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Recent studies demonstrate how involvement with the arts provides unparalleled opportunity for learning, enabling young people to reach for and attain higher levels of achievement. Additionally it provides evidences of why the arts should be more widely recognized for current and potential improvement of American education.
SOURCE: Champions of Change: The Impact of Arts on Learning, (1999). Arts Education Partnership & President's Committee on Arts & Humanities. http://aep-arts.org)
Arts integration's effects are significant for all kinds of students ... students become better thinkers, develop higher order skills, and deepen their engagement and their inclination to learn. Integrated arts represents a serious strategy for (school) improvement and change. It works because it keeps the focus of change on learning, which is where it belongs.
SOURCE: Rabkin, N. (2004). Learning and the arts. In N. Rabkin & R. Remond (Eds.),
Putting the arts in the picture: Reframing education in the 21st century (p. 8).
[The] business of schools is to design, create, and invent high-quality, intellectually demanding work for our students: schoolwork that calls on students to think, reason, and to use their minds well. It is the obligation of the school and the teacher to invent work that attracts the attention and compels the energy of students.
SOURCE: Schlechty, P. (1997). Inventing Better Schools: An Action Plan for Educational Reform, Center for Leadership in School Reform
Education in the arts is essential if our young people are going to succeed and contribute to what Federal Reserve Chairman Greenspan refers to as our "economy of ideas," as economy fueled by imaginative, flexible, and tough-minded thinking. The arts uniquely nurture that ability."
SOURCE: Richard Riley, Former U.S. Secretary of State
Students in "arts rich" schools scored higher in creativity-imagination, expression, cooperative learning, risk-taking, and measures of academic self-concept than students in "arts poor" schools. Teachers and principals in schools with strong arts programs reported that the presence of the arts led teachers to be more innovative, to have increased awareness of students' abilities, and to enjoy work more.
SOURCE: Burton, J. M., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts: The question of transfer. Studies in Arts Education, 41(3), 228-275.
When artistically talented, academically at-risk students were involved in three years of arts training, learned in arts-integrated classrooms, and participated in an additional program that used the arts to support academic classes, they made greater gains in reading than did a control group.
SOURCE: Baum, S. M., & Owen, S. V. Using Art Processes to Enhance Academic Self-Regulation (paper presented at ArtsConnection National Symposium on Learning and the Arts: New Strategies for Promoting Student Success, New York, February 22, 1997). In Critical Links: Learning in the Arts and Student Academic and Social Development, R. J. Deasy (Ed.), pp. 64-65. Washington, DC: Arts Education Partnership.
Eighth and tenth grade students who were highly involved in the arts performed better on a variety of academic measures than students who were minimally involved in the arts. High arts students earned better grades, performed better on standardized tests, performed more community service, reported less boredom in school, had a more positive self-concept, and were less likely to drop out of school. This association was true for students from both high and low SES (socio-economic status) groups.
SOURCE: Catterall, J. S. (1998). Involvement in the arts and success in secondary school. Americans for the Arts Monographs, 1(9).
The term "core academic subjects" means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.
SOURCE: No Child Left Behind Act of 2002, Title IX, Part A, Sec. 9101 (11)
Students who participated in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills.
SOURCE: National Arts Education Research Center, New York University, 1990
An Auburn University researcher found significant increases in overall self-concept of at-risk children participating in an arts program that included music, movement, dramatics and art.
SOURCE: Barry, N. H. (1992). Project ARISE: Meeting the needs of disadvantaged students through the arts. Auburn, LA: Auburn University.
The nation's top business executives agree that arts education programs can help repair weaknesses in American education and better prepare workers for the 21st century.
SOURCE: The Changing Workplace is Changing Our View of Education. Business Week, October 1996.
Many studies of music in the school curriculum focus on potential improvements in scholastic subjects, neglecting other important aspects of personal and social development. Roberta Konrad of UCLA found both types of benefits in the same classroom setting. Seventh and eighth grade students in Los Angeles were involved in a social studies curriculum involving music and other arts. Compared to control classes with standard curricula, the researcher found higher achievement grades in history, and significant increases in positive social behaviors (including helping and sharing, increases in empathy for others, and beneficial attitudes including reduced prejudice and racism). Teachers also found that students were less aggressive, suggesting that integrating music into 7th and 8th grade social studies may enhance subject performance and social behaviors and attitudes.
