Browse Research

The Arts and Human Development: Framing a National Research Agenda for the Arts, Lifelong Learning and Individual Well-Being

Hanna, Gay, Michael Patterson, Judy Rollins and Andrea Sherman | 2019

Hanna, Gay, Michael Patterson, Judy Rollins and Andrea Sherman. 2011. “The Arts and Human Development: Framing a National Research Agenda for the Arts, Lifelong Learning and Individual Well-Being.” National Endowment for the Arts and the U.S. Department of Health and Human Services, November. Abstract: This paper is the result of a convening hosted by […]

The Effect of Symmetrical and Symmetrical Peer-Assisted Learning Structures on Music Achievement and Learner Engagement in Seventh-Grade Band

Johnson, E. | 2018

The study examines the effect of two different reciprocal peer-assisted learning (PAL) arrangements on music achievement and learning engagement in seventh-grade band classrooms.

Using arts integration to make science learning memorable in the upper elementary grades: A quasi-experimental study

Brouillette, L., & Graham, N. J | 2018

The study tested the hypothesis that the arts might provide upper-elementary students, who were still concrete thinkers, with a powerful means of envisioning phenomena that they could not directly observe.

Music, Language and Learning: Investigating the Impact of a Music Workshop Project in Four English Early Years Settings.

Pitts, S.E. | 2016

This research used a range of methods to evaluate the ‘Soundplay’ project which ran in four early years (pre-K/K) settings in Sheffield, UK, in 2014-15.

Arts Education and the High School Dropout Problem

Thomas. M. K., Singh, P. & Klopfenstein, K | 2015

High school dropout is a significant public education problem in the United States.

Music composition in the high school curriculum: A multiple case study

Menard, E. A. | 2015

Achieving all objectives in the National Standards for Arts Education would require fundamental changes to the way music is taught in school today.

Effect of a performing arts program on the oral language skills of young English learners.

Greenfader, C.M., Brouillette, L. & Farkas, G. | 2015

The Teaching Artist Project (TAP) is a literacy program that provides K–2 teachers with professional development in theatre and dance with the goal of helping teachers boost the oral language skills of English learners (ELs).

Learning across disciplines: A collective case study of two university programs that integrate the arts with STEM

Sheena Ghanbari | 2015

Recent research has suggested the arts are well-suited to be combined with science, technology, engineering and math disciplines making the STEM acronym STEAM.

Improv and ink: Increasing individual writing fluency with collaborative improv.

DeMichele, M. | 2015

This article explores how short form/comedic improvisational theater (improv) impacts the development of writing fluency.

“Searching for an entrance” and finding a two-way door: Using poetry to create East-West contact zones in TESOL teacher education

Cahnmann-Taylor, M., Zhang, K., Bleyle, S. J., & Hwang, Y. | 2015

Several scholars have argued for the importance of aesthetic and autobiographic narratives to democratize the Teaching English to Speakers of Other Languages (TESOL) field and showcase varieties of minoritized perspectives.

The art of empathy: A mixed methods case study of a critical place-based art education program

Joy G. Bertling | 2015

This mixed methods case study examined middle school students’ empathy with the environment within a critical place-based art education program.

Embracing the Burden of Proof: New strategies for determining predictive links between arts integration teacher professional development, student arts learning, and student academic achievement outcomes

Scripp, L., & Paradis, L. | 2014

This study uses statistics to demonstrate the results of a three-year arts integration project conducted by the Chicago Arts Partnerships in Education’s (CAPE) Partnership in Arts Integration Research (PAIR) project in Chicago public schools.

Arts integration and the Mississippi Arts Commission’s Whole School Initiative

Phillips, J., Harper, J, Lee, K. & Boone, E. | 2014

This study examines the impact of the Whole Schools Initiative (WSI), an arts integration model for comprehensive school reform, on students’ academic performance as evidenced primarily by their scores on standardized state exams.

Arts Achieve, impacting student success in the arts: Preliminary findings after one year of implementation

Mastrorilli, T. M., Harnett, S., Zhu, J. | 2014

Arts Achieve: Impacting Student Success in the Arts is a partnership between Studio in a School, the New York City Department of Education (NYCDOE), and four other premier cultural arts organizations from across New York City (NYC).

Creating cultural consumers: The dynamics of cultural capital acquisition

B. Kisida, J.P. Greene, D.H. Bowen | 2014

The theories of cultural reproduction and cultural mobility have largely shaped the study of the effects of cultural capital on academic outcomes.

The effects of creative dramatics on vocabulary achievement of fourth grade students in a language arts classroom: An empirical study

Joseph, A. | 2014

This experimental design research study provides statistically significant evidence that the two treatment groups outscored the control group when exposed to a creative dramatics intervention.

A study on the relationship between theater arts and student literacy and mathematics achievement

Inoa, R., Weltsek, G., & Tabone, C. | 2014

Past studies have shown positive relationships between the arts and academic achievement when the arts are integrated into language arts, mathematics, and science classes.

Found in translation: Interdisciplinary arts integration in Project AIM

Ingram, D., Pruitt, L., & Weiss, C. | 2014

Researchers and staff from Project AIM, an interdisciplinary arts-integration program in Chicago, designed a study to research arts integration as a method of translation.

Cross-Study Findings: A View into a Decade of Arts Integration

Duma, A. L., & Silverstein, L. B. | 2014

The Kennedy Center’s CETA (Changing Education Through the Arts) program is a professional development partnership designed to support teachers’ employment of arts integration practices in their classrooms.

