In the Face of the Unprecedented: Creative Youth Development Guides Organizations to Adapt, Support and Thrive*
Rodrigo Guerrero | 2021 Guerrero, R. “In the Face of the Unprecedented: Creative Youth Development Guides Organizations to Adapt, Support and Thrive.” Arts Education Policy Review, (2021): 1-8. Abstract: The abstract for this article is available on the Taylor & Francis Online website. Supports for the Findings: This is a case study of representatives of three Creative Youth Development (CYD) […]
Digital Storytelling as Arts-Inspired Inquiry for Engaging, Understanding and Supporting Indigenous Youth*
Kristen Ali Eglinton, et al. | 2017 Eglinton, K. Ali, Gubrium, A. and Wexler, L. “Digital Storytelling as Arts-Inspired Inquiry for Engaging, Understanding, and Supporting Indigenous Youth.” International Journal of Education & the Arts, V. 18 No. 5 (2017): 1-28. Abstract: The abstract for this article, as well as the complete article, is available on the International Journal of Education & the […]
Using Multi-Genre Arts Programming to Support Creative Engagement and Social and Emotional Learning in Middle-School Students With Autism
Eve Müller, et al. | 2020 Müller, E., Nutting, D., Keddell, K. “ArtAbility: Using Multi-Genre Arts Programming to Support Creative Engagement and Social and Emotional Learning in Middle-School Students With Autism.” The Journal of the Arts and Special Education, 1(1) (2019): 25-48. Abstract: This report focuses on ArtAbility, a multi-genre arts program for middle school students with autism. The evaluation of […]
Increased Engagement of the Cognitive Control Network Associated With Music Training in Children During an fMRI Stroop Task
Matthew Sachs, et al. | 2020 Matthew Sachs et al. “Increased Engagement of the Cognitive Control Network Associated With Music Training in Children During an FMRI Stroop Task.” Plos One 12, no. 10 (2017). doi:10.1371/journal.pone.0187254. Abstract: As part of an ongoing longitudinal study, the authors investigated the effects of music training (through an extracurricular program) on executive function (generally, the three […]
The Development of Musical Skills of Underprivileged Children Over the Course of One Year: A Study in the Context of an El Sistema-Inspired Program
Beatriz Ilari, et al. | 2020 Ilari, Beatriz et al. “The Development of Musical Skills of Underprivileged Children Over the Course of One Year: A Study in the Context of an El Sistema-Inspired Program.” Frontiers in Psychology, Vol. 7, No. 62 (2016): 1-13. Abstract: This study examined the development of musical skills in children from communities that are historically underserved who […]
A Vision of Civically Engaged Art Education Teens as Arts-Based Researchers
Sara Scott Shields, et al. | 2020 Shields, Sara Scott, Rachel Fendler, and Danielle Henn. “A Vision of Civically Engaged Art Education: Teens as Arts-Based Researchers.” Studies in Art Education 61(2) (2020): 123-141: DOI: 10.1080/00393541.2020.1740146. Abstract: Civic engagement includes a focus on identifying societal and political structures and encompasses how young people understand themselves as civic agents capable of starting and sustaining […]
Neural Correlates of Accelerated Auditory Processing in Children Engaged in Music Training
Assal Habibi, et al. | 2020 Habibi, Assal et al. “Neural Correlates of Accelerated Auditory Processing in Children Engaged in Music Training.” Developmental Cognitive Neuroscience 21 (2016): 1-14. Abstract: As part of a longitudinal study, researchers investigated the effects of a two-year music training program on the auditory development of children, beginning when they were six or seven years old. The training was […]
Improvisational Theater Classes Improve Self-Concept
Brooke H. DeBettignies and Thalia R. Goldstein. | 2020 Brooke H. DeBettignies and Thalia R. Goldstein. Improvisational Theater Classes Improve Self-Concept. Psychology of Aesthetics, Creativity, and the Arts, (2019). Abstract: The study investigated the effect of improvisational theater classes on children’s self-concept. Fifty-two elementary school children participated in an experimental design study. Children from eight to 11 years old who were enrolled in an […]
Music Education, Academic Achievement and Executive Functions
Steven J. Holochwost et al. | 2020 Steven J. Holochwost et al, “Music Education, Academic Achievement, and Executive Functions,” Psychology of Aesthetics, Creativity, and the Arts,” 11, no. 2 (2017): 147-166. Abstract: This study examined whether music education was associated with improved performance on measures of academic achievement and executive functions ― a set of cognitive processes humans use to set and […]
Music and Juvenile Justice: A Dynamic Systems Perspective
Dennie Palmer Wolf and Steven J. Holochwost. | 2020 Dennie Palmer Wolf and Steven J. Holochwost, “Music and Juvenile Justice: A Dynamic Systems Perspective,” Psychology of Aesthetics, Creativity, and the Arts 10, 2 (2016): 171-183. Abstract: This study investigated whether participation in an ensemble-based music education program was associated with evidence of internal strengths, changes in perceptions of peers or changes in behavior among youth involved […]
