, racial, and ethnic groups?

(3) Do any of the answers to the above questions differ when distinguishing between arts

education that is based in K-12 schools and that which is based in the private sector community

outside of school? (4) Which is more important to increasing active participation-arts education

or general education?” Findings revealed numerous factors that contribute to participation in the

arts throughout a person’s lifetime including gender, exposure in youth and other factors. In

comparing genders it was found that, “men and women are about equally likely to attend an

(arts) performance.” (Bergonzi & Smith, 1996 ) It was also found that SES can contribute to

involvement in arts activities that cost money such as exhibits and performances with cover

charges. All results were compared to the arts education experiences participants had as a youth.

Overall, the more education a youth received either in arts courses or community based arts

activities, the more likely they were to participate in the arts throughout their lifetime. In relation

to the research at hand, it is important to promote arts education or arts enrichment into standard

course work in order to support arts participation for the future. (Bergonzi & Smith, 1996 )

Moving forward to more research conducted within the last ten years, a researcher in

California looked at, “How the Arts Help Children to Create Healthy Social Scripts: Exploring

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the Perceptions of Elementary Teachers.” (Brouillette, 2010) This carries on the trend of

connecting the need for arts education to benefits beyond the classroom. This study involved

open-ended interviews with inner city elementary teachers, grades one through four, who were

trained in an arts integration program working with artists in residence. These teachers

collaborated with artists to integrate the arts into their daily lesson plans. Teachers reported

positive social emotional outcomes for their students, improved interpersonal interactions and

dialogue along with broader understanding for diverse perspectives in response to interactive

drama activities. (Brouillette, 2010) Teachers also found increased communication skills and

confidence in students learning English as a second language through use of the arts including

drama. All embracing, students seemed to develop healthier social scripts such as how to express

their personal needs and how to understand others’ perspectives. Dance activities highlighted

improved respect for space and healthy feedback to others as well as an outlet for energy. In

short, “the study suggests that arts instruction (particularly drama and dance) delivered through

teaching artist workshops with classroom teachers is beneficial for first through fourth grade

students’ social and emotional development and contributes to positive classroom culture.”

(Brouillette, 2010)

The connection between the arts and social development is frequently found in arts

education research. The National Endowment for the Arts (NEA) in alliance with the Arts

Education Partnership produced a collection of numerous publications on learning in the arts and

student academic and social development. In one study researchers Keinanen, Hetland and

Winner focused on the ability to teach cognitive skills through dance. This research asked

whether or not dance instruction can improve reading, and non verbal reasoning. These

researchers used the meta-analytic technique to examine select authors whose research had,

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“quantified in the area of dance and cognition, used control groups, and were conducted on non-

impaired populations.” (Keinanen, Hetland, & Winner, 2000) In Keinanen, Hetland and

Winner’s analysis of studies related to reading outcomes, only a small correlation was found

between dance instruction and increased reading ability. When looking at nonverbal reasoning

effects, researchers found, “a much clearer positive correlation between dance experiences and

nonverbal reasoning skills,” (Keinanen, Hetland, & Winner, 2000) producing support for the idea

that dance can increase a student’s non verbal reasoning skills. For future studies these

researchers suggest that evaluations be more rigorous and more adept to avoid expectancy effect

from instructors and motivational factors of students as well as seeking larger sample sizes to

receive more irrefutable results. (Keinanen, Hetland, & Winner, 2000)

Another study in this collection from the NEA and the Arts Education Partnership looked

at the connection between dance and creative thinking skills in high school students, comparing

effects of dance to non dance classes. Author Sandra Minton from the University of Northern

Colorado, Greeley, CO posed the question, “Is there a relationship between dancing and creative

thinking?” (Minton, 2000) This study included two hundred eighty six high school students with

an average age of fifteen years old. Half of the students were placed in experimental dance

classes five to eight hours per week while the other half took courses in business, English, health,

interpersonal communications and psychology. The results were inconclusive, but there was

enough evidence supporting that students in the dance classes showed increased creativity, which

is supported though results from the difference between pre-test scores as well as results at the

end of the dance program. (Minton, 2000) However, some confounding variables that future

researchers should be aware of include the possibility that those enrolled in arts or dance courses

may have higher creative levels to begin with. Also, differences in instruction and school culture

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may contribute to the effectiveness of dance courses to engage students and increase creativity

levels.