Increasing the school engagement and oral language skills of ELLs through arts integration in the primary grades

Brouillette, L., Childress-Evans, K., Hinga, B. & Farkas, G. | 2014

Building on previous research on the relationship between the arts and student engagement and achievement, researchers studied the impact of San Diego’s Teaching Artist Project (TAP) on the attendance and speaking and listening skills of children in kindergarten through second grade, with a focus on English Language Learners (ELLs).

High school music classes enhance the neural processing of speech

Tierney, A., Krizman, J., Skoe, E. Johnston, K. & Kraus, N. | 2013

This study examines the impact of two years of in-school music instruction on high school students from predominantly low socio-economic backgrounds as compared with their classmates who received an alternate, non-musical instruction.

Biological impact of preschool music classes on processing speech in noise

Strait, D.L., Parbery-Clark, A., O’Connell, S. & Kraus, N. | 2013

This study compared auditory brainstem responses (ABR) to speech in noise in 32 preschool children, half of whom were engaged in musical training.

At-Risk Elementary School Children with One Year of Classroom Music Instruction Are Better at Keeping a Beat

Slater, J., Tierney, A. & Kraus, N. | 2013

This study, carried out in collaboration with the Harmony Project, a non-profit organization providing free music education to underserved children in Los Angeles, assessed the beat-keeping skills in a group of elementary school children (ages 6 – 9) who had received one year of musical training as compared to a similar group of children with no musical training.

Partnerships in arts Integration Research final reports.

Scripp, L., Burnaford, G. Vazquez, O. Paradis, L. & Sienkiewicz, F. | 2013

The Partnerships for Arts Integration Research (PAIR) final report summarizes results from a four-year, federal Department of Education Arts in Education Model Development and Dissemination (AEMDD) project administered by the Chicago Arts Partnerships in Education (CAPE) and the Chicago Public Schools from 2007-2010.

Historic and ethnic music found to increase geographic understanding: A quasi-experimental study

R. Richardson, L. Brouillette | 2013

This study evaluated an eighth-grade supplementary music and geography curriculum (Mapping the Beat) funded by a grant from the National Geographic Foundation.

How Learning a Musical Instrument Affects the Development of Skills

Adrian Hille, Jurgen Schupp | 2013

This study examines how long-term music training during childhood and youth effects the development of cognitive skills, school grades, personality, time use and ambition using representative data from the German Socio-Economic Panel study (SOEP).

The educational value of field trips

Jay Greene, Brian Kisida, Daniel Bowen | 2013

The school field trip has a long history in American public education.

Is it the music or is it selection bias? A nationwide analysis of music and non-music students’ SAT scores

Elpus, K. | 2013

Previous studies have found evidence of a link between high school music participation and higher standardized test scores.

Arts education and positive youth development: Cognitive, behavioral, and social outcomes of adolescents who study the arts

Elpus, K. | 2013

This study examined the influence of adolescent participation in the arts on cognitive, behavioral, and social outcomes.

Prelude: Music Makes Us baseline research report

Eason, B. J. A., & Johnson, C. M. | 2013

Researchers from the University of Kansas sought to establish a baseline understanding of the effects of existing music programs in the Metropolitan Nashville Public Schools (MNPS) in order to better understand the potential effects and implications of Music Makes Us, an enhanced music program launched in 2011 by the Mayor’s office, music industry leaders, and philanthropists.

Arts enrichment and preschool emotions for low-income children at risk

Brown, E. D., Sax, K. L. | 2013

This study examines the effects of arts integration on preschool students’ emotional expression and emotional regulation.

Effects of a school-based instrumental music program on verbal and visual memory in primary school children: A longitudinal study

Roden, I., Kreutz, G., & Bongard, S. | 2012

This study measured the effects of school based instrumental instruction on primary school children in Germany.

Program Evaluation: Art Around the Corner

Randi Korn & Associates, Inc. | 2012

The National Gallery of Art (NGA) conducted a program evaluation of its long-standing initiative, Art Around the Corner (AAC).

Academic Music: Music instruction to engage third grade students in learning basic fraction concepts

Courey, S., Balogh, E., Siker, J., Paik, J | 2012

This study examines the effects of an academic music intervention on conceptual understanding of music notation, fraction symbols, fraction size, and equivalency of third-graders from a multicultural, mixed socio-economic public school setting.

The arts and achievement in at-risk youth: Findings from four longitudinal studies.

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. | 2012

This study examines the relationship between participation in the arts and academic and civic outcomes for teenagers and young adults.

When achievement data meet drama and arts integration

Walker, E., Tabone, C. & Weltsek, G. | 2011

The Education Arts Team (EAT), a non-profit, in New Jersey received a grant from the U.

Contribution of drama-based strategies

Walker, E., Bosworth McFadden, L., Tabone, C., Finkelstein, M. | 2011

Building on a stream of educational research that has focused on the impact of the arts on performance in non-arts academic subjects, this three year longitudinal study investigated the impact of integrating theatre arts into the language arts and social studies curricula on fourth- and fifth-grade students’ cognitive, procognitive, and prosocial development through the Theatre Infusion project.

Short-term music training enhances verbal intelligence and executive function.

Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J. & Chau, T. | 2011

This study examines the effects of two interactive computerized training programs developed for preschool children, one teaching music (focused on music listening activities) and the other visual art.

Ecological mural as community reconnection

Kang Song, Y. I. & Gammel, J. A. | 2011

This phenomenological case study documents the Mystic River mural project in the Boston suburb community of Somerville.

Partnerships between schools and the professional arts sector: Evaluation of impact on student outcomes

Imms, W., Jeanneret, N., & Stevens-Ballenger, J. | 2011

This study examines how arts partnerships impact student engagement, student voice, social learning, creative skills, and arts-related knowledge and skills; the five student outcomes linked to the Victorian Essential Learning Standards (VELS).