Transforming Teaching Through Arts Integration
Snyder, L., P. Klos and L. Grey-Hawkins | 2019 Snyder, L., P. Klos and L. Grey-Hawkins. (2014). Transforming Teaching Through Arts Integration. Journal for Learning through the Arts, 10(1). Abstract: In four years, Anne Arundel County Public Schools (AACPS) increased sixth- and seventh-grade student achievement on the Maryland State Assessment (MSA) by 20% at a low-performing school. This improvement positively correlates with the implementation […]
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. https://www.arts.gov/sites/default/files/TheArtsAndHumanDev.pdf. Abstract: This paper is the result of a convening hosted by […]
Cultivating Interest in Art: Causal Effects of Arts Exposure During Early Childhood
Kisida, B., Bowen, D. H., & Greene, J. P. | 2018 Despite a growing body of literature examining the effects of arts exposure and participation for youth, little is known about the development of attitudes toward art in early childhood. This study uses an experimental research design to investigate the effect of arts exposure on the development of children’s attitudes toward art.
Does Participation in Music and Performing Arts Influence Child Development?
Foster, E. M., & Marcus Jenkins, J. V. | 2018 This article reconsiders the association between childhood arts participation and cognitive and developmental outcomes.
“The Music I Was Meant to Sing”: Adolescent choral students’ perceptions of culturally responsive pedagogy.
Shaw, J.T. | 2016 Kaimal, G., Drescher, J., Fairbank, H., Gonzaga, A., Junkin, J., & White, G.P. | 2016 This qualitative study presents an analysis of how guided visits to an art museum can provide leadership lessons for developing urban school leaders. Alemán, X., Duryea, S., Guerra, N.G. et al. | 2016 This study aims to assess the effects of a largescale music program on children’s developmental functioning in the context of high rates of exposure to violence using Venezuela’s “El Sistema” program which emphasizes social interactions through group instruction and group performances. Ludwig, M., Song, M., Kouyate-Tate, A. F., Cooper, J., Phillips, L., & Greenbaum, S. | 2014 Researchers designed a qualitative study to evaluate the program design and implementation of the Wolf Trap Foundation for the Arts Institute for Early Childhood Learning’s professional development (PD) program. 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. 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. 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. 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. 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). Jay Greene, Brian Kisida, Daniel Bowen | 2013 The school field trip has a long history in American public education. Moody, E. & Phinney, A. | 2012 This ethnographic study explores how communities can be more inclusive and supportive of seniors, specifically through the role of a community-engaged arts program, Arts, Health and Seniors (AHS), developed in Vancouver, Canada. Goldstein, T. R., & Winner, E. | 2012 This quasi-experimental study assessed the levels of theory of mind (understanding others’ various mental states) and empathy (matching the emotional state of another) in students who took acting classes versus art or music classes. Crawford Barniskis, S. | 2012 This article examines the impact art programming for teenagers in public libraries has on teenage civic engagement. 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. Boske, C. | 2012 This case study documents a class in “leadership for social justice,” aimed at preparing educators to initiate change within schools. 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. 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). 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. 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. 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. 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. 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. 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. 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. 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. Kristen Goessling and Carol Doyle | 2009 This study describes a youth photography project, Thru the Lenz, conducted at an urban high school in Portland, Oregon. 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). 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. 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. 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. 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. Petitto, L. | 2008 This study examines the impact of intensive arts education on the human brain. Mira-Lisa Katz | 2008 This research examines embodied learning, how we know and learn through our body, from the perspectives of 30 teenage women participating at two community-based dance studios in Oakland, CA. 