SOURCE: Konrad, R. R. (2000). Empathy, Arts and Social Studies (dissertation).
The College Board identifies the arts as one of the six basic academic subject areas students should study in order to succeed in college.
SOURCE: Academic Preparation for College: What Students Need to Know and Be Able to Do. (1983). New York: The College Board.
Students of the arts continue to outperform their non-arts peers on the SAT, according to reports by the College Entrance Examination Board. In 2005, SAT takers with coursework/experience in music performance scored 56 points higher on the verbal portion of the test and 39 points higher on the math portion than students with no coursework/experience in the arts. Scores for those with coursework in music appreciation were 60 points higher on the verbal and 39 points higher on the math portion. Students studying acting/play production scored 65 points higher on the verbal portion and 34 points higher on the math portion. Scores for those with coursework in drama appreciation were 52 points higher on the verbal and 22 points higher on the math portion. Students studying dance scored 25 points higher on the verbal portion. Scores for students of art appreciation were 40 points higher on the verbal and 21 points higher on math while studio art students scored 49 points higher on verbal and 33 points higher on math. (For scores from 2001-2005, see http://www.menc.org/information/advocate/sat.html).
SOURCE: Profile of College-Bound Seniors National Report for 2001, 2002, 2004, and 2005. Princeton, NJ: The College Board.
Based on 2005 SAT scores, students studying the arts for 4 or more years scored 65 points higher on the verbal portion and 43 points higher on the math portion of the test.
SOURCE: Profile of College-Bound Seniors National Report for 2005. Princeton, NJ: The College Board.
"Since 1998, all but a few of the city's 157 public elementary schools have been working with museums, theaters and other arts groups for the express purpose of boosting students' academic achievement. In that time the nation's 12th largest school district has built a stronger teaching force, engaged students through new ways of learning and brought marked improvement in literacy, particularly writing." See the details for student achievement measures of success in Dallas Texas!
Based on observation of Creating Pride Model (CP Model) schools, there is a palpable difference in a school environment that is actively and consistently utilizing the arts to support instruction. Schools using arts integration strategies are typified by excitement, joy, and energy from teachers, administrators, and students, as well as demonstrating student success.
During the 2004-2006 school years, Creating Pride Model schools outperformed those schools not implementing the CP Model in Adequate Yearly Progress (AYP) status. This is indicative data only. When comparing to pre-CP Model activity, similar strong scores suggest a history of strong school leadership and successful infusion of the model into an existing reform plan.
During the 2007-2007 school year, Creating Pride Model schools had lower absenteeism rates and fewer discipline referrals than schools not implementing the CP Model.
Several schools report that the CP model has been an impetus for instructional change. For example, one elementary school has seen the following since instituting the Creating Pride Model:
- The arts have been linked successfully to school-wide projects, including the Principal's book of the month.
- The band grew from 10 members in January 2006 to 60+ members by January 2007.
- Art and music classes have been expanded from 30 minutes to 1 hour weekly.
"Art is not an extra that can be indulged in when time permits, but rather an essential ingredient of superior academic instruction."
- Gloria Talley, Deputy Superintendent for Curriculum and Instruction, Dekalb County Schools
"At APS, we use the arts as a way of reaching out to students. Engaging them with the arts enriches their study with all of the other core curriculum subjects. ArtsNOW is not a replacement for comprehensive school design. ArtsNOW is a teaching strategy, a way to spark the energy of teachers and ignite a passion for learning in students so that we can reach APS 2007 100 percent of our goals. APS applauds Creating Pride for being our partner in bringing innovative arts education into the classroom. Using the research based strategy of integrating the arts (ArtsNOW) in the general curriculum is a sound and viable way to teach the Georgia Performance Standards."
- Dr. Beverly Hall, Superintendent, Atlanta Public Schools
"ArtsNOW has made a difference in student motivation, organization, and self-discipline as well as teacher efficacy and has strengthened the learning community..."
- Gloria Talley, Deputy Superintendent for Curriculum and Instruction, Dekalb County Schools
"Our involvement with Creating Pride has been beneficial to the whole school! The training helped us to integrate the arts into our concept based units at a higher level than before. It gave our music, PE and art staff a deeper investment in that process than in years past. Our classroom teachers became leaders in the process and... learned how to combine the arts with our curriculum elements to make instruction richer for our students –– it became a vehicle to help teachers put many pieces together."
