“It Just Made Me Want to Do Better for Myself”: Performing Arts Education and Academic Performance for African American Male High School Students*
Calvin Wesley Walton | 2020 Walton, C.W. “It Just Made Me Want to Do Better for Myself”: Performing Arts Education and Academic Performance for African American Male High School Students.” International Journal of Education & the Arts, V. 21 No. 13 (2020): 1-42. Abstract: The abstract for this article, as well as the complete article, is available on the International […]
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) […]
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 […]
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 […]
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 […]
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.
“The Music I Was Meant to Sing”: Adolescent choral students’ perceptions of culturally responsive pedagogy.
Shaw, J.T. | 2016 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. Kisida, B., Bowen, D.H., & Greene, J.P. | 2016 This study uses original data collected through a randomized controlled trial to measure the effects of school visits to an art museum. 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. Thomas. M. K., Singh, P. & Klopfenstein, K | 2015 High school dropout is a significant public education problem in the United States. 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. 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). 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. DeMichele, M. | 2015 This article explores how short form/comedic improvisational theater (improv) impacts the development of writing fluency. 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. 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. 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. 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. E.C. Parker | 2014 The purpose of this study was to describe the process of adolescent choral singers’ social identity development within three midsized, Midwestern high school mixed choirs. 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). 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. 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. 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. 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. Susan Hyatt | 2014 This qualitative case study examines the impact of an arts-integrated international collaboration the creativity of elementary school students when students are communicating and creating exclusively through a technological third space. 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. 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). Bowen, D. H., Greene, J. P., & Kisida, B. | 2014 In this study, researchers endeavored to find out whether exposure to the arts affects students’ ability to engage in critical thinking. 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. 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. 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. 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. 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. Elpus, K. | 2013 Previous studies have found evidence of a link between high school music participation and higher standardized test scores. Elpus, K. | 2013 This study examined the influence of adolescent participation in the arts on cognitive, behavioral, and social outcomes. 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. Brown, E. D., Sax, K. L. | 2013 This study examines the effects of arts integration on preschool students’ emotional expression and emotional regulation. Roden, I., Kreutz, G., & Bongard, S. | 2012 This study measured the effects of school based instrumental instruction on primary school children in Germany. 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). 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. Malin, H. | 2012 This qualitative case study examines the outcomes of the art-making process of a group of elementary school students over the course of a school year. 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. 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. 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. Kerrie Bellisario and Lisa Donovan | 2012 This two-year study undertaken by researchers at Lesley University (LU), funded by the Ford Foundation, examined the relevance of arts integration in today’s educational climate from the perspectives of teachers who completed a graduate program in arts integration at LU. Winsler, A., Ducenne, L., & Koury, A. | 2011 Investigators studied the effects of music classes on a child’s self regulation through private speech. Walker, E., Tabone, C. & Weltsek, G. | 2011 The Education Arts Team (EAT), a non-profit, in New Jersey received a grant from the U. 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. 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). 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. 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. 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). Goldstein, T. R. | 2011 This quasi-experimental study measured correlations between the development of empathy, theory of mind (“an everyday understanding of what someone else is thinking or feeling” (p. 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. Cawthon, S., Dawson, K., & Ihom, S. | 2011 This mixed methods study examines the outcomes of Drama for Schools (DFS)—a professional development program that trains teachers to integrate drama techniques into their instruction—on participating middle school teachers and their students. 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. 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. Adrienne Andi Sosin, Elsa Bekkala, and Miriam Pepper-Sanello | 2010 Two researchers and one teacher-researcher collaborated on an action research project aimed at exploring more effective ways to improve content knowledge about labor equality, dignity of work, the power of collective action, and principles of economic fairness addressing literacy skills within a visual art classroom. 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. 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. 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. 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. 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. Randi Korn & Associates, Inc. | 2010 This study is an evaluation of the Solomon R. 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. Garett, J. | 2010 This study examines the benefits of professional development in arts integration for elementary school teachers. Gallagher, K., & Service, I. | 2010 Researchers analyzed the impact of a theater-based intervention on teacher-student relationships and communication, teaching practice, and general understanding of issues of poverty. 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. Brouillette, L., & Jennings, L. | 2010 In 2001-2002, Freese Elementary, an inner-city elementary program in the U. 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). 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Sema Karakelle | 2009 This study uses two sub-parts of the Torrance Test of Creative Thinking (1974), to measure flexibility and fluency, key elements of divergent thinking, in relation to creative drama instruction. 