This document summarizes several research studies on the relationship between arts education and academic and life outcomes. It discusses longitudinal studies by James Catterall that found students from low-socioeconomic backgrounds who had high arts involvement showed better academic outcomes than similar students with low arts involvement. It also summarizes studies by Schellenberg that found students who took music lessons showed higher IQ scores, and a study by Hyde that found changes in brain structure for students who took piano lessons. The document advocates using this research to support arts education funding.
3. Central Problem
Argument: Smart Kid Are Predisposed
to Participate in the Arts
We Need Research To Help Show
Correlation and Causation
Best Research is Longitudinal With
Compatible Variables (Age, SES,
Gender)
Pre & Post Testing Helps
4. FYI 169S Without The Arts…..
Chadron State College, First Year
Inquiry
Study Relevant Research Studies
Learn Digital Manipulation of
Image, Sound, Movies, Websites
Create
Advocacy, Website, Poster, Meme, Ra
dio Commercial, YouTube Video
Collaboration, Creative
Thinking, Digital Skills
5. Your Advocacy Team
Kennedy Center KCAAEN Arts
Advocacy Toolkit
Meet With Your Music Parents
Include Arts and Theater
Talk About the Research Studies
Leaders Attend A School Board
Meeting
Request Time to Present Research
6. Your Advocacy Team
Have Someone at Every Meeting
Be Aware of the Cycle of Budget Talks
Know who speaks Against Arts
Funding
Target Them Next Election Cycle
7. Where To Find Research
NAMM Foundation
National Endowment For The Arts
Arts Education Partnership
Americans For The Arts
NAfME
National Assembly of State Arts
Agencies
President’s Council on Arts and the
Humanities
8. Advocacy Research
Catterall
James Catterall UCLA
The Arts and Achievement in At-Risk
Youth: Findings From 4 Longitudinal
Studies
3 Studies US Dept. of Education
1 US Dept. of Labor
9. Catterall: At Risk
National Educational Longitudinal
Study: Data 8th grade- Age 26
Early Childhood Longitudinal Study: K8
Educational Longitudinal Study 10th
grade- 20 yrs old
National Longitudinal Survey of Youth:
12-16 yrs with Data collected through
mid-20s
10. Catterall: Arts & Socio-Economic
Status (SES)
Population = 25,000 Students
Top & Bottom Quartile: High SES &
Low SES
That Population Divided High Arts vs
Low Arts (12.5% each)
High-Art-Low-SES; Low-Art-Low-SES;
High-Art-High-SES; Lo- Art-High-SES
11.
12. Catterall: Assumptions
High SES Expected to Do Well, Easy
Access to the Arts, Encouragement
Low SES At-Risk, Expected to Have
Fewer Advantages
Question: Does High Arts Involvement
Change the Expected Outcomes?
13. Catterall: Statistics
All Reported % are Statistically
Significant
Too Many Variables To Show
Causation
Long-Term Nature of the Data Shows
“Arts Are Associated” With Improved
Outcomes
24. Catterall: Conclusions
Socially and Economically
Disadvantaged Who Have High Levels
of Arts Engagement Show More
Positive Outcomes Than Their LowArts Peers.
25. Catterall: Conclusions
At-Risk Students With A History of
Intensive Arts Experience Show
Achievement Levels Closer to, Some
Cases Exceeding, The General
Population
27. Schellenberg: Music Lessons
Enhance IQ
E. Glenn Schellenberg Music Lessons
Enhance IQ (2004)
144 Six-Year Olds into 4 Groups
Piano Lessons
Voice Lessons (Kodaly)
Control: Drama Lessons
Control: No Lessons
36 Weeks of Lessons
Pre-Tested & Post Tested
12 Dropped Out of the Study
28. Schellenberg: Music Lessons &
IQ
Pre & Post Test Longitudinal Research
Tests:
Wechsler Intelligence Scale for
Children (3ed)
Kaufman Test of Educational
Achievement
Behavioral Assessment System for
Children
30. Schellenberg: IQ Results
Music Groups 7.0 Average Increase
Control Groups 4.3 Average Increase
Drama Group Changes in Social
Behavior
31. Hyde: Brain Plasticity
Krista Hyde (2009), Musical Training
Shapes Structural Brain Development
1st Longitudinal Research To Correlate
Changes in Brain Structure
Pre & Post Test Research
32. Hyde: Brain Plasticity
15 month study with 6 year olds
No Previous Musical Training
Matched: Age, Gender, SES
Two Groups:
Treatment - ½ hour Piano lessons
Control - 40 min general music
class
33. Hyde: Brain Plasticity
Tests: Behavioral
Near Transfer: Fine Finger Motor
Skills, Melodic-Rhythmic Discrimination
Far Transfer: Object Assemble, Block
Design, Verbal IQ etc.
Tests: MRI Scan for Voxel Changes
34. Hyde: Results
Significant Differences in Near
Transfer Behavior Tests
No Significant Differences in Far
Transfer Tests
MRI: Significant Differences Voxel
Size (3-5mm 3-D Volume) and in
Corpus Callosum p<0.05
35. Gasser & Schlaug:
Brain Structures Differences
Brain Structures Differ Between
Musicians and Non-Musicians (2003)
Cross-Section MRI Research
Measure Gray Matter Volume
20 Professional Musicians
20 Amateur Musicians
40 Non-Musicians
36. Gasser & Schlaug
Statistical Model Assumed Amateur
Musicians Would Fall Between
Professionals and Non-Musicians
Significant Positive Correlation
Between Gray Matter Volume and
Degree of Musical Expertise
37. Conclusion
Arts Research Continues
Arts Research Can Provide Data
You Can Help Keep Your Public
Officials Informed.
Dr. G. W. Sandy Schaefer
Chadron State College
sschaefer@csc.edu