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). Prigoda, E. & McKenzie, P. | 2007 The researchers applied a collectivist theoretical framework to analyze human information behavior (HIB)* and the nontraditional role public libraries play in HIB through a knitting group held in an Ontario Public Library. Andre P. Grace and Kristopher Wells | 2007 This study investigates the development and implementation of two arts-based community programs for sexual minority young adults. 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. Karen E. Bond, Susan W. Stinson | 2007 This study is the second phase of a large research project examining young people’s experiences in dance education. 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). 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. Hui, A., & Lau, S. | 2006 Researchers used an experimental approach to examine the effect of drama education on creativity and storytelling abilities of first and fourth grade school children in Hong Kong. Goddard, G. | 2006 This study evaluates a music theatre project in a United Kingdom prison. Marie Gervais | 2006 This qualitative, arts-based research study examines adolescents’ experiences in a process drama program and explores the general decision making processes of junior high school students (grades seven, eight, and nine) related to their moral values. Clover, D. E. | 2006 This qualitative comparative case study investigates the value of arts-based programs in facilitating cooperative learning with the aim of addressing pertinent issues within communities. Betts, J.D. | 2006 The Multimedia Arts Education Program (MAEP) was an after school program for low income, middle school youth in Tucson, AZ. Wiessner, C.A. | 2005 This narrative study documents the benefits of using creative arts-based storytelling methods to engage adult learners who face histories of stalled educational achievement. 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. Lazzari, M. M., Amundson, K. A., & Jackson, R. L. | 2005 This qualitative study examines the effects of an arts project on juvenile female offenders who are incarcerated. Katz-Buinincontro, J. | 2005 This qualitative case study examines how arts-based executive leadership training institutes foster creative thinking and leadership capacities. Halverson, E.R. | 2005 This article presents a case study of youth—who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ)—participating in About Face Youth Theatre (ABYT), an arts-based program aimed at promoting positive youth development through workshops, discussion, narrative writing, script writing, and performance. 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). 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. Mason, M. J. & Chuang, S. | 2001 This study examines the impact of participation in Kuumba Kids, an arts-based cultural enrichment program, on student development and behavior. Lowe, S. S. | 2001 This study describes how community arts programs support the development of a sense of community. Krensky, B. | 2001 This ethnographic case study examines the impact of an arts-integrated service-learning project on students’ social responsibility. Holloway, D. L., & LeCompte, M. D. | 2001 This ethnographic case study examines how participating in the arts empowers preadolescent middle school girls. Vaughn, K. | 2000 The author conducted three meta-analyses to investigate the effects of music instruction/exposure on improvements in mathematics. Moga, E., Burger, K., Hetland, L., & Winner, E. | 2000 This research examined whether studying the arts leads to creative thinking skills. 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. Hetland, L. | 2000 This study examines whether listening to music temporarily enhances performance on spatial tasks—a phenomenon known as the “Mozart effect. Lois Hetland | 2000 This study describes the relationship between active music instruction and performance on spatial tasks. Bond, K. E., & Stinson, S. W. | 2000 This study presents phenomenological research about how dance students describe their experiences with dance. Upitis, R., Smithrim, K. & Soren, B.J. | 1999 This study describes the results of two Canadian teacher professional development programs designed to improve participants’ artistic knowledge and skills. 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. 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. 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. Kennedy, R. | 1998 The investigator conducted a study to assess the effect of music performance on disadvantaged and delinquent teenagers on their musical self-efficacy and self-esteem. 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. Standley, J.M. | 1996 The purpose of the study meta-analysis was to examine the effectiveness of music as a reward (or removal of music as a punishment) in education and therapy settings. Anthony, A., Emans, E., & Ziegler, E. | 1973 This study examines the impact of library-based creative dramatics and storytelling programs on children’s interest in books, confidence in expressing ideas, self-image, and ability to empathize.
Learning about leadership from a visit to the art museum
The Effects of Musical Training on Child Development: A randomized trial of El Sistema in Venezuela.