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. 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. 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. 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). June Countryman | 2009 This Canadian case study gathered data from interviews by the researcher with 33 former music students (one to six years after graduation) who had taken music as an optional subject during high school. 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. 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. 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. 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. 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. 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. Pitts, S. | 2008 This study examines the effects of extracurricular music programming on the likelihood of students continuing with music-based activity later in life, as well as why and in what capacity. Petitto, L. | 2008 This study examines the impact of intensive arts education on the human brain. 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. Mason, C. Y., Steedly, K. M., & Thormann, M. S. | 2008 VSA arts conducted this study to investigate the relationship between substantive arts involvement and social, cognitive, and artistic development among students with disabilities. 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. 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). 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. Dorinne Dorfman | 2008 This case study examines the issues encountered while developing a career academy of the arts that integrates traditional college preparatory education with student-centered learning to foster personal growth, artistic development and democratic empowerment. 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. 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. 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. Reed W. Larson and Jane R. Brown | 2007 Grounded-theory analyses were used to formulate propositions regarding the processes of adolescent emotional development. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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). 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. 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. Scott Seifried | 2006 This research explored the impact of popular and rock music on high school students’ music education. Schellenberg, G. E. | 2006 This research, on the relationship between music lessons and intelligence and academic performance, is comprised of two studies. 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). 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. Lobo, Y. B., & Winsler, A. | 2006 This study assesses the effects of a creative dance/movement program on the social competence of preschool children. Kisiel, C., Blaustein, M., Spinazzola, J., Schmidt, C. S., Zucker, M., & van der Kolk, B. | 2006 The researchers used a quasi-experimental research design to investigate the effectiveness of Urban Improv, a 27-week interactive drama-based youth violence prevention program. 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. 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. 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. 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. 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. 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. 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. 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. Schiller, W. | 2005 The researcher conducted a three-year longitudinal research study and evaluation entitled “Children’s Voices,” in which five to twelve year old children were exposed to live arts performances in order to learn what the impact of attending arts performances is on school-aged children in public schools. 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. 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. Katz-Buinincontro, J. | 2005 This qualitative case study examines how arts-based executive leadership training institutes foster creative thinking and leadership capacities. 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. 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. 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. 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. 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). Schellenberg, E.G. | 2004 This study is the first to directly test the hypothesis that music training transfers to cognitive intelligence. 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. 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. Sandra Minton | 2003 This study compared the creative thinking abilities of students taking dance class in high school to non-dance students. 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). 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). Ingram, D., & Riedel, E., | 2003 This report examines the relationship between arts-integrated instruction and student achievement. 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. 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. 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. 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. Craig, C. | 2002 The researcher utilized an ethnographic study format to understand how fifth grade students attending a magnet school in an historic African American neighborhood made meaning of the 9/11 events. 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. 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. Shields, C. | 2001 This study examines the role of music education as an intervention technique for at-risk urban adolescents. 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. 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. 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. 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. 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. 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. 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. Vaughn, K. | 2000 The author conducted three meta-analyses to investigate the effects of music instruction/exposure on improvements in mathematics. Ross, J. | 2000 Sixty at-risk and incarcerated adolescents participated in jazz and hip-hop dance classes for ten weeks. 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. Rauscher, F. & Zupan, M. | 2000 The aim of this study was to determine the effects of classroom music instruction featuring the keyboard on the spatial-temporal reasoning of kindergarten children. Ann Podlozny | 2000 This study examines the relationship between in-school drama instruction and student verbal achievement. Moga, E., Burger, K., Hetland, L., & Winner, E. | 2000 This research examined whether studying the arts leads to creative thinking skills. 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+. 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. 