- Elementary School Principal
"ArtsNOW has brought the arts to the forefront for the school. It brings awareness to the importance of the arts and we are able to tie the arts in with what we are doing in other curricular areas."
- Principal
"This was one of if not the best workshop I have attended. Everything was well organized and efficient. I would like to attend a Level 2 workshop that expanded on the ideas presented in this workshop."
- Art Specialist
"Thank you for providing this workshop! The fine arts are so important in our school, our community, and in our way of life! Not only is this a wonderful way to learn, we are learning about something wonderful!"
- K-3 SID/PID
"ArtsNOW has assisted in establishing strong bonds with the new Fine Arts departments and classroom teachers."
- Music Teacher
"I have already shared information with a teacher with whom I collaborate. We both now have a better understanding of the difference/value of "tools... themes... conceptualization". I think it is going to make a big impact on the joint activities we plan for the language impaired pre-K students in her classroom."
- Speech Language Pathologist
"On a side note, I had the opportunity to live Arts integration! My ninth grader helped me create a "dragonfly dance" cd to use at my school when we discuss the workshop with our staff. I was amazed at the ease and willingness he had to "work" with me because of the creativity he could use through technology. Boy did I see evidence of learning. His ability to conceptualize what I had done in the workshop, talk with me about what needed to be done, and complete the process to generate a Power Point with graphics and music was both fun and inspiring."
- Speech Language Pathologist
"The arts integration ideas were exceptional. The planning time we were given afforded our team the opportunity to make the ideas happen at our school."
- K-3 SID/PID Teacher
"As a reading specialist, I am constantly working with teachers to integrate literacy into all areas. This workshop opened my eyes to the importance of integrating the Arts, as well. The first thing I am looking to apply is the importance of revision. It is evident in all areas, especially music and visual arts. I want to study how musicians and artists revise their work, just like us, writers."
- Reading Specialist
"As an art teacher, I already knew that the arts integrate with the core curriculum, almost without fail. It was invigorating to see you, and our County and State Senator say that the core curriculum can and should be integrated with the arts! It renewed my enthusiasm for what I do everyday. It reinforced that I have to show others outside of the art room, how I integrate the core curriculum and how they can use the arts to integrate with the core curriculum. Thank you for your work and getting the message out there!"
- Art Specialist
"I attended the ArtsNOW program at the Loudermilk Center in Atlanta this August, and it was simply the best staff development experience I have ever had. I typically bring my laptop or classroom materials to staff development sessions because I know that at some point the presenter is going to stand up and give a 5-hour diatribe about how you can't just stand up in front of a classroom and talk because people don't learn that way. I've gotten some of my best lesson planning done to the drone of the voices going on about learning styles and pedagogy. However, the staff at Creating Pride practiced what they preached, and after a brief introduction we, the teachers, were swept into well-thought out art activities that could easily be used to develop curriculum at any level. After involving us in interactive art activities, they did NOT tell us how to use these activities... they asked us what we would do. I have never seen such a blossoming of creative planning. You have English teachers using dance to explain iambic pentameter, social studies teachers using music to build an understanding of supply and demand, and even Math teachers using music to teach sequencing. Instead of giving me time to organize lessons, I was learning from a group of experienced teachers how to implement real learning through the arts and imagining new lesson plans that will improve the way I teach. I know these lessons will help my students because I saw how quickly they transformed and taught us in the very short time we were given. If these lessons can ignite the imaginations of teachers, they can be made to work for any level student."
- HS Social Studies Teacher
"When students are involved in the arts, they have to use deeper way of thinking and understanding."
- Classroom Teacher
"I loved the notebook readymade with standards and QCCs for all of the academics and arts."
- Classroom Teacher
"I wish now that the workshop had taken place on M/T/W so I could have walked in on a Thursday morning with the refreshed look I left with at the end of the day on Friday. Nothing about the format, materials, presenters, location needs changing. It was an awesome, awe-inspiring workshop."
- Speech Language Pathologist
"Everything was well planned. I am looking forward to follow up workshops and would like continued support for implementing arts based teaching strategies."
- Art Specialist
"ArtsNOW has allowed us to educate our students in an in-depth manner--teaching with skills across curriculum and implementing hands-on art components to enrich the daily reading, math, science, and social studies lessons."
- Classroom Teacher
"The workshop was very interactive and informative. The sessions were interesting. The setting was great. The speakers were superb. The facilitators were fabulous."
- Assistant Principal.
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