Results from one study highlighted the need for possible adjustments to arts education

curriculum. The Journal of Education and the Arts released a study on, “Creative Arts Teaching

and Practice: Critical Reflections of Primary School Teachers in Australia.” In this study,

teachers of the creative arts elementary programs in Australia participated in in-depth interviews

and focus groups. The study noted the varying perspectives of the instructors for the creative arts

courses. Some referred to the curriculum as too broad and demanding, others expressed

confidence in the subject matter but concern for time constraints in the school setting. (Alter,

Hays, & O'Hara, 2009) With this in mind, the process of integrating arts into classrooms in

America could face similar hurdles. To prevent or combat similar results, training teachers in

America in effort to implement arts integration must incorporate the arts in a user friendly

manner that enhances the learning experience rather than adding to the teachers’ course loads

negatively. Integrating the arts cannot be effective if the teachers are not adequately prepared. As

discussed in this study, a curriculum can only be successful when the people implementing it are

confident and well equipped.

From another international perspective, researchers from in Anadolu University, in

Tepebaşı Turkey, published a study on, “The Role of Visual Culture Studies on Primary School

Students’ Interpretation of Visual World.” (TÜrkcana & Yasar, 2011). In this study, researchers

aimed to find whether the visual culture studies can be carried out in visual arts courses in

primary schools. If the two programs were integrated successfully, then students would reflect a

more broad perspective of visual culture studies. Using the action research method with primary

school student participants, this study found that using the arts to teach visual culture studies

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course content served as an effective tool to help the students interpret the visual world in new

ways. It also contributed to enhancing their ability to communicate abstract ideas and emotions

through art. (TÜrkcana & Yasar, 2011) These findings present the ability of the arts to spark

innovative thinking beyond concrete standardized curriculum goals. The arts could expand

educational outcomes to include abstract thinking and development of higher capacities to

express emotion which can lead to better regulation of emotions.

The unique benefits of the arts found internationally can also be used to contribute to better

understanding for students learning new languages. Researchers at Michigan State University

address the stimulation needs of children in order to effectively engage them in the education

process. A study, “Improving my Chinese Teaching Practice to Increase Student Engagement

and Oral Production through Drama: TE808 Action Research Project” focuses on how the

integration of drama activities in the researchers Chinese class would impact his sixteen second

grade students. (Wang, 2011) This study used observational studies approach to complete this

qualitative research. The study found that, after three weeks of research, students, ‟ enthusiasm

to express in Chinese improved because of the inclusion of drama activities.” (Wang, 2011)

These findings are extremely important for the field, because they show how an arts based

curriculum can exponentially increase student engagement and thus students’ comprehension of

the material. Ulas (2008) stated this well, “the more sensory organs a student uses while learning,

the greater the retention of the lessons. Learning becomes easier and more permanent in

educational environments where there is more than one stimulus. ” (p. 876).

Turning to art therapy, researchers from the American Art therapy Association highlight

benefits the arts can offer in the form of therapeutic relief which could be an additional asset to

students in the education system faced with adversity. Donna Kaiser, Patricia St. John and

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Barbara Ball interviewed educators in art therapy to identify areas of improvement needed to

advance art therapy and art therapy education. Using in-depth interviews with educators

attending the Annual Conference of the American Art Therapy Association, researchers found

that qualitative research is more heavily emphasized in the field of art therapy and their programs

are designed to train graduates to critically understand and publish useful research to advance the

field of art therapy. (Kaiser, St. John, & Ball, 2006 )This study highlighted the internal workings

of the education provided to young professionals and scholars hoping to advance the arts as a

useful medical tool to improve one’s overall well being. This article brings up an important

aspect of the arts education movement that cannot be overlooked. Aside from the importance of

educating children and youth effectively, there must be attention given to how adults and

researchers are educated in order to be adequately prepared to contribute to the movement.

