Hypotheses, Methods, & Demographics Will students involved in Will serious artsAre there academic skills the arts, in general, do involvement overdeveloped through arts better in school than extended periods of time education? those who are not? impact future success? 2 yr. study 2 yr. National Educational 2 yr. Longitudinal case Longitudinal Study (NELS) study: Young Talented Methods: Paper & pencil Program (funded by inventories, Torrance Test Methods: Data collected Champions of Change) of Creative Thinking, Self- from Stand. Tests, panel Disc. Q’s, Environmental studies & observations Methods: Interviews, field Q’s, Teacher Perception obs., student self-concept Scale, Arts background scales & examination of Q’s, Interviews and Obs. awards/records 25,000 American students in grades 8, 10, & 122,046 public elementary and 23 students from 10 varyingmiddle school students from Population restricted to Low New York City Schools4-8th grade SES students (elementary-adult)28 schools involved/12 11/males/12 femalesextensively/4 case studies 16 AA/5 Latinos/2Took place in NY, CT, VA & SC Caucasians/ Urban Disadv.
QUESTIONS TO CONSIDER • What type of arts program is being offered? • What is the background of the student? (i.e. SES, cultural etc.) • What is the background of the teacher? • Are those who are involved in the arts successful because those who are successful involve themselves in the arts?
Studies • Learning In and Through the Arts Involvement in the Arts & Success in Study Secondary School StudyBroad spectrum study Narrow spectrum studyBased on numerical and qualitative data Participants were categorized by(measuring length and range of arts socioeconomic status (SES). Four categoriesinvolvement) they categorized students into 2 are as follows:groups: Low SES Low arts High SES Low arts Upper ¼= High Arts Group/ Lower ¼= Lower Low SES High arts High SES High arts Arts Group 1 portion of the study only focused on low SESOutcomes: High arts group scored higher than groups to eliminate “outside influences” suchlow arts group in creativity and self- as family support/opportunitiesperceptions. Outcomes: High arts groups had favorable outcomes over low arts groups http://www.youtube.com/watch?v=iG9CE55wbtY&feature=related
Torrance Test of Creative ThinkingMeasures:• Creativity• Fluency• Originality• Elaboration• Resistance to closure
Examples:15 out of 20 (age 9)Expresses emotion-Recognizing that ashark can be “fierce” isA mature concept for achild17 out of 20 (age 11) Earning alot of points forelaborateness, expressiveness, vividness, and resistance topremature closure.
Results from Torrance Test of Creative ThinkingCreative Thinking Abilities(Burton, Horowitz & Abeles) Torrance Test of Creative Thinking 40 30 20 High Arts Group Low Arts Group 10 0 Creativity Fluency Originality Elaboration Resistance to Index Closure
Perceptions of Self as a Learner Questionnaire Results403020 High Arts Group Low Arts Group10 0 Acadmic General School Reading Math
NELS Comparative Study Results(Catterall, Chapleau, & Iwanaga) Grade 8 Academic Performance All Students Low SES Students High Arts Low Arts High Arts Low Arts Earning mostly A’s & B’s in English 79.2% 64.2% 64.5% 56.4% Score in top 2 ¼ on stand. tests 66.8% 42.7% 29.5% 24.5% Dropping out by grade 10 1.4% 4.8% 6.5% 9.4% Bored in school ½- most of the time 42.2% 48.9% 41.0% 46.0% Grade 10 Academic Performance Score in top 2 ¼ on stand. Tests 72.5% 45% 41.4% 24.9% Score in top 2 ¼ in Reading 70.9% 45.1% 43.8% 28.4% Score in top 2 ¼ in History/Geo 70.9% 46.3% 41.6% 28.6% Grade 10 Attitudes & Behaviors Considers community service 46.6% 33.9% 49.2% 40.7% important-very important
Young Talent Program• Elementary, Middle, and High School• Progressive- Beginning in school and finishing voluntarily• 3 stages: Novice, Emerger, and Expert (based on ability)• Data collected though: Interviews, observations, & collection of stand. Test scores (plus self concept scales)
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