Evaluation of professional development in the use of arts-integrated activities with mathematics content: Findings about program implementation
Creating cultural consumers: The dynamics of cultural capital acquisition
Cross-Study Findings: A View into a Decade of Arts Integration
Biological impact of preschool music classes on processing speech in noise
At-Risk Elementary School Children with One Year of Classroom Music Instruction Are Better at Keeping a Beat
How Learning a Musical Instrument Affects the Development of Skills
The educational value of field trips
Community-engaged arts for older people: Fostering social inclusion
Enhancing empathy and theory of mind
Graffiti, poetry, dance: How public library art programs affect teens
The arts and achievement in at-risk youth: Findings from four longitudinal studies.
Sending forth the tiniest ripples of hope that build the mightiest currents: Understanding how to prepare school leaders to interrupt oppressive school practices
Creating destiny: Youth, arts and social change
Arts Education in America: What the Declines Mean for Arts Participation.
Short-term music training enhances verbal intelligence and executive function.
Ecological mural as community reconnection
Music lessons and intelligence: A relation mediated by executive functions
“A unified poet alliance”: The personal and social outcomes of youth spoken word poetry programming
Passing on: The old head/younger dancer mentoring relationship in the cultural sphere of rhythm tap
Media arts: Arts education for a digital age
Does musical training improve school performance?
The impact of music on childhood and adolescent achievement
Thru the Lenz: Participatory Action Research, Photography, and Creative Process in an Urban High School
A pedagogy of activist art: Exploring the educational significance of creating art for social justice
Art student perceptions of the role of community service in Israeli teacher education
Training in the arts, reading, and brain imaging
Parental perceptions of music in storytelling sessions in a public library
The impact of art-making in the university workplace
Arts education, the brain, and language (2)
Growth in motion: Supporting young women’s embodied identity and cognitive development through dance after school
Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning
Purls of wisdom: A collectivist study of human information behavior in a public library knitting group
Using Freirean pedagogy of just IRE to inform critical social learning in arts-informed community education for sexual minorities.
Enhancing peer conflict resolution skills through drama: An experimental study.
“It’s work, work, work, work”: Young people’s experiences of effort and engagement in dance.
Community-based arts program for youth in low-income communities: A multi-method evaluation
What studies of actors and acting can tell us about memory and cognitive functioning.
Drama education: A touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong
Evaluation of “FAIR”
Exploring moral values with young adolescents through process drama
Culture and antiracism in adult education: An exploration of the contributions of arts-based learning
Multimedia arts learning in an activity system: New literacies for at risk children.
Storytellers: Women crafting new knowing and better worlds
In the beginning: Young children and arts education.
“We are more than jailbirds”: An arts program for incarcerated young women.
Does arts-based learning enhance leadership? Case studies of creativity-oriented executive institutes
InsideOut: Facilitating gay youth identity development through a performance-based youth organization
Challenging out-of-school activities as a predictor of creative accomplishments in art, drama, dance and social leadership
Renaissance on the Eastside: Motivating inner- city youth through art
Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects.
The art of community transformation.
Going on beyond zebra: A middle school and community-based arts organization collaborate for change
Becoming somebody! How arts programs support positive identity for middle school girls
Music and mathematics: Modest support for the oft-claimed relationship
Does studying the arts engender creative thinking? Evidence for near but not far transfer
Teaching cognitive skill through dance: Evidence for near but not far transfer
Listening to music enhances spatial-temporal reasoning: Evidence for the “Mozart-Effect.”
Learning to make music enhances spatial reasoning
“I feel like I’m going to take off!”: Young people’s experiences of the superordinary in dance.
When teachers become musicians and artists: Teacher transformation and professional development
Imaginative actuality: Learning in the arts during nonschool hours
Involvement in the arts and human development: General involvement and intensive involvement in music and theatre arts
Artistic talent development for urban youth: The promise and the challenge
The effects of musical performance, rational emotive therapy and vicarious experience on the self-efficacy and self-esteem of juvenile delinquents and disadvantage children.
Living the arts through language-learning: A report on community-based youth organizations
A meta-analysis on the effects of music as reinforcement for education/therapy objectives
The effectiveness of creative dramatics and storytelling in a library setting.