“A unified poet alliance”: The personal and social outcomes of youth spoken word poetry programming

Susan Weinstein | 2010

The researcher conducted an ethnographic study of youth spoken word primarily through participant observation of the programming offered by WordPlay in Baton Rouge.

Drama activities as ideational resources for primary-grade children in urban science classes

Varelas, M. et al | 2010

This qualitative case study examines how drama enactments of scientific concepts—in particular, matter and the food web in the forest—enhanced scientific learning in grades one, two, and three at five Midwestern elementary schools.

Deweyan multicultural democracy, Rortian solidarity, and the popular arts: Krumping into presence

Seltzer-Kelly, D., Westwod, J., & Pena-Guzeman, D. | 2010

The teacher-researcher and a team of research assistants used a case study method to investigate the effectiveness of an art history course for teaching multicultural understanding to college students.

Studio learning: Motivation, competence, and the development of young art students’ talent and creativity

Susan M. Rostan | 2010

In this study, the researcher investigates the behaviors related to the development of artistic creativity and talent in 51 middleclass, suburban students who voluntarily attend a private afterschool drawing program in New York.

Promising Findings on Preschoolers’ Emergent Literacy and School Readiness in Arts-Integrated Early Childhood Settings

Phillips, R.D., Gorton, R.L., Pinciotti, P., & Sachdev, A. | 2010

This quasi-experimental study examines the implementation of a performing and visual arts integrated arts professional development model (Art as a Way of Learning – AWL) within an integrated arts program (Promoting and Supporting Early Literacy through the Arts – PASELA) designed to improve literacy in three community-based early childhood education (ECE) settings.

Passing on: The old head/younger dancer mentoring relationship in the cultural sphere of rhythm tap

Donna-Marie Peters | 2010

This case study examines the phenomenon of mentorship within inner-city black rhythm tap dancing communities in New York City through an investigation of three different tap dance communities: “La Cave”, “Swing 46” and “On Tap.

Media arts: Arts education for a digital age

Peppler, K. | 2010

The researcher draws upon over three years of extensive field study at a Computer Clubhouse (media arts studio) in south Los Angeles where underprivileged youth ranging in age from eight to 18 have access to programming environments utilizing graphic, music, and video production software.

Drama and possibility thinking – Taiwanese pupils’ perspectives regarding creative pedagogy in drama

Lin, Y. | 2010

The researcher used a descriptive case study to consider how and what kind of creativity is developed through participation in drama-integrated learning, and how students respond to creative pedagogy (using drama-based and imaginative teaching approaches to enhance learning with the goal of cultivating creativity) in a Taiwanese context.

Window of opportunity? Adolescence, music, and algebra.

Helmrich. B. H. | 2010

This study analyzes 2006-2007 data from the Maryland Algebra/Data Analysis High School Assessment in relationship to student enrollment data in middle school music.

Arts integration professional development: teacher perspective and transfer to instructional practice

Garett, J. | 2010

This study examines the benefits of professional development in arts integration for elementary school teachers.

Arts enrichment and school readiness for children at risk.

Brown, E. D., Benedett, B, & Armistad, M. E. | 2010

Arts enrichment programs provide varied channels for acquiring school readiness skills, especially for children at risk.

Helping children cross cultural boundaries in the borderlands: Arts program at Freese Elementary in San Diego creates cultural bridge

Brouillette, L., & Jennings, L. | 2010

In 2001-2002, Freese Elementary, an inner-city elementary program in the U.

How the arts help children to create healthy social scripts: Exploring the perceptions of elementary teachers

Brouillette, L. | 2010

The researcher collected data in the form of interviews from twelve first through fourth grade inner-city teachers who had participated in arts integrated lessons with their classes, to describe the impact arts learning had on developing students’ social scripts (culturally developed mental cues for how to act or respond in certain situations).

Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures.

Barry, N. H. | 2010

Researchers conducted a five-year evaluation study of how the A+ arts integrated school reform strategies (developed in North Carolina) played out in Oklahoma’s growing network of A+ Schools.

Effects of a preschool music and movement curriculum on children’s language skills

Noreen Yazeijian, Ellen S. Peisner-Feinberg | 2009

This quasi-experimental study evaluated the effects of a supplementary music and movement curriculum on children’s language skills in a Head Start preschool classroom.

Does musical training improve school performance?

Wetter, O. E., Koerner, F., & Schwaninger, A. | 2009

The researchers used a descriptive, retrospective study to ascertain if students involved in practicing music outperformed their counterparts, who did not practice music, in school.

Science and theatre education: A cross-disciplinary approach of scientific ideas addressed to student teachers of early childhood education

Tselfes, V. and Paroussi, A. | 2009

This study followed 57 early childhood education student teachers in a theatrical applications and physics education course to explore how theatre benefited the teaching and learning of scientific ideas.

The impact of music on childhood and adolescent achievement

Darby E. Southgate and Vincent J. Roscigno | 2009

This large-scale, longitudinal study examines the relationship of music involvement to math and reading achievement for 4376 children and 7781 adolescents in public and private schools in the U.

Learning to Teach the Creative Arts in Primary Schools Through Community Engagement

Deirdre Russell-Bowie | 2009

This formative case study follows 13 undergraduate students planning to become classroom teachers and who are completing a field study placement in an elementary school.

The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students.

Joseph M. Piro and Camilo Ortiz | 2009

The researchers used a quasi-experimental research design to investigate if students who received in-school keyboard lessons as part of a sequential music program would demonstrate greater gains on measures of vocabulary and verbal sequencing than students who did not receive keyboard instruction.

Singing in science: Writing and recording student lyrics to express learning

Nelson, S., & Norton-Meier, L. | 2009

This qualitative case study examines an integrated arts project in which students in two grade levels write song lyrics to express learning in science.

