Browse Research

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.

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.

The Effects of Arts Integration on Long-Term Retention of Content and Student Engagement

Mariale Hardiman, Luke Rinne and Julia Yarmolinskaya. | 2020

May 2020

The Effects of Arts Integration on Long-Term Retention of Academic Content

Hardiman, Mariale, Luke Rinne, and Julia Yarmolinskaya | 2019

Hardiman, Mariale, Luke Rinne, and Julia Yarmolinskaya. “The Effects of Arts Integration on Long-Term Retention of Academic Content.” International Mind, Brain, and Education Society 8, no. 3 (2014): 144-148. Abstract: This study reports the results of a small, preliminary classroom-based experiment that tested effects of arts integration on long-term retention of content. The researchers designed […]

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.

Music lessons and intelligence: A relation mediated by executive functions

Degé, F., Kubicek, C., & Schwarzer, G. | 2011

Noting several studies that have previously identified a positive association between musical instruction and intelligence, researchers in this study examine whether the relationship between musical study and intelligence may be mediated or influenced by a third variable, executive function—including abilities such as planning, focus, memory, task switching, and problem solving that control cognitive processes.

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).

Arts Education in America: What the Declines Mean for Arts Participation.

Rabkin, N. and Hedberg, E. | 2011

This report examines the association between arts education and art participation for adults found in the 1992 administration of the Survey of Public Participation in the Arts (SPPA).

Creating destiny: Youth, arts and social change

Lauren M. Stevenson | 2011

This ethnographic study examines how a company of high-school-aged artists in a community arts program, makes social change while creating an original hip hop, modern dance, and theater production.

On the road to Durban: Using empowerment evaluation to grow teacher’s arts and culture curriculum knowledge

Glass, Donald L. | 2008

South Africa engaged in an outcomes-based curricular innovation that included Arts and Culture as a new subject area for all young people.

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.

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).

Learning in the visual arts and the worldviews of young children

Catterall, J., & Peppler, K. | 2007

Researchers used a quasi-experimental research design with pre-and post-test measures and treatment and control groups to investigate the effects of rich and sustained arts instruction on participating inner-city children’s self-efficacy (their sense of control of their surroundings) and creative thinking.

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.

Art and community: Creating knowledge through service in dance

Ross, J. | 2000

Sixty at-risk and incarcerated adolescents participated in jazz and hip-hop dance classes for ten weeks.

Incorporating an Image-Based, Multi-Model Pedagogy Into Global Citizenship Education

Kang, R., Mehranian, Y., & Hyyatt, C. | 2018

Drawing on theories and practices in literacy education, and in particular, the concepts of semiotics and transmediation, this research explores the possibility of arts-based experiences —such as image theater — in facilitating transformation of thinking in the context of global citizenship education.

“I made myself”: Playmaking as a pedagogy of change with urban youth

Nelson, B. | 2011

Applied Drama and Theater (AD/T) addresses local conditions and perspectives by teaming drama instructors and community members to write, produce, and perform plays.

Educational research: The art of problem solving.

Randi Korn & Associates, Inc. | 2010

This study is an evaluation of the Solomon R.

The impacts of the presence of the cultural dimension in schools on teachers and artists

Héloïse Côté | 2009

This study examines the cultural partnerships of teachers and artists participating in Quebec’s Culture in the Schools program to expand the presence of cultural dimensions (the arts, creativity, and cultural studies) in the schools.

A pedagogy of activist art: Exploring the educational significance of creating art for social justice

Dewhurst, M. | 2009

The researcher conducted an ethnographic study examining teaching and learning in a teen after school activist art program at the Museum of Modern Art (MOMA).

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.

Looking is not seeing: Using art to improve observational skills

Pellico, L., Friedlaender, L., & Fennie, K. P. | 2009

This quasi-experimental study examines the effects of an art museum experience on the observational and diagnostic skills of nursing students.

Artist-Teacher Partnerships in Learning: The in/between Spaces of Artist-Teacher Professional Development.

Kind, A., Irwin, R., & Grauer, K. | 2007

In this article, the researchers discuss findings of their study of Learning Through The ArtsTM(LTTA), a cross?Canada initiative that brings artists such as musicians, dancers, storytellers, actors, and visual artists into schools to work with teachers and students.

Experiences of artists and artist-teachers involved in teacher professional development programs

Upitis, R. | 2005

This study describes the impact of two professional development programs on artists.

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.

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.

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.

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.

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.

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.

“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.