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. Butzlaff, R. | 2000 This study tests the hypothesis that instruction in music improves performance in reading. Burton, J. M., Horowitz, R. & Abeles, H. | 2000 The study investigates whether transfer occurs such that learning in the arts affects learning in non-art subjects and if there are effects, what they are, how they occur, and what circumstances within schools influence the realization of such effects. Burger, K., & Winner, E. | 2000 This study examines the relationship between learning in the visual arts and students’ reading ability. 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. Bond, K. E., & Stinson, S. W. | 2000 This study presents phenomenological research about how dance students describe their experiences with dance. Wolf, D. P. | 1999 This study examines how the Creating Original Opera (COO) program affected student collaboration. 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. 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. 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. 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. 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. 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. Eugenia Costa-Giomi | 1999 This experimental longitudinal study investigates the effect of music instruction on the cognitive development of young children ages 9-12. 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. 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. Terry D. Bilhartz, Rick A. Bruhn, and Judith E. Olson | 1999 The researchers conducted an experimental study to determine the relationship between the structured early childhood music curriculum, Kindermusik, and cognitive development. 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. Wolf, S. A. | 1998 This research studied 17 children labeled “at risk” in a remedial third- and fourth-grade classroom. 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. Kim, J. | 1998 This study examines the effect of creative dance instruction on seventh grade girls’ creative and critical thinking skills. 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. 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. 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. 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. Francis H. Rauscher, Gordon L. Shaw, Linda J. Levine, Eric L. Wright, Wendy R. Dennis, and Robert L. Newcomb | 1997 This study examined whether music training improves preschool children’s spatial-temporal reasoning and spatial recognition abilities. Mahoney, J. L. & Cairns, R. B. | 1997 Researchers followed 392 students from seventh to twelfth grade and interviewed them annually about extracurricular activities. DeJarnette, K. G. | 1997 The researcher randomly assigned sixth-graders to two groups studying Mesopotamia and ancient Egypt. 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. 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. 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. 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. 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. De la Cruz, R. E. | 1995 The study investigated whether students with disabilities involved in a creative drama program improved social skills, oral expressiveness, and receptive language skills compared to a group of students who were not involved in the program. 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. 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. Williamson, P. A. & Silvern, S. B. | 1992 This study examines how kindergarten students’ behavior during dramatic reenactments of stories affects their story comprehension. Scott, L. | 1992 This study examines the effects of Suzuki violin lessons on preschool children’s development of attention and persevering behaviors, behaviors that increase students’ capacity to learn and rate of learning. 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. 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. 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. Barry, N., Taylor, J., Walls, K. & Wood, J. | 1990 The Arts and High School Dropout Prevention project was designed to investigate arts teachers’ claims that students identified as being at risk of dropping out of school attend and perform well in their art classes. Wagner, B.J. | 1986 This study examines the effect of role playing on persuasive letters written by forth and eighth grade students. 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. 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. Pellegrini, A. | 1984 This study examines the effect of adult-directed and peer-directed thematic play on both immediate and sustained recall. 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. 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. 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. 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. 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. Fink, R. S. | 1976 This study addresses the potential roles of imaginative play (or creative role-playing) on two foundational cognitive abilities of children initially identified by pioneering developmental psychologist and educational theorist Jean Piaget— “conservation” and “perspectivism. 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.
Music, Language and Learning: Investigating the Impact of a Music Workshop Project in Four English Early Years Settings.
Measuring Critical Thinking: Results From an Art Museum Field Trip Experiment.
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.
Arts Education and the High School Dropout Problem
Music composition in the high school curriculum: A multiple case study
Effect of a performing arts program on the oral language skills of young English learners.
Learning across disciplines: A collective case study of two university programs that integrate the arts with STEM
Improv and ink: Increasing individual writing fluency with collaborative improv.
“Searching for an entrance” and finding a two-way door: Using poetry to create East-West contact zones in TESOL teacher education
The art of empathy: A mixed methods case study of 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
Arts integration and the Mississippi Arts Commission’s Whole School Initiative
The process of social identity development in adolescent high school choral singers: A grounded theory
Arts Achieve, impacting student success in the arts: Preliminary findings after one year of implementation
Creating cultural consumers: The dynamics of cultural capital acquisition
The effects of creative dramatics on vocabulary achievement of fourth grade students in a language arts classroom: An empirical study
A study on the relationship between theater arts and student literacy and mathematics achievement
Found in translation: Interdisciplinary arts integration in Project AIM
Creativity in an Arts Integrated Third Space: A Case Study of Elementary School Students in an International Collaboration
Cross-Study Findings: A View into a Decade of Arts Integration
Increasing the school engagement and oral language skills of ELLs through arts integration in the primary grades
Learning to think critically: A visual art experiment
High school music classes enhance the neural processing of speech
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
Partnerships in arts Integration Research final reports.