An experimental study of the effects of improvisation on the development of children’s creative thinking in music

Koutsoupidou, T., & Hargreaves, D. J. | 2009

Researchers used a quasi-experimental design to examine the effects of improvisation on the development of children’s creative thinking in music.

Musical training shapes structural brain development

Hyde, K. L., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. C., & Schlaug, G. | 2009

This study investigates whether instrumental music training leads to brain and behavioral changes.

Using drama for learning to foster positive attitudes and increase motivation: Global simulation in French Second Language classes.

Dicks, J. E., & Le Blanc, B. | 2009

Researchers conducted a formative evaluation study to determine whether the use of a dramatic role play module introduced in core French classrooms resulted in an increase in motivation and desire to learn French.

In their own words: How do students relate drama pedagogy to their learning in curriculum subjects?

Chan, Y.-l. P. | 2009

This study explores the ways in which male students in 23 first through fourth grade classrooms in a single all-male Hong Kong elementary school viewed and experienced drama integrated learning.

Doing well and doing good by doing art: The effects of education in the visual and performing arts on the achievements and values of young adults.

James S. Catterall | 2009

This study is based on the researcher’s prior work analyzing data from the National Educational Longitudinal Survey (NELS:88), a data set of information on approximately 25,000 secondary school students over four years, in which he found significant connections between involvement in arts learning and general academic success.

Art student perceptions of the role of community service in Israeli teacher education

Bachar, P. and Ofri, V. | 2009

This study examines Israeli pre-service art teachers’ experiences participating in arts-based community service projects in a prison, battered women’s shelter, drug rehabilitation center and other sites.

Theatre for a young audience: how can we better prepare kindergartners for the experience?

Aram, D., & Mor, S. | 2009

This study considers whether the traditional story comprehension or the theatre semiotics approach is a more effective means of preparing young children to experience and understand a theatrical performance.

Training in the arts, reading, and brain imaging

Wandell, B., Dougherty, R. F., Ben-Shachar, M., & Deutsch, G., K. | 2008

This series of studies uses neuroscience methods to investigate the relationships between: (1) aesthetic ability, arts education, and improvement in children’s reading ability; (2) visual arts exposure and phonological awareness and (3) visual arts exposure and math calculation abilities.

Parental perceptions of music in storytelling sessions in a public library

Vries, P. | 2008

This case study examines parent/caregivers perceptions of music in storytelling sessions provided in a public library to children under the age of five, including music activities and ideas parent/caregivers implemented in the home as a result of the sessions.

The impact of art-making in the university workplace

Upitis, R., Smithrim, K., Garbati, J., & Ogden, H. | 2008

This ethnographic case study documents the experience of social research professionals participating in weekly art-making sessions at Queen’s University.

Effects of music instruction on developing cognitive systems at the foundations of mathematics and science

Spelke, E. | 2008

In this study, the researcher conducted three experiments that examined the relationship between the cognitive systems involved in music and those involved in math and science abilities in children.

Arts education, the brain, and language (2)

Petitto, L. | 2008

This study examines the impact of intensive arts education on the human brain.

Formal art observation training improves medical students’ visual diagnostic skills

Naghshineh, S., Hafler, J.P., Miller, A.R., Blanco, M.A., Lipsitz, S.R., Dubroff, R.P., … Katz, J.T. | 2008

This quasi-experimental study examines the effect of visual arts training on the physical examination skills of a group of medical students.

A study of readers theater in eighth grade: Issues of fluency, comprehension, and vocabulary

Keehn, S., Harmon, J., & Shoho, A. | 2008

Researchers examined the effects of Readers Theater (performance reading) on the reading achievement and motivation of struggling eight grade students in a low socioeconomic neighborhood in a large metropolitan area in south Texas.

Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning

Forgeard, M., Winner, E., Norton, A., & Schlaug, G. | 2008

This study examines the association between instrumental music training in childhood and cognitive outcomes both proximally related to music (fine motor and auditory discrimination skills) and distally related to music (spatial, verbal, nonverbal, and mathematical skills).

Arts education, the brain, and language

Dunbar, K. N. | 2008

This study uses neuroscientific methods to examine whether there are cognitive differences between performing arts and non-performing arts students and among students studying different performing arts, in particular between music students and theater students.

Dual Diaspora and barrio art: Art as an avenue for learning English

Craig, C. | 2008

This qualitative study, guided by an action research framework, explores how urban middle school students, who are primarily Spanish-speaking English language learners, are able to utilize artwork as a means of free expression while learning a second language.

Arts in the Classroom Professional Development Program:Final Evaluation Report

Powell, D. | 2007

This study is an evaluation of The Arts in the Classroom Program which engaged 91 Kindergarten through sixth grade classroom teachers from a single school district in order to build their capacity to deliver standards-based interdisciplinary arts instruction to their students.

Teaching literacy through art.

Randi Korn & Associates, Inc. | 2007

This study is an evaluation of the outcome—for students, teachers and teaching artists—of participation in the Solomon Guggenheim Museum’s Learning Through the Arts (LTA) program, a teaching artist residency program implemented in New York City during the 2004-2006 school years.

Arts for academic achievement: A compilation of evaluation findings from 2004-2006.

Ingram, D., & Meath, M. | 2007

The summative evaluation of two years of the Arts for Academic Achievement (AAA) program examines student learning outcomes of arts-integrated instruction measured by standardized tests, as well as effects not captured by standardized tests.

Differences in mathematics scores between students who receive traditional Montessori instruction and students who receive music enriched Montessori instruction

Maureen Harris | 2007

This experimental study was designed to determine whether mathematics achievement varies between students who receive traditional Montessori instruction and students who receive music-enhanced Montessori instruction.

