Art=Opportunity

The University of California San Marco has developed a set of 15 points of benefit for Arts Education., summarized on these "Arts Cards." The benefit points are grouped into three categories listed below. Each listed benefit is supported by what they refer to as "tons of research." Their website which houses the research is updated regularly. For more up-to-date research than may be listed below, visit the CSUSM website.

Talking points are color-coded, and divided into three categories.

EXCELLENCE IN EDUCATION

The arts allow for the Development of Young Brain, helping students engage in Critical Thinking. The arts produce Engaged Motivated Students who Test Higher with Better Attendance and

Pursue and Succeed in post-secondary education.

Preparation for the Workplace

The Arts lead us to In-Demand Employees, who become Tomorrow’s Leaders, who are also Creative & Innovative These workers who cooperate and collaborate, and show courage and flexibility.

Living Life to the Fullest

The arts build Empathy and Kindness, incorporate Student Voice. This Builds hope and resiliency, and Lifelong Arts Participation.

Excellence

in Education

Preparation

for the Workplace

Living life to the fullest

CRITICAL THINKING

Montgomerie, D., & Ferguson, J. (1999). Bears don't need phonics: An examination of the role of drama in laying the foundations for critical thinking in the reading process. Research in Drama Education: The Journal of Applied Theatre and Performance, 4(1), 11 - 20. http://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-roleof-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-process

Bowen, D. H., Greene, J. P., & Kisida, B. (2014). Learning to think critically: A visual art experiment. Educational Researcher, 43(1), 37-44. http://www.artsedsearch.org/summaries/learning-to-think-critically-a-visual-art-experiment

Eason, B. J. A., & Johnson, C. M. (2013). Prelude: Music Makes Us baseline research report. Nashville, TN: Metro Nashville Public Schools. http://www.artsedsearch.org/summaries/prelude-music-makes-us-baseline-research-report

PURSUE and SUCCEED in Post-Secondary Education

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Washington, DC: National Endowment for the Arts. http://www.artsedsearch.org/summaries/the-arts-and-achievement-in-at-risk-youth-findings-fro m-four-longitudinal-studies

Elpus, Kenneth (2014). Arts education as a pathway to college: college admittance, selectivity, and completion by arts and non-arts students. National Endowment for the Arts. https://www.arts.gov/sites/default/files/Research-Art-Works-Maryland2.pdf

BETTER ATTENDANCE

Barry, N. H. (2010). Oklahoma A+ Schools: What the research tells us 2002-2007. Volume three, quantitative measures. Oklahoma A+ Schools/University of Central Oklahoma. http://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2 007-volume-three-quantitative-measures

DEVELOPMENT OF YOUNG BRAIN

Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. L., & Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity. Cerebral Cortex, 19(3), 712-723. doi: 10.1093/cercor/bhn120 https://www.ncbi.nlm.nih.gov/pubmed/18832336

Linnavallli, T., Putkinen, V., Lipsanen, J., Huotlilainen, M. & Tervaniemi, M. (2018). Music playschool enhances children’s linguistic skills. Scientific Reports, 8, 8767. http://doi.org/10.1038/s41598-018-27126-5

https://www.ncbi.nlm.nih.gov/pmc/articles/nnmmnamnsdPMC5993803/

ENGAGED AND MOTIVATED STUDENTS

Graham, J., Brouillette, L. (2016). Using arts integration to make science learning memorable in the upper elementary grades: A quasi-experimental study. Journal for Learning Through the Arts 12 (1). https://escholarship.org/uc/item/9x61c7kf

Thomas. M. K., Singh, P. & Klopfenstein, K. (2015). Arts education and the high school dropout problem. Journal of Cultural Economics, 39 (4): 327-339 http://www.artsedsearch.org/summaries/arts-education-and-the-high-school-dropout-problem