Historic and ethnic music found to increase geographic understanding: A quasi-experimental study
How Learning a Musical Instrument Affects the Development of Skills
The educational value of field trips
Is it the music or is it selection bias? A nationwide analysis of music and non-music students’ SAT scores
Arts education and positive youth development: Cognitive, behavioral, and social outcomes of adolescents who study the arts
Prelude: Music Makes Us baseline research report
Arts enrichment and preschool emotions for low-income children at risk
Effects of a school-based instrumental music program on verbal and visual memory in primary school children: A longitudinal study
Program Evaluation: Art Around the Corner
Community-engaged arts for older people: Fostering social inclusion
Creating a children’s art world: Negotiating participation, identity, and meaning in the elementary school art room
Enhancing empathy and theory of mind
Graffiti, poetry, dance: How public library art programs affect teens
Academic Music: Music instruction to engage third grade students in learning basic fraction concepts
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
Voices from the field: Teachers’ views on the relevance of arts integration
Singing one’s way to self-regulation: The role of early music and movement curricula and private speech
When achievement data meet drama and arts integration
Contribution of drama-based strategies
Creating destiny: Youth, arts and social change
Arts Education in America: What the Declines Mean for Arts Participation.
“I made myself”: Playmaking as a pedagogy of change with urban youth
Short-term music training enhances verbal intelligence and executive function.
Ecological mural as community reconnection
Partnerships between schools and the professional arts sector: Evaluation of impact on student outcomes
Correlations among social-cognitive skills in adolescents involved in acting or arts classes
Music lessons and intelligence: A relation mediated by executive functions
Activating student engagement through drama-based instruction
“A unified poet alliance”: The personal and social outcomes of youth spoken word poetry programming
Drama activities as ideational resources for primary-grade children in urban science classes
Visual arts as a lever for social justice education: labor studies in the high school art curriculum
Deweyan multicultural democracy, Rortian solidarity, and the popular arts: Krumping into presence
Studio learning: Motivation, competence, and the development of young art students’ talent and creativity
Promising Findings on Preschoolers’ Emergent Literacy and School Readiness in Arts-Integrated Early Childhood Settings
Passing on: The old head/younger dancer mentoring relationship in the cultural sphere of rhythm tap
Media arts: Arts education for a digital age
Drama and possibility thinking – Taiwanese pupils’ perspectives regarding creative pedagogy in drama
Educational research: The art of problem solving.
Window of opportunity? Adolescence, music, and algebra.
Arts integration professional development: teacher perspective and transfer to instructional practice
Applied theatre at the heart of educational reform: An impact and sustainability analysis
Arts enrichment and school readiness for children at risk.
Helping children cross cultural boundaries in the borderlands: Arts program at Freese Elementary in San Diego creates cultural bridge
How the arts help children to create healthy social scripts: Exploring the perceptions of elementary teachers
Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures.
Effects of a preschool music and movement curriculum on children’s language skills
Does musical training improve school performance?
Science and theatre education: A cross-disciplinary approach of scientific ideas addressed to student teachers of early childhood education
The impact of music on childhood and adolescent achievement
Learning to Teach the Creative Arts in Primary Schools Through Community Engagement
The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students.
Looking is not seeing: Using art to improve observational skills
Singing in science: Writing and recording student lyrics to express learning
An experimental study of the effects of improvisation on the development of children’s creative thinking in music
Enhancing fluent and flexible thinking through the creative drama process
Musical training shapes structural brain development
Thru the Lenz: Participatory Action Research, Photography, and Creative Process in an Urban High School
Using drama for learning to foster positive attitudes and increase motivation: Global simulation in French Second Language classes.
A pedagogy of activist art: Exploring the educational significance of creating art for social justice
High school music programmes as potential sites for communities of practice- A Canadian study
In their own words: How do students relate drama pedagogy to their learning in curriculum subjects?
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.
Art student perceptions of the role of community service in Israeli teacher education
Theatre for a young audience: how can we better prepare kindergartners for the experience?
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
Effects of music instruction on developing cognitive systems at the foundations of mathematics and science
Extra-curricular music in UK schools: Investigating the aims,experiences, and impact of adolescent musical participation.
Arts education, the brain, and language (2)
Formal art observation training improves medical students’ visual diagnostic skills
Impact of arts integration on voice, choice, and access.