The predictive relationship between achievement and participation in music and achievement in core grade 12 academic subjects

Gouzouasis P., Guhn, M., & Kishor, N. | 2007

This study examines the extent to which academic achievement of grade 12 students is related to achievement and participation in music, including concert choir, jazz choir, concert band, orchestral, and jazz band.

Enhancing peer conflict resolution skills through drama: An experimental study.

James S. Catterall | 2007

This quasi-experimental study considers the effects of drama instruction on pro-social behavior, learning processes, and attitudes toward drama for middle school children participating in an after-school drama program.

The role of drama on cultural sensitivity, motivation and literacy in a second language context.

Bournot-Trites, M., Belliveau, G., Spiliotopoulos, V., & Séror, J. | 2007

This study examines the relationship between learning through drama and student cultural sensitivity, motivation, and literacy skills in a French immersion classroom.

Thinking Through Art: Isabella Stewart Gardner Museum School Partnership Program year 3 research results

Adams, M., Foutz, S., Luke, J. & Stein, J. | 2007

The Isabella Stewart Gardner Museum and an outside evaluation company, ILI, conducted research on the Gardner’s School Partnership Program (SPP), a multiple-visit museum education program for elementary school students.

Community-based arts program for youth in low-income communities: A multi-method evaluation

Wright, R., John, L., Alaggia, R., & Sheel, J. | 2006

The article presents findings from a quasi-experimental evaluation of the National Arts and Youth Demonstration Project (NAYDP).

Studio thinking: How visual arts teaching can promote disciplined habits of mind

Winner, E., Hetland, L., Veenema, S., Sheridan, K., Palmer, P., Locher, I., et al. | 2006

This study first provides an overview of prior meta-analytical research about the notion of transfer between arts learning and non-arts domains, concluding that with only few exceptions, transfer could not be proved because existing studies yield insufficient evidence.

Worlds together… words apart: An assessment of the effectiveness of arts-based curriculum for second language learners

Stephanie Urso Spina | 2006

The researcher used a quasi-experimental design to assess whether an arts-based curricula facilitates English language acquisition for English language learners (ELL) and whether the gain in English language skills sacrificed proficiency in Spanish, the study subjects’ first language.

Exploring the outcomes of rock and popular music instruction in high school guitar class: A case study.

Scott Seifried | 2006

This research explored the impact of popular and rock music on high school students’ music education.

Long-term positive associations between music lessons and IQ

Schellenberg, G. E. | 2006

This research, on the relationship between music lessons and intelligence and academic performance, is comprised of two studies.

Whole brain learning: The fine arts with students at risk

Respress, T., & Lutfi, G. | 2006

Researchers used a quasi-experimental research design to examine the impact of arts education on students involved in the after-school program HEARTS (Health Education in the Arts Refining Talented Students).

What studies of actors and acting can tell us about memory and cognitive functioning.

Noice, H. & Noice T. | 2006

The researchers reviewed 100 protocols of actors’ descriptions of their processes for performing a task and analyzed relevant studies to learn about actors’ script-acquisition strategies.

Creative Dance: Singapore children’s creative thinking and problem solving responses

L.L. Keun & P. Hunt | 2006

Teacher-researchers developed and implemented a dance-integrated curriculum in a primary class of seven-year-old children and observed the effects of dance education on the children’s acquisition of dance skills and their proficiency in creative thinking and problem solving.

Examination of relationships between participation in school music programs of differing quality and standardized test results.

Johnson, C. M., & Memmott, J. E. | 2006

This study examines the relationship between participation in high- or low-quality school music programs and standardized test scores.

Connecting drama and writing: Seizing the moment to write.

Cremin, T., Goouch, K., Blakemore, L., Goff, E., & Macdonald, R. | 2006

A research team consisting of three teacher-researchers and two university researcher partners implemented and investigated a pilot study of a process drama program to understand the nature of the support that process drama offers to children’s development of writing skills.

Multimedia arts learning in an activity system: New literacies for at risk children.

Betts, J.D. | 2006

The Multimedia Arts Education Program (MAEP) was an after school program for low income, middle school youth in Tucson, AZ.

Third space: When learning matters

Lauren Stevenson and Richard J. Deasy | 2005

This is a comparative case study of ten schools serving economically disadvantaged communities, which integrated the arts across their curricula as a tool for school reform.

Learning through the Arts: Lessons of Engagement

Katharine Smithrim and Rena Upitis | 2005

The Learning Through the Arts (LTTA) program aims to revitalize elementary education by increasing engagement of students through arts integrated curricula developed by professional teaching artists in collaboration with classroom teachers.

Effects of music training on the child’s brain and cognitive development

Schlaugh, G., Norton, A., Overy, K., & Winner, E. | 2005

Researchers provide preliminary results of a longitudinal study comparing 50 students taking music lessons and 25 students not taking music lessons to investigate if there are any differences in brain structure, function and/or cognitive skills in children who are beginning to study a musical instrument compared to the students who are not taking music lessons.

In the beginning: Young children and arts education.

Jeff Meiners | 2005

This report describes an arts education partnership between Windmill Performing Arts, an Australian national performing arts company for children and families, and the University of South Australia.

The effects of the arts IMPACT curriculum upon student performance on the Ohio fourth-grade proficiency test

Kinney, D. W. & Forsythe, J. L. | 2005

This study examines the impact of a comprehensive arts curriculum (Arts IMPACT) on students’ scores on the Ohio Fourth-Grade Proficiency Test.