Reverting focus back to the classroom, a 2011 study entitled, “Correlations among social-

cognitive skills in adolescents involved in acting or arts classes.” measured correlations between

the development of empathy, theory of mind and adaptive emotion regulation among students

attending performing and visual arts high schools. (Goldstein, 2011) The findings showed that,

“with acting training, students distinguished between empathy, theory of mind, and emotion

regulation as separate abilities, while for the students with music or art training the three social-

cognitive skills were more often confounded or equated to one another with little difference in

distinction.” (Goldstein, 2011)

Similarly, a study done a year later by Goldstein looked at differences in outcomes of

students in acting versus art or music classes. This study using congruent methods in a high

school and elementary school found that “elementary students who studied acting increased in

empathy but not theory of the mind while the high school acting students increased in both

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measures over the ten-month period. The visual art/music high school students also increased in

empathy and theory of mind, but at a less significant rate.” (Goldstein, 2012) Researchers used

“the Reading the Mind in the Eyes Test, the Strange Stories Test, and the Index of Empathy for

Children.” (Goldstein, 2012) The answers from the pre- and post- tests as well as the videotaped

sessions were analyzed by a group of researchers to determine results. (Goldstein, 2011)

A study published by the Journal of Educational Research applied arts education in a library

looking at the effectiveness of creative dramatics and storytelling in libraries. Surprisingly, the

outcomes show, “there was no statistical difference between the three groups in interest in books

and reading.” However, “in one of the library branches that participated in the study, the

storytelling group had a superior level of self-image compared with the creative dramatics and

control groups.” Also, “overall, the storytelling program had a greater impact on creativity than

the other two programs, and the creative dramatics program had greater impact on creativity than

the control condition (regular library usage).” Aside from the lack of proof that attending story

time or creative dramatics makes students more interested in reading, the study did provide some

evidence that “storytelling may have more influence than creative dramatics on creativity, self-

image, and empathy.” (Anthony, Emans, Ziegler, 1973)

Connected to how the arts can impact self-image, a 2008 longitudinal study on, “Growth in

motion: Supporting young women’s embodied identity and cognitive development through dance

after school” found numerous benefits of learning through dance. This study using perspectives

of 30 teenage women participating at two community-based dance studios in Oakland, CA,

produced five outcomes highlighting these benefits: (1) A chance to develop a sense of control

over their bodies, emotions, intellects, and interactions. Dancers cited examples of how this skill

of control was applied to situations outside of dance class and how they felt more under control

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with life situations immediately after finishing dance class. The dancers described dance as a

“safe place.”(2) An unusual capacity to take the long view of their development. The dancers

described how they could view their own progress over many years. They cultivated a sense of

self-awareness and patience. (3) An opportunity to participate in a supportive, communal

learning environment. Dancers spoke of working together and helping each other succeed. They

also spoke of the trust required in partnering work. (4) Multiple, multimodal entry points for

learning dance skills and for expanding social, physical, and intellectual repertoires. Teachers

often use verbal cues, metaphors, vocalizations, physical demonstration and at times touch to

communicate how to dance. Students listen, mimic, ask questions, notice how the movement

feels in their body, watch other students as well as the teacher, and have time for multiple trials.

They are intimate witnesses of each other’s learning processes. (5) A constructive conception of

“mistakes” that underscores how risk taking fosters learning and development. (Katz, 2008)

In like manner, A 2001 case study supported by the Education and Urban Society analyzed

how arts programs support positive identity for middle school girls over the course of two years.

