Marge Dickinson, Educational Consultant

Why Do We Teach the Arts?

Research and studies on teaching the Fine Arts (Visual Art, Music, Dance, Drama) show that the arts not only stand alone in their value for creating a well educated student, but that the arts enhance learning in other areas (such as reading, mathematics, etc.)

What follows are some reports on research and quotes by well-known individuals concerning the Fine Arts.


Integrating the arts into the curriculum expands learning and enhances the classroom experience


• "Classes were more interactive, there were more student-initiated topics and discussions, more time was devoted to literacy activities and problem-solving activities in schools using the arts based program."
  
  Different Ways of Knowing, report by James S. Catterall, 1995
• " Students see relationships, question and analyze material and clearly articulate thoughts."
  
  Humanitas Program evaluation 1991
• "The open and exploratory nature of the arts lessons in NYC's program allowed students to explore the regular subject areas more actively."

Teaching with all the arts provides an education that taps multiple intelligences and alternative ways of communicating, stimulates imaginative thinking, promotes problem-solving skills, inspires confidence, encourages self-disciplines and raises self-esteem.

• "Students improved an average of one to two months in reading for each month they participated in the 'Learning to Read Through the Arts' program in NYC."
• "Discipline problems were half those of control groups in Spectra+ schools in Ohio. Total creativity measures were four times higher."
  
  The Schooled Mind, by Richard L. Luftig, 1994
• "Students of the arts continue to outperform their non-arts peers on the SATs"
  
  the College Entrance Examination Board
• "Self-concept is positively enhanced through the arts, according to a review of 57 studies, as are language acquisition, cognitive development, critical thinking ability and social skills."
  
  The Effects of Arts and Music Education on Students' Self-Concept, by Jerry Trusty and Giacomo Oliva 1994
• "Students made significant gains over the control group in language mechanics, total language and writing on the California Achievement Tests after participating in a special music and poetry program."

The skills needed for success in the workplace are strengthened through the arts: creative problem-solving, team work, decision-making, knowing how to learn, reasoning.

• "Arts education aids achievement of "core competencies" needed for employment"
  
  U.S. Labor Department report (SCANS) Eloquent Evidence, NEA, 1995
• "About 1.3 million jobs a year are in the arts. Nonprofit arts account for $36 billion of our GNP; $314 billion when the commercial arts sector is added."
  
  Arts in the Local Economy, NALAA, 1994

Arts education plays a role in improving and maintaining a community's business climate.

• In a study of 142 business, most agreed that cultural amenities, including arts education, were important 'quality of life' factors in the location decisions."
  
  A Study of the Perceptions of Business and Community Leaders by Jorja Pound Turnipseed, Giacomo M. Oliva , Charles A. Campbell and Steven C. Hardin, 1991

The Arts provide opportunities for intergenerational and multicultural learning experiences and appreciation.

• "Cultural studies challenge students to respond to the world, to look beyond themselves and to see the connectedness of human society. The arts foster understanding of other cultures, their histories, symbols, myths, values and beliefs."
  
  Eloquent Evidence: The Arts at the Core of Learning, NEA 1995
• "Students reported significantly improved attitudes relating to self-expression, trust, self-acceptance of others in the Arts Alternatives program in New Jersey."
  
  The Impact of an Improvisational Dramatics Program by Annette F. Gourgey, Jason Bosseau and Judith Delgado, 1985

Youth-at-risk show remarkable improvement in reading and writing scores, and an increased of self-confidence and esteem when they are allowed to express their thoughts and emotions through the arts.

• "High-risk elementary students with one year in the program gained 8 percentile points on standardizes language arts tests; student with two years in the program gained 16 percentile points."
  
  Different Ways of Knowing, by James S. Catterall, 1995
• "Fifth grade remedial readers using creative drama as a learning strategy scored consistently higher the Metro. Reading Comp. Test."
  
  The Effectiveness of Creative Drama as an Instructional Strategy, by Sherry DuPont, 1992

The $36 Billion Nonprofit Arts Industry Is A Source of Future Employment for Students

There are jobs in the arts! It is an industry that provides substantial employment opportunities, about 1.3 million jobs per year, a fact sometimes overlooked by educators. The economic dimensions of the nonprofit arts sector are extensive at $36 billion. It jumps to $314 billion when the commercial arts sector is added.