‘Seeing it for real?…?’—Authenticity, theatre and learning in museums

Jackson, A., & Leahy, H. R. | 2005

Researchers used a naturalistic and case study model to examine and compare the museum theater-based and non-theater -based learning experiences of students in two United Kingdom history museums: the People’s History Museum (PHM) in Manchester and the Imperial War Museum (IWM) in London.

Focus in creative learning: Drawing on art for language development

Shirley Brice Heath and Shelby Wolf | 2005

The researchers used a blend of data collection methods from action research and linguistic anthropology to examine the learning environment in which students (ages four to seven) worked with a professional visual artist, one day per week for an entire academic school year.

Artful Citizenship Project three-year project report

Curva, F., et al. | 2005

This study evaluates the implementation and results of the Artful Citizenship program, an arts-integrated program developed by the Wolfsonian Museum and Miami-Dade County Public Schools.

Thinking Through Art: Isabella Stewart Gardner Museum School Partnership Program Year 2 Report

Adams, M., Luke, J., Herzig, A., Barlage, J. & Stein, J. | 2005

The Isabella Stewart Gardner Museum and an outside evaluation company, ILI, conducted research on the Gardner’s multiple-visit program for elementary school students, the Museum’s School Partnership Program (SPP).

Music lessons enhance IQ

Schellenberg, E.G. | 2004

This study is the first to directly test the hypothesis that music training transfers to cognitive intelligence.

Art and literacy with bilingual children

Carger, C. | 2004

The teacher-researcher designed the action research study to ascertain how the inclusion of visual arts in reading circles can enhance language and literacy learning for young bilingual students.

Time in the arts and physical education and school achievement

Jesse L. M. Wilkins, George Graham, Suzanne Parker, Sarah Westfall, Robert G. Fraser and Mark Tembo | 2003

Researchers distributed surveys to elementary school principals inquiring about the amount of time specialists spend teaching art, music, and physical education in their schools.

Challenging out-of-school activities as a predictor of creative accomplishments in art, drama, dance and social leadership

Roberta M. Milgram | 2003

This study seeks to identify creative talent in adolescents by looking at the quantity and quality of their experience in creative extracurricular activities, as measured by the Tel Aviv Activities and Accomplishments Inventory (TAAI).

Basic reading through dance program: The impact on first-grade students’ basic reading skills.

McMahon, S., Rose, D., & Parks, M. | 2003

Researchers developed a quasi-experimental research design to evaluate the impact of a dance-integrated reading program on first-grade students’ beginning reading skills, such as code knowledge (alphabet sounds) and phoneme segmentation (separating letter sounds from spoken words).

Arts for Academic Achievement: What does arts integration do for students?

Ingram, D., & Riedel, E., | 2003

This report examines the relationship between arts-integrated instruction and student achievement.

Music Training Improves Verbal but Not Visual Memory: Cross-Sectional and Longitudinal Explorations in Children

Ho, Y., Cheung, M., & Chan, A. S. & Chang. | 2003

The purpose of this research was to find if music training is related to improved verbal memory in children.

Renaissance on the Eastside: Motivating inner- city youth through art

Gasman, M., & Anderson-Thompkins, S. | 2003

The study reports on the effects of a community based visual arts program called Artists in the Making (AIM) on four pre-teen students.

How arts integration supports student learning: Students shed light on the connections.

DeMoss, K. & Morris, T. | 2002

The study focuses on 30 students in classes taught by veteran teaching artists (teaching artists associated with veteran CAPE partnerships schools) to understand students’ cognitive processes when engaging in arts-integrated instruction compared to traditional instruction.

Writing with their whole being: A cross study analysis of children’s writing from five classrooms using process

Crumpler, T., & Schneider, J. J. | 2002

Researchers used a cross-study analysis to synthesize the results of five individual studies to determine how drama contributes to students’ literacy processes.

The arts are an “R” too: Integrating the arts and improving student literacy (and more) in the Mississippi Arts Commission’s Whole Schools Initiative.

Corbett, D., Wilson, B., & Morse, D. | 2002

This study evaluates the Whole Schools Initiative (WSI), funded by the Mississippi Arts Commission to incorporate arts into regular classroom instruction.

Relations among musical skills, phonological processing, and early reading ability in preschool children.

Sima H. Anvari, Laurel J. Trainor, Jennifer Woodside, and Betty Ann Levy | 2002

This study examined the relationship between phonological awareness, music perception skills, and early reading skills in a population of 100 four and five year-old children.

The arts and education reform: Lessons from a four-year evaluation of the A+ schools program, 1995-1999. (Executive Summary of the series of seven Policy Reports Summarizing the Four-Year Pilot of A+ Schools in North Carolina)

Nelson, C. A. | 2001

The A+ arts integrated school reform program was initially a four-year pilot program in 25 North Carolina schools, spread across the state.

Drama and authentic assessment in a social studies classroom

Morris, R. V. | 2001

This article describes a two-year-long case study of a seventh grade ancient world history social studies class in which the teacher used drama, along with other methods, as a central way to teach course content.

The art of community transformation.

Lowe, S. S. | 2001

This study describes how community arts programs support the development of a sense of community.

Going on beyond zebra: A middle school and community-based arts organization collaborate for change

Krensky, B. | 2001

This ethnographic case study examines the impact of an arts-integrated service-learning project on students’ social responsibility.

The A+ Schools Program: School, Community, Teacher, and Student Effects. (Report #6 in a series of seven Policy Reports Summarizing the Four-Year Pilot of A+ Schools in North Carolina)

Corbett, D., McKenney, M., Noblit, G. & Wilson, B. | 2001

This report is part of a series of reports stemming from the comprehensive evaluation of the North Carolina A+ arts integrated school reform program, initially a four-year pilot program in 25 North Carolina schools spread across the state.

