Chadron State College Sandy Schaefer Music Advocacy NMEA 2013

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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

  1. 1. SAT & Four Years Of Arts
  2. 2. 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 
  3. 3. 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 
  4. 4. 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 
  5. 5. 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 
  6. 6. 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 
  7. 7. 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 
  8. 8. 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 
  9. 9. 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 
  10. 10. 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?
  11. 11. 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
  12. 12. Catterall: Average Writing 8th Grade Test Scores (2007)
  13. 13. Catterall: Mean Math GPA High School Students (2005)
  14. 14. Catterall: Mean GPA of High School Students (2004)
  15. 15. Catterall: Mean GPA High School Students (2005)
  16. 16. Catterall: Did Not Graduate Rates
  17. 17. Catterall: 8th Graders Who Read A Newspaper
  18. 18. Catterall: 12th Graders Who Participated in Student Government
  19. 19. Catterall: Young Adults: Civic & Community Volunteering
  20. 20. Catterall: Voted in the 2004 Election
  21. 21. Catterall: Occupations: 2008
  22. 22. Catterall: Conclusions  Socially and Economically Disadvantaged Who Have High Levels of Arts Engagement Show More Positive Outcomes Than Their LowArts Peers.
  23. 23. Catterall: Conclusions  At-Risk Students With A History of Intensive Arts Experience Show Achievement Levels Closer to, Some Cases Exceeding, The General Population
  24. 24. Catterall: Conclusions  Positive Relationships Exist Between Arts and Civic Engagement.
  25. 25. 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 
  26. 26. 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 
  27. 27. Schellenberg: IQ Results
  28. 28. Schellenberg: IQ Results Music Groups 7.0 Average Increase  Control Groups 4.3 Average Increase  Drama Group Changes in Social Behavior 
  29. 29. 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 
  30. 30. 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 
  31. 31. 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
  32. 32. 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 
  33. 33. 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 
  34. 34. 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 
  35. 35. 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

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