Arts in the Local Economy, National Assembly of Local Arts Agencies, 1994 State of the Arts Report, National Endowment for the Arts.
• "Out of classroom of 30 children, maybe 10 will be employed in an arts-related occupation someday," says Rexford Brown of the Education Commission of the States. This factor alone shows the necessity of arts education in each and every one of our nation's schools.
• Skill requirements for all workers are going up, including those in production and support jobs. In the modern business environment, the ability to communicate, adapt, diagnose problems and find creative solutions is more important than ever before. These attributes can be nurtured and honed through studying the arts.
• Communication skills were ranked as the second most important factor in hiring, a national employer study reveals. Employers look at educational level and certificates, but what is more important to employers is how the applicant presents himself or herself, in terms of attitude and communication skills.
  
  Educational Quality of the Workforce National Employer Survey: First Findings, by Lisa Lynch and Robert Zemsky, 1995
• Arts Education aids achievement of "core competencies" needed for employment, according to the Labor Department's report (Secretary's Commission on Achieving Necessary Skills, SCANS). The arts are cited as important for certain "foundation" skills which include thinking creatively, problem solving, exercising individual responsibility, sociability and self-esteem.
• "Mounting evidence that comprehensive programs in the arts can radically improve graduation rates, grades and overall achievement levels has captured the attention of an array of groups with a vested interest in educational reform from the Future Business Leaders of America to the National Council of Teachers of Mathematics."
  
  U.S. News & World Report, March 30, 1992.

When art was correlated to other subjects:

• There was a gain in test scores of mathematics, social studies, creative writing, and communication skills.
• Students were better able to comprehend and value diverse people.
• Students classified 'at risk' or 'academically challenged' became more proficient with critical thinking and problem solving tasks.
  
  New York University National Arts Education Research Center studies from 1987 to 1991.
What Does Research Tell us about Teaching the Visual Arts in a Comprehensive* Program?
*comprehensive arts instructions includes: researching historical content,, exploration of alternate or diverse ideas, allows for informed judgment-making and supplies opportunities for hands-on activities

Corwin and Mortegenson (1976) report that Reading Improvement Through Art (RITA) program in New York, designed to teach disadvantaged children to read by implementing art in the language arts program, was so successful that the students' cognitive growth exceeded the statistical expectations set for the program.


Corwin, S. and Mortegenson, E (1976) Improving visual perceptual skills in art classes in secondary schools. (ERIC document Reproduction Service No. ED 184 095)

Mills (1973) shows that children who were exposed to a detail-enriched art program were likely to improve in their

• recognition of symbols,
• number skills and
• visual perception.

The researcher concludes that reading development is bolstered by comprehensive art education.


Mills, J.C. (1973) The effect of art instruction upon a reading development test: An experimental study with rural Appalachian children. Studies in Art Education, 14 (3), 4-8.

Stephens (1991) finds that 62% of second grade students exposed to a comprehensive art program were able to improve language arts test scores. They were able to raise their Houghton-Mifflin Magazine Test scores an average of 6 points following correlated art/reading lessons. Scores reverted to their previous level when the comprehensive program was withheld from the students.


Stephens, P. K. (1991) The effects of discipline-based art education upon reading test scores of suburban North Texas second grade children. Unpublished master's thesis. University of North Texas, Denton, TX.

Guerrero (1988) states that the Children's Art Carnival Creative Reading Program (CAC) a program which combined reading with art helped at risk students to improve their scores on the Metropolitan Achievement Test and Degrees of Reading Power Test. Of the second grade students who participated, 88% improved their test scores, while 92% of participating students in grades three through six improved. Fifty percent of all students in the program improved their writing proficiency.


Guerrero, F., et al. (1988) Children's art carnival creative reading program; E.C.I.A. chapter 1 final evaluation report. Manhattan, NY. (ERIC Document Reproduction No. ED 296 275)

New York University's National Arts Education Research Center (1991) funded a four year secondary school assessment effort that specifically found:

• Student achievement and test scores in academic subjects improve when the arts are used to help learning in math, social studies, creative writing and communication skills.
• Students better comprehend and value diverse peoples and cultures by studying their arts; they also show heightened self-esteem and self-concepts.
• Critical thinking and problem solving skills are enhanced through study of the arts, especially for students considered at risk.
  
  Principle research findings (1987-1991). New York, New York: National Arts Education Research Center, New York University.

Quotations

"Science will...produce the data..but never the full meaning. For perceiving real significance, we shall need...most of all the brains of poets, {and} also those of artists, musicians, philosophers, historians, writers in general."


Lewis Thomas, Scientist

"Pyramids, cathedrals and rockets exist not because of geometry, theories of structures or thermodynamics, but because they were first a picture - literally a vision - in the minds of those who built them."


Eugene Ferguson, historian

"When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing knowledge."


Albert Einstein