(Holloway, LeCompte, 2001) This study found that theater arts teaching strategies encouraged a

“de-centering of knowledge and authority, allowing the girls to rely on one another as resources

and co-create a learning environment that was based in problem solving.” The theater based

lessons required the girls to develop an “artist toolkit” comprised of three key skills: “centering,

open-mindedness, and self-expression.” (Holloway, LeCompte, 2001) According to the

guidelines of this study, “centering included self-control, calmness, and focus. Open-mindedness

allowed the girls to critically consider other perspectives and develop respect for those that

differed from their own. Self-expression helped them “play” with alternative visions of

themselves and envision new possibilities, including identifying as artists.” (Holloway,

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LeCompte, 2001) Holloway and LeCompte interviewed the girls finding that, “the girls reported

the skills they developed in the theater arts class translated into their other academic classes as

well, increasing their focus, confidence, and skill at relating to others. In honing these skills, the

researchers found that the girls were able to create new images of themselves and their future.”

(Holloway, LeCompte, 2001)

This next case addresses the dire need for violence prevention in America. The Journal of

School Violence published a research article investigating outcomes of an interactive drama-

based youth violence prevention program looking at “the aggressive and externalizing behaviors

(actions directed towards others); pro-social behaviors, including cooperation, assertiveness, and

self-control; and scholastic attention and engagement.” (Kisiel, Blaustein, Spinazzola, Schmidt,

Sucker, Kolk, 2006) This study found that, “Participation in the Urban Improv program halted

the progression of aggressive and violent behavior. Students who participated in the drama-based

youth violence prevention program maintained baseline levels of aggressive and violent behavior

while comparison students’ levels of these behaviors increased over time.” (Kisiel, Blaustein,

Spinazzola, Schmidt, Sucker, Kolk, 2006) Participants in the youth program treatment group also

“demonstrated an increase in levels of all pro-social behaviors, including cooperation,

assertiveness, and self-control. Students in the control group evidenced decreased levels of these

behaviors during the same timeframe.” (Kisiel, Blaustein, Spinazzola, Schmidt, Sucker, Kolk,

2006) Lastly, “Urban Improv participation resulted in decreases to behaviors that may inhibit

high academic performance. Students in the Urban Improv program showed decreased levels of

internalizing symptoms and hyperactivity from pre- to post-intervention while comparison

students demonstrated an increase in these symptoms.” (Kisiel, Blaustein, Spinazzola, Schmidt,

Sucker, Kolk, 2006)

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Next, the Child Adolescent Social Work Journal published, “Community-based arts program

for youth in low-income communities: A multi-method evaluation” in 2006. This article

highlights findings from a The three-year evaluation of the National Arts and Youth

Demonstration Project in five sites throughout Canada that carried out a nine month theater

visual arts and media arts program for youth. Findings show that the program, “positively

affected students’ behavior and attitudes. Students improved their arts skills and social skills, and

had fewer behavioral problems as a result of participating in the program.” According to the

articles, “students in the program also had fewer emotional problems than students in a control

group.” (Wright, Alaggia, Sheel, 2006) As a note for future programming this study received

feedback though interviews with students and families indicating that, “students are more likely

to participate in arts programs if the program actively recruits the students, is free, provides free

transportation and snacks, and communicates with parents.” (Wright, Alaggia, Sheel, 2006)

Finally, a two-year study gathered data from 204 teachers in 19 states who completed a

graduate program in arts integration through a survey, focus groups, interviews, and classroom

observations. This data was collected to examine the relevance of arts integration in today’s

educational climate. Reports from teachers concluded that “arts integration stimulates deep

learning, creates increased student engagement, and cultivates students’ investment in learning.”

(Bellisario, Donovan, 2012) Teachers reported observing the following outcomes for their

students through use of arts integration in their classrooms: (1) Arts integration can lead to deep

learning, increased student ownership, and engagement with academic content; (2) Arts

integrations can provide a variety of strategies for accessing content and expressing

understanding; (3) Arts integrations can create learning that is culturally responsive and relevant

in students’ lives; (4) Arts integration can engage students in 21st century skills including

Carroll 21

creativity, innovation; and imagination; and (5) Arts integrations can develop empathy,

awareness of multiple perspectives and cultural sensitivity to others. (Bellisario, Donovan,

2012)

In conclusion, this research has presented numerous benefits to individual development in

areas of academic comprehension, which is often related to increased engagement levels in arts

integrated activities. This research has also presented multiple cases highlighting positive

relationships between engagement in the arts and self esteem. After reviewing the literature,

there is strong support for the arts as a powerful tool to benefit individuals, classrooms,

communities, and ultimately society as a whole. From violence prevention to producing creative,

confident innovators with higher civic engagement, it can be said that the arts are essential for

the betterment of individuals and society. The arts are agents of change that can transform the

children of tomorrow.