A study of readers theater in eighth grade: Issues of fluency, comprehension, and vocabulary
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
Arts education, the brain, and language
Arts integration as a catalyst for high school renewal
Dual Diaspora and barrio art: Art as an avenue for learning English
Purls of wisdom: A collectivist study of human information behavior in a public library knitting group
Arts in the Classroom Professional Development Program:Final Evaluation Report
Emotional development in adolescence: What can be learned from a high school theater program?
Teaching literacy through art.
Arts for academic achievement: A compilation of evaluation findings from 2004-2006.
Differences in mathematics scores between students who receive traditional Montessori instruction and students who receive music enriched Montessori instruction
Using Freirean pedagogy of just IRE to inform critical social learning in arts-informed community education for sexual minorities.
The predictive relationship between achievement and participation in music and achievement in core grade 12 academic subjects
Learning in the visual arts and the worldviews of young children
Enhancing peer conflict resolution skills through drama: An experimental study.
The role of drama on cultural sensitivity, motivation and literacy in a second language context.
“It’s work, work, work, work”: Young people’s experiences of effort and engagement in dance.
Thinking Through Art: Isabella Stewart Gardner Museum School Partnership Program year 3 research results
Community-based arts program for youth in low-income communities: A multi-method evaluation
Studio thinking: How visual arts teaching can promote disciplined habits of mind
Worlds together… words apart: An assessment of the effectiveness of arts-based curriculum for second language learners
Exploring the outcomes of rock and popular music instruction in high school guitar class: A case study.
Long-term positive associations between music lessons and IQ
Whole brain learning: The fine arts with students at risk
What studies of actors and acting can tell us about memory and cognitive functioning.
The effects of a creative dance and movement program on the social competence of head start preschoolers.
Evaluation of a theater-based youth violence prevention program for elementary school children
Creative Dance: Singapore children’s creative thinking and problem solving responses
Examination of relationships between participation in school music programs of differing quality and standardized test results.
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
Connecting drama and writing: Seizing the moment to write.
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
Third space: When learning matters
Learning through the Arts: Lessons of Engagement
Effects of music training on the child’s brain and cognitive development
Children’s perceptions of live arts performances: A longitudinal study
In the beginning: Young children and arts education.
“We are more than jailbirds”: An arts program for incarcerated young women.
The effects of the arts IMPACT curriculum upon student performance on the Ohio fourth-grade proficiency test
Does arts-based learning enhance leadership? Case studies of creativity-oriented executive institutes
‘Seeing it for real?…?’—Authenticity, theatre and learning in museums
Focus in creative learning: Drawing on art for language development
InsideOut: Facilitating gay youth identity development through a performance-based youth organization
Artful Citizenship Project three-year project report
Thinking Through Art: Isabella Stewart Gardner Museum School Partnership Program Year 2 Report
Music lessons enhance IQ
Art and literacy with bilingual children
Time in the arts and physical education and school achievement
Assessment of High School Students’ Creative Thinking Skills: a comparison of dance and nondance classes
Challenging out-of-school activities as a predictor of creative accomplishments in art, drama, dance and social leadership
Basic reading through dance program: The impact on first-grade students’ basic reading skills.
Arts for Academic Achievement: What does arts integration do for students?
Music Training Improves Verbal but Not Visual Memory: Cross-Sectional and Longitudinal Explorations in Children
Renaissance on the Eastside: Motivating inner- city youth through art
How arts integration supports student learning: Students shed light on the connections.
Writing with their whole being: A cross study analysis of children’s writing from five classrooms using process
A continuing inquiry into the school as parkland metaphor
The arts are an “R” too: Integrating the arts and improving student literacy (and more) in the Mississippi Arts Commission’s Whole Schools Initiative.
Relations among musical skills, phonological processing, and early reading ability in preschool children.
Music education and mentoring as intervention for at-risk urban adolescents: Their self-perceptions, opinions, and attitudes
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)
Drama and authentic assessment in a social studies classroom
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
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)
Exploring the potential of museum multiple-visit programs
Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement
SAT Scores of Students Who Study the Arts: What We Can and Cannot Conclude about the Association
Music and mathematics: Modest support for the oft-claimed relationship
Art and community: Creating knowledge through service in dance
Imagery-based learning: Improving elementary students’ reading comprehension with drama techniques
Classroom keyboard instruction improves kindergarten children’s spatial-temporal performance: a field experiment
Strengthening verbal skills through the use of classroom drama: A clear link.