Exploring the potential of museum multiple-visit programs

Witmer, S., Luke, J. & Adams, M. | 2000

This study examines the impact for middle school students of the National Gallery of Art’s Art Around the Corner program, an educational program in which students make multiple visits to the museum.

Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement

Winner, E., & Cooper, M. | 2000

The purpose of this study was to quantify the results of existing research (from the period of 1950 to 1998) testing the claim that the study of the arts is associated with improved academic achievement.

SAT Scores of Students Who Study the Arts: What We Can and Cannot Conclude about the Association

Karen Vaughn and Ellen Winner | 2000

This study examines the claim that students who study the arts in high school have higher SAT scores than those who do not study the arts.

Music and mathematics: Modest support for the oft-claimed relationship

Vaughn, K. | 2000

The author conducted three meta-analyses to investigate the effects of music instruction/exposure on improvements in mathematics.

Imagery-based learning: Improving elementary students’ reading comprehension with drama techniques

Rose, D. S., Parks, M., Androes, K., & McMahon, S.D. | 2000

This study examines the relationship between drama-based reading instruction and reading comprehension among fourth-grade students.

Strengthening verbal skills through the use of classroom drama: A clear link.

Ann Podlozny | 2000

This study examines the relationship between in-school drama instruction and student verbal achievement.

An investigation of an arts infusion program on creative thinking, academic achievement, affective functioning, and arts appreciation of children at three grade levels.

Richard L. Luftig | 2000

The researcher used a quasi-experimental research design to discern the effects of a school-wide arts infusion program called SPECTRA+.

Teaching cognitive skill through dance: Evidence for near but not far transfer

Keinanen, M., Hetland, L., & Winner, E. | 2000

Two very small meta-analyses were conducted to test the assertion that dance instruction leads to improvements in reading and nonverbal reasoning.

Arts Education in Secondary Schools: Effects and Effectiveness.

Harland, J., Kinder, K., Lord, P., Stott, A., Schagen, I., Haynes, J., Cusworth, L.,White, R., & Paola, R. | 2000

The purpose of this large-scale study was to examine the effects of secondary school arts education (in visual arts, drama, dance, or music) in England and Wales.

Can music be used to teach reading?

Butzlaff, R. | 2000

This study tests the hypothesis that instruction in music improves performance in reading.

Instruction in visual art: Can it help children learn to read?

Burger, K., & Winner, E. | 2000

This study examines the relationship between learning in the visual arts and students’ reading ability.

Artists-in-residence in public schools: Issues in curriculum, integration, impact.

Bresler, L., DeStefano, L., Feldman, R., & Garg, S. | 2000

Researchers used a comparative case study method to examine an Artist-in-Residence program conducted in eight urban schools spanning third through eighth grades.

Investigating the educational impact and potential of the Museum of Modern Art’s Visual Thinking Curriculum: Final report

Tishman, S., MacGillivray, D., & Palmer, P. | 1999

This study examines student outcomes associated with the Visual Thinking Curriculum (VTC), a program designed to foster students’ thinking skills through looking at and discussing visual art.

Stand and Unfold Yourself. Report on the Shakespeare & Co. Summer Shakespeare Program

Steve Seidel | 1999

Shakespeare and Company is a classical professional theater engaged in producing plays, training actors, and teaching Shakespeare at the elementary, secondary, and undergraduate levels.

The arts in the basic curriculum project: Looking at the past and preparing for the future

Seaman, M. | 1999

This evaluation study of the Arts in the Basic Curriculum project (ABC) in South Carolina sought to describe in depth the ABC schools’ implementation of arts-integrated curricula and its impact.

Bears don’t need phonics: An examination of the role of drama in laying the foundations for critical thinking in the reading process

Montgomerie, D., & Ferguson, J. | 1999

The researchers use a case study approach to discover whether and how educators’ use of process drama contributes to the development of critical literacy skills for four- to eight-year-old students, some who speak another language in addition to English.

Imaginative actuality: Learning in the arts during nonschool hours

Shirley Brice Heath and Adelma Roach | 1999

This research draws upon data from a ten-year national study that describes academic, personal, social and civic outcomes of out-of-school programs on students.

Enhanced Learning of Proportional Math Through Music Training and Spatial-Temporal Training

Graziano, A. B., Peterson, M. & Shaw, G. L. | 1999

Researchers tested the impact of a math video game on students’ understanding of the spatial basis of fractions and ratios.

Involvement in the arts and human development: General involvement and intensive involvement in music and theatre arts

James S. Catterall, Richard Chapleau, John Iwanaga | 1999

This briefing presents results from a two-year exploration of interactions between the arts and student achievement.

Chicago Arts Partnerships in Education summary evaluation

Catterall, J., & Waldorf, L. | 1999

This study evaluates the Chicago Arts Partnerships in Education (CAPE), a program that provided grants to schools to form partnerships between local artists, arts agencies, and teachers to integrate arts across the school curriculum.

Artistic talent development for urban youth: The promise and the challenge

Baum, S., Oreck, B., McCartney, H. | 1999

The researchers studied three cohorts of students enrolled in the Young Talent Program, an arts program offering instruction in music and dance to students enrolled in New York City public schools beginning at grade three and extending outside of school into early adulthood.

The flight of reading: Shifts in instruction, orchestration, and attitudes through classroom theatre

Wolf, S. A. | 1998

This research studied 17 children labeled “at risk” in a remedial third- and fourth-grade classroom.

The literate potentials of book-related dramatic play

Deborah Rowe | 1998

This research, based on two related studies, explores dramatic play and how it may assist young children in understanding the content of stories.

An investigation of the effects of music on two emotionally disturbed students’ writing motivations and writing skills.