Carroll 22

Appendix:

Insight from Professionals

in the Field of Arts Education:

Terry Liu

Arts Education Specialist | Arts

Education Division

National Endowment for the Arts

Interviewed by Erika Carroll 11/20/14

Q1: What trends have you noticed in the

last five years in the field of Arts

Education?

Terry notes major change in the

strengthening of the network of Arts

Education outside of school which is often

referred to as Creative Youth Development.

Q2: What do you propose as the next step

to advancing the Arts Education

Movement?

Terry suggests finding common goals

amongst the diverse approaches and intents

of the Arts Education and Arts Integration

movement. This includes combining goals

of in versus out of school and across the

artistic disciplines.

Terry also highlighted the importance of

looking at each individual context of arts

education and appreciating its value rather

than making generalizations about all arts

education. He states, “Don’t belittle art that

is not formal.” He emphasizes that not all

arts education needs to be in a formal

settings and that not all arts education is

aiming to produce artists. Some approaches

are simply aiming to build creativity or build

self esteem though the arts.

Terry also notes that the next steps need to

work to reduce competition for time and

resources by joining forces.

Lastly, Terry mentions the need to common

data collection to make a stronger case for

the impact of Arts Education and Arts

Integration

Q3: What do you predict for the next 5

years in the field of Arts Education?

Terry predicts that arts integrations will

continuously become more significant

leading to more schools wanting to adapt

this approach to education.

He also feels that creative youth

development outside of school time will

strengthen the value of arts integrations

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With the help of the National Guild, the

National Endowment for the Arts and the

President’s Committee on the Arts and

Humanities more value will be placed on the

arts beyond the field.

There will also be an increase of valuing

learning beyond standards. For example; the

arts build creativity, innovation, and

individual’s ability to express emotions

which are valuable traits that carry over into

other aspects of life.

Q4: What would you suggest researchers

focus on to gain support for the

importance of Arts Education?

Terry notes that researchers need to measure

beyond skills and focus concepts like

creativity, expression, emotions, and

benefits the arts have that can help students

in ways that other subjects don’t.

Terry explains that the arts offer kids a

healthy outlet to channel and express

emotions. This is especially true for teens

that are looking for a safe outlet for

expression that will allow creative freedom

even if the message upsets authorities. This

is important for teenage years when youth

often start to test authorities. If not given a

safe space to do so, the outcomes can be

extremely negative.

Q5: Can you offer a personal account

with arts education that stands out to

you? If so, can you explain the impact

that experience had on your self esteem,

self concept, or comprehension?

When Terry was in school in second grade

he wrote a poem and received a great

acknowledgement which built his belief in

him-self to be able to successfully express

him-self through words. This

acknowledgement had a huge impact on his

self esteem.

In third grade Terry’s piano teacher passed

away causing him to avoid playing the piano

and could have led to him not playing any

instrument. However, Terry’s 3rd

grade

music teacher in school suggested he try the

violin which introduced Terry to strings.

This act led to a life changing experience for

Terry. He states, “The violin changed my

life.”

Terry concluded that when adults

acknowledge young talent it can hugely

impact the child and what they see

themselves as being capable of.

Teachers change the vision of what a child

sees their self being able to do. This act of

acknowledgment can open up worlds when a

teacher or adult recognizes something in a

child and makes them aware of it.

One last note Terry mentioned was that for

him, arts were his strong suit and not so

much other subjects. Art made him feel like

he was good at something. However, Terry

noted that he doesn’t think art is the answer

for every kid.

Carroll 24

Denise Grail Brandenburg

Arts Education Specialist | Literature &

Arts Education Division

National Endowment for the Arts




Education?

