Chadron State College Sandy Schaefer Music Advocacy NMEA 2013
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Chadron State College Sandy Schaefer Music Advocacy NMEA 2013



Nebraska Music Educators Conference 2013 Music Advocacy Presentation by Dr. G. W. Sandy Schaefer

Nebraska Music Educators Conference 2013 Music Advocacy Presentation by Dr. G. W. Sandy Schaefer



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Chadron State College Sandy Schaefer Music Advocacy NMEA 2013 Chadron State College Sandy Schaefer Music Advocacy NMEA 2013 Presentation Transcript

  • SAT & Four Years Of Arts
  • 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 
  • 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  View slide
  • 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  View slide
  • 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 
  • 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 
  • 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 
  • 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 
  • 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 
  • 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?
  • 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
  • Catterall: Average Writing 8th Grade Test Scores (2007)
  • Catterall: Mean Math GPA High School Students (2005)
  • Catterall: Mean GPA of High School Students (2004)
  • Catterall: Mean GPA High School Students (2005)
  • Catterall: Did Not Graduate Rates
  • Catterall: 8th Graders Who Read A Newspaper
  • Catterall: 12th Graders Who Participated in Student Government
  • Catterall: Young Adults: Civic & Community Volunteering
  • Catterall: Voted in the 2004 Election
  • Catterall: Occupations: 2008
  • Catterall: Conclusions  Socially and Economically Disadvantaged Who Have High Levels of Arts Engagement Show More Positive Outcomes Than Their LowArts Peers.
  • Catterall: Conclusions  At-Risk Students With A History of Intensive Arts Experience Show Achievement Levels Closer to, Some Cases Exceeding, The General Population
  • Catterall: Conclusions  Positive Relationships Exist Between Arts and Civic Engagement.
  • 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 
  • 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 
  • Schellenberg: IQ Results
  • Schellenberg: IQ Results Music Groups 7.0 Average Increase  Control Groups 4.3 Average Increase  Drama Group Changes in Social Behavior 
  • 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 
  • 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 
  • 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
  • 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 
  • 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 
  • 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 
  • 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