Does studying the arts engender creative thinking? Evidence for near but not far transfer
An investigation of an arts infusion program on creative thinking, academic achievement, affective functioning, and arts appreciation of children at three grade levels.
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
Arts Education in Secondary Schools: Effects and Effectiveness.
Can music be used to teach reading?
Learning in and through the arts: The question of transfer.
Instruction in visual art: Can it help children learn to read?
Artists-in-residence in public schools: Issues in curriculum, integration, impact.
“I feel like I’m going to take off!”: Young people’s experiences of the superordinary in dance.
Why the arts matter in education or just what do children learn when they create an opera
Investigating the educational impact and potential of the Museum of Modern Art’s Visual Thinking Curriculum: Final report
Stand and Unfold Yourself. Report on the Shakespeare & Co. Summer Shakespeare Program
The arts in the basic curriculum project: Looking at the past and preparing for the future
Bears don’t need phonics: An examination of the role of drama in laying the foundations for critical thinking in the reading process
Imaginative actuality: Learning in the arts during nonschool hours
Enhanced Learning of Proportional Math Through Music Training and Spatial-Temporal Training
The effects of three years of piano instruction on children’s cognitive development
Involvement in the arts and human development: General involvement and intensive involvement in music and theatre arts
Chicago Arts Partnerships in Education summary evaluation
The Effect of Early Music Training on Child Cognitive Development
Artistic talent development for urban youth: The promise and the challenge
The flight of reading: Shifts in instruction, orchestration, and attitudes through classroom theatre
The literate potentials of book-related dramatic play
The effects of creative dance instruction on creative and critical thinking of 7th grade female students in Seoul, Korea
The effects of musical performance, rational emotive therapy and vicarious experience on the self-efficacy and self-esteem of juvenile delinquents and disadvantage children.
An investigation of the effects of music on two emotionally disturbed students’ writing motivations and writing skills.
Living the arts through language-learning: A report on community-based youth organizations
Involvement in the arts and success in secondary school.
Music training causes long-term enhancement of preschool children’s spatial-temporal reasoning.
Do extracurricular activities protect against early school dropout?
The arts, language, and knowing: An experimental study of the potential of the visual arts for assessing academic learning by language minority students
Effects on an integrated reading and music instructional approach on fifth-grade students’ reading achievement, reading attitude, music achievement, and music attitude.
A meta-analysis on the effects of music as reinforcement for education/therapy objectives
Reading is seeing: Using visual response to improve the literary reading of reluctant readers
The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language
Second and Sixth Grade Students’ Art Historical Interpretation Abilities: A One-Year Study
The effects of creative drama on the social and oral language skills of children with learning disabilities.
Kaleidoscope: Profile of an arts-based early childhood program. Final Report
Drama and drawing for narrative writing in primary grades
“You can’t be grandma; you’re a boy”: Events within the thematic fantasy play context that contribute to story comprehension
Attention and perseverance behaviors of preschool children enrolled in Suzuki violin lessons and other activities
An exploration into the writing of original scripts by inner-city high school drama students
The effectiveness of creative drama as an instructional strategy to enhance the reading comprehension skills of fifth-grade remedial readers
Naturalistic Study of the Relationship Between Literacy Development and Dramatic Play in Five-Year-Old Children
The Role of the Fine and Performing Arts in High School Dropout Prevention
The Effects of Role Playing on Written Persuasion: An Age and Channel Comparison of 4th and 8th Graders
Nadie Papers No. 1 Drama, Language and Learning: Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania
The effect of dramatic play on children’s generation of cohesive text
Identifying causal elements in thematic-fantasy play paradigm
A poetic/dramatic approach to facilitate oral communication
Children’s story comprehension as a result of storytelling and story dramatization: A study of the child as spectator and as participant
The Effects of Thematic-Fantasy Play Training on the Development of Children’s Story Comprehension
Symbolic Functioning and Children’s Early Writing: Relations Between Kindergartener’s Play and Isolated Word Writing Fluency
Relationship between creative behavior in music and selected variables as measured in high school students
Role of imaginative play in cognitive development
The effectiveness of creative dramatics and storytelling in a library setting.