From national funder perspective Denise

share, “I see the distinction between arts in

schools and arts out of schools blurring” She

goes on to explain that outside organizations

are providing arts instruction in schools and

arts instructors in schools are partnering

outside of schools. Denise views this

phenomenon of in and out of school

professionals all working together as a

positive trend in the field. Collaboration can

lead to greater outcomes.

Denise also notes that assessment of student

learning is becoming more rigorous.

Professionals and researchers in the field are

desperate to find best ways to assess arts

education. They struggle with it, because to

get good information on whether kids are

really learning, they need to be able to have

quantitative and qualitative data on learning

to show funders and inform instruction.

However, Denise feel there is less reluctance

to assess and more willingness to assess in

order to evaluate effectiveness of the

program and arts education, which is a good

thing, in her opinion.



Movement?

Denise states that the next step is to,

“continue in an effort to collect data about

(1) student learning in the arts and (2) social

impact of arts education programs.”

She feels, “If measuring student learning in

actual art is elusive, imagine how vague it is

to measure self esteem, etc – yet it is so

important”

Her advice to organizations is if you say you

have social impact, start measuring it

somehow in order to compete with other

programs.

Denise highlights the issues of low income

neighborhood facing high crime and points

out a need to show how the arts can impact

youth in these adverse environments. For

example; Image an organization is serving

youth who are scared to leave their homes

and are statistically at risk for turning to

drugs or violence based on the influence of

their environments. Say this organization

gets these youth to participate in a positive

arts program. How can that organization

measure if the arts are really impacting those

youth, and if so, how?

Denise poses an interesting question, “if you

could prove social impact and learning

Carroll 25

creativity – how do you measure

confidence? I think it is worth measuring.”



Denise predicts that the line between in

schools programs teaching art standards and

out of school programs that tend to focus on

be social impact will continue to blur, but

both will need to measure social impact to

prove the value of it.

She also predicts that collective impact is

going to gain momentum. The arts

education field is going to have to think

outside of its own box, get unwrapped and

partner genuinely and authentically with

health and human service organizations,

school districts, and with vocational

education to try to lift kids up in this

country. Arts Education organizations will

have to leverage partnerships with non arts

organizations that are also worried about

kids such as organizations who sponsor

programs for hungry kids, teen moms, drop

outs, rehab centers, detention centers, and

more. Denise states, “We have to be part of

a larger solution.”




Denise suggests collecting data sets in

neighborhoods. She poses the need to start

recording information about access to arts

education in order to expose where it is and

where it is not and is needed. She states,

“We need to collect information that shows

where arts education is alive and well and

where there is a huge lack of access and

where services need to be funneled.”If this

could be done at state wide or school district

level it would have a major impact and

could gain support by revealing the

differences of where it is not and showing

off the positive outcomes of where it is.

Denise feels data about access to arts

education is very important moving forward.






Denis explains that her experience with arts

education is the reason she became a music

teacher for several years. She shares, “My

middle school choir director was the first

arts education teacher I had that seems

enthused about what she was doing. She not

only developed our voices but would give

solos out and made kids audition like

grownups for solo parts.” Denise shred how

impressive it was that her teachers had kids

doing real music and repertoire . She held a

high standard artistically and it actually

encouraged Denise to try out for solos. “It

built my self esteem,” Denise states, “I will

never forget the first solo I got. I was ghost

of Christmas yet to come.” She explains

how this opportunity taught her how it is to

be on stage and that it is ok to be nervous.

This statement ties in well with the emotion

regular and emotion expression benefits of

engagement in the arts.

Denise also shares the impact this

experience had on her self-concept. “No one

ever told me I was a good singer before she

(her choir director) came along and I

Carroll 26

probably always was a good singer but no

one told me until her.”

This connect back to Terry’s point in the

previous interview that acknowledgement of

young talent can make a world of difference

in a child’s life.

Denise shares that after her first

performance her parents were chocked at the

sound coming ut of their little daughter, “My

parents had no idea I could sing like that.”