Kariuki, P. & Honeycutt, C. | 1998

Researchers conducted a case study of two fourth-grade boys in a special education class of students classified as “emotionally disturbed” to determine whether music listening could motivate these boys to improve in writing.

Living the arts through language-learning: A report on community-based youth organizations

Heath, S. B., Soep, E., & Roach A. | 1998

A team of researchers conducted fieldwork in a sample of communities to better understand the arts programs operated by community organizations and their impact on participants.

Involvement in the arts and success in secondary school.

Catterall, J.S. | 1998

This study examines longitudinal data for 25,000 secondary school students to explore links between participation in the arts and academic achievement.

Do extracurricular activities protect against early school dropout?

Mahoney, J. L. & Cairns, R. B. | 1997

Researchers followed 392 students from seventh to twelfth grade and interviewed them annually about extracurricular activities.

The arts, language, and knowing: An experimental study of the potential of the visual arts for assessing academic learning by language minority students

DeJarnette, K. G. | 1997

The researcher randomly assigned sixth-graders to two groups studying Mesopotamia and ancient Egypt.

Effects on an integrated reading and music instructional approach on fifth-grade students’ reading achievement, reading attitude, music achievement, and music attitude.

Andrews, L.J. | 1997

The researcher conducted a study to determine if integrated reading and music instruction had an effect on students’ reading and music achievement and on their attitudes toward reading and music.

Reading is seeing: Using visual response to improve the literary reading of reluctant readers

Wilhelm, J. D. | 1995

The researcher helped two seventh-grade boys, who had learning disabilities and were “reluctant” readers, to visualize stories through the visual arts.

The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language

Lowe, A.S. | 1995

This study examines the effect of a music program integrated into Canadian second grade French immersion classes on music and second language learning.

Second and Sixth Grade Students’ Art Historical Interpretation Abilities: A One-Year Study

Erickson, M. | 1995

The researcher used a case study model and multiple assessments over the period of one year to determine the impact of art history instruction on the art historical interpretation abilities of elementary school students.

Kaleidoscope: Profile of an arts-based early childhood program. Final Report

Raymond C. Collins, Laura J. Colker & Carol E. Copple | 1994

Researchers conducted an outside program evaluation on Kaleidoscope, an arts-integrated early childhood program that combines visual arts, music, dance and language arts with other subjects.

Drama and drawing for narrative writing in primary grades

Moore, B. & Caldwell, H. | 1993

This study compared the effects of two types of writing planning activities, drama and drawing, against a traditional writing planning activity, discussion, on the quality of narrative writing from 63 primary grade students.

“You can’t be grandma; you’re a boy”: Events within the thematic fantasy play context that contribute to story comprehension

Williamson, P. A. & Silvern, S. B. | 1992

This study examines how kindergarten students’ behavior during dramatic reenactments of stories affects their story comprehension.

An exploration into the writing of original scripts by inner-city high school drama students

Horn, J. | 1992

Researchers investigated how student participation in a theater class that put the students in charge of creating and implementing a theater piece affected student outcomes, such as classroom and library attendance, motivation to write, attitude toward school, and self esteem.

The effectiveness of creative drama as an instructional strategy to enhance the reading comprehension skills of fifth-grade remedial readers

Dupont, S. | 1992

This study measured the growth of reading comprehension skills of 51 remedial fifth-grade students after exposure to a treatment of creative drama integrated with children’s literature reading material over a six-week period.

Naturalistic Study of the Relationship Between Literacy Development and Dramatic Play in Five-Year-Old Children

Goodman, J. R. | 1990

This study investigates the relationship between dramatic play and literacy and explores some of the critical factors that influence that relationship.

The Effects of Role Playing on Written Persuasion: An Age and Channel Comparison of 4th and 8th Graders

Wagner, B.J. | 1986

This study examines the effect of role playing on persuasive letters written by forth and eighth grade students.

Nadie Papers No. 1 Drama, Language and Learning: Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania

Schaffner, M., Little, G., & Felton, H. | 1984

This study examines the effects of drama on the development of fifth and sixth grade children’s language, thinking, and learning.

The effect of dramatic play on children’s generation of cohesive text

Pellegrini, A. | 1984

This study focuses on how a child conveys meaning and the importance of the familiarity of the knowledge base of the listener (informed versus naïve), in retelling of stories.

Identifying causal elements in thematic-fantasy play paradigm

Pellegrini, A. | 1984

This study examines the effect of adult-directed and peer-directed thematic play on both immediate and sustained recall.

A poetic/dramatic approach to facilitate oral communication

Kassab, L. J. | 1984

The purpose of the study was to examine the effects of a poetry/drama workshop on high school students’ oral communication skills.

Children’s story comprehension as a result of storytelling and story dramatization: A study of the child as spectator and as participant

Page, A. | 1983

This study examined the effects of storytelling (listening to a story being read) and story dramatization (enactment of the story) on story comprehension of first, second, and third grade students.

The Effects of Thematic-Fantasy Play Training on the Development of Children’s Story Comprehension

Pellegrini, A. and Galda, L. | 1982

This study outlines a brief intervention in which kindergarten and first grade students heard a story and participated in one of three story-related activities—drawing a picture, discussing the story with an adult, or acting out the story with three peers and an adult.

Symbolic Functioning and Children’s Early Writing: Relations Between Kindergartener’s Play and Isolated Word Writing Fluency

Pellegrini, A. | 1980

This study examines the relationship between play and isolated word writing fluency—a crucial beginning component in the process of becoming literate.

Relationship between creative behavior in music and selected variables as measured in high school students

Webster, P. R. | 1979

This study is concerned with measurement of music creativity, specifically the subcategories of music composition, music analysis, and music improvisation ability.