After that performance Denise developed a

new aspect to her identity, “I am a singer, a

musician, a performer; I am somebody who

is capable of something other than just

sitting at my desk and getting good grades.”

Sharon Davis,

Education/Community Engagement

Director

Rockford Area Arts Council




Education?

Sharon notes and increase in research from

people outside of the arts field. “More social

scientists and people who are not artists

themselves are stating through longitudinal

studies that track people over twenty plus

years.” Sharon continues, “People that are

not necessarily “the choir” are supporting

what artists have known for years from their

own experiences.” Now there is more

justification and there is more solid evidence

proving the importance and benefits of arts

education which is making it a little easier to

advocate for the arts.

Sharon also notes that in present day she

doesn’t hear so much talk about the arts

being unnecessary or arts classes being

referred to as fluff courses. Even with new

common core which is demanding deeper

level of understanding, the arts are making a

solid case for how use of the arts in

education can naturally produce deeper level

understanding, creative thinking, and more.

When done in a more professional way, or

when art is taken as a serious core subject, it

requires deeper understanding and reflection

and project based learning. These are areas

schools want to focus on; they just need to

realize that the arts are the way to meeting

those goals.

Sharon sees a trend of people learning to see

this deeper understanding and benefits of

project based learning as valuable, and she

notes the arts have been doing this for years.

Carroll 27

According to Sharon’s perspective, “It is a

really good time for arts education in this

country.”



Movement?

“I think continuing to find meaningful and

authentic ways to document what the results

of students who are learning and in serious

arts academic study,” replies Sharon.

She continues, “We need to find ways to

assess and document that make sense to the

work itself, not just pre and post tests.” She

explains that evaluation is actually helpful to

the student to figure out what it is that is

working, what needs deeper thought and

what needs to be changed to convey the

message they are trying to convey.

Sharon is adamant that there need to be

continual effort to figure out a way to

capture the results and the depth of what can

happen when you are learning through

artistic expression. “We do it, but how do

we do it, and how can we figure out a way to

report or measure that in a way what will

make sense across artistic disciplines?”

Sharon’s last proposition is to continue to

make a stronger case for why arts are

essential.



Sharon responds, “I think there’s going to be

more using the arts in the core curriculum

standards.” She hopes that the arts are going

to be seen as absolutely essential to

everyone’s curriculum so all students will

have those opportunities. She views the arts

as the perfect tool to help bridge the

achievement gap. Sharon states that research

has shown that students with long term good

arts education in lower income homes closes

the gap between white upper middle class

and students of color and low income.

Sharon states, “I really hope that people start

wanting to get serious about closing that

gap”




Sharon suggests using longitudinal studies

to show graduation rates, going to college,

staying in college, involvement in the

community, volunteering, voting, etc. She

especially highlights a need to look at low

income students.

Sharon expressed a need to revamp teacher

training education. She also asserts that the

“arts people” have got to take themselves

seriously and do quality arts education.

More so, there is a need to develop a way of

assessing that makes sense for the arts.

She also explains an interesting aspect of art

being that art work is never finished and

artists almost always see room for

improvement in their work. From this

perspective it is important to convey to

students that they should continually try to

improve their work and not settle.

Sharon states, “ The value of art for society

is to never feel satisfied with where we are

but always try to continually get better,”

Carroll 28






Sharon shares, “I didn’t think of it as arts

integration at the time but in 6th

grade I was

the youngest in a reading group and was a

little intimidated. I still remember one

activity where we had to create a trial in

which we were defending this dog that got

shot and killed because a witness thought

the dog was hurting someone when the dog

was actually trying to help. The teacher set

up this trial and I remember having to plan

this out like a drama and come up with ideas

while being the youngest one in the group. I

really got into it and came up with a defense

and everyone was like, “Whoa that’s so

good!” My teammates’ reactions really

increased my confidence and I didn’t feel as

awkward about being in the group.”

In this situation the arts challenged Sharon

to get outside of her comfort zone, taught

her to work collaboratively and boosted her

self esteem and self efficacy showing her

that she was capable of doing something

worthwhile, even though she was nervous

about it at first.

Carroll 29

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