TEST HIGHER

Inoa, R., Weltsek, G., & Tabone, C. (2014). A study on the relationship between theater arts and student literacy and mathematics achievement. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 10(1). http://www.artsedsearch.org/summaries/a-study-on-the-relationship-between-theater-arts-and-s tudent-literacy-and-mathematics-achievement

Phillips, J., Harper, J, Lee, K. & Boone, E. (2014). Arts integration and the Mississippi Arts Commission's Whole School Initiative. A Stennis Institute Study for Decision Makers http://www.artsedsearch.org/summaries/arts-integration-and-the-mississippi-arts-commission-swhole-school-initiative

LIFELONG ARTS PARTICIPATION

Kisida, B., Greene, J. P., & Bowen, D. H. (2014). Creating cultural consumers: The dynamics of cultural capital acquisition. Sociology of Education, 87(4), 281–295. https://www.artsedsearch.org/study/creating-cultural-consumers-the-dynamics-of-cultural-capital -acquisition

Stevenson, L. M. (2011). Creating destiny: Youth, arts and social change. (Unpublished doctoral dissertation). Stanford University, Stanford, CA. https://www.artsedsearch.org/study/creating-destiny-youth-arts-and-social-change/

STUDENT VOICE

Chen, V. (2017). Seeing the world through words: A student writer’s journey to developing her own voice. Journal for Learning Through the Arts 13 (1). https://escholarship.org/uc/item/20227441

Cahnmann-Taylor, M., Zhang, K., Bleyle, S. J., & Hwang, Y. (2015). “Searching for an entrance” and finding a two-way door. International Journal of Education & the Arts , 16(21). https://www.artsedsearch.org/study/searching-for-an-entrance-and-finding-a-two-way-door-usin g-poetry-to-create-east-west-contact-zones-in-tesol-teacher-education/

EMPATHY and KINDNESS

Song, Y. I. K. (2018). Fostering culturally responsive schools: Student identity development in cross-cultural classrooms. International Journal of Education in the Arts 19 (3). http://www.ijea.org/v19n3/index.html

Li, D. (2018). Using issues-based art education to facilitate middle school students’ learning in racial issues. International Journal of Education in the Arts 19 (12). http://www.ijea.org/v19n12/index.html

BUILDS HOPE and RESILIENCY

Robinson, A.H. (2017). Voices from diverse freshman students: How arts integration impacted their learning. Journal for Learning Through the Arts 13 (1). https://escholarship.org/uc/item/9631f870

Chand O’Neal, I. (2020). The Impact of Arts Education in High-Trauma Schools: A Pilot Study Examining Student Engagement, Creativity, and Social Emotional Learning in the Chula Vista Elementary School District. MUSE Research https://www.artsed411.org/files/Chula%20Vista%20Research%20Brief%20FINAL.pdf

EMPLOYEES IN-DEMAND

Elpus, K. (2013). Arts education and positive youth development: Cognitive, behavioral, and social outcomes of adolescents who study the arts. National Endowment for the Arts. https://www.artsedsearch.org/study/arts-education-and-

positive-youth-development-cognitive-behavioral-and-soc ial-outcomes-of-adolescents-who-study-the-arts/

Tate, Emily (2019) Article Students in Tech Say Soft Skills and the Arts Set Them Up for Success, EdSurge https://www.edsurge.com/news/2019-06-12-students-in-tech-say-soft-skills-and-the-arts-set-them-up-for-success

TOMORROW’s LEADERS

Katz-Buinincontro, J. (2005). Does arts-based learning enhance leadership? Case studies of creativity-oriented executive institutes. Paper presented at American Education Research Association Annual Meeting, Montréal, Canada. https://www.artsedsearch.org/study/does-arts-based-learning-enhance-leadership-case-studies-of-creativity-orient ed-executive-institutes/

Kennedy, R. (1998). The effects of musical performance, rational emotive therapy and vicarious experience on the self-efficacy and self-esteem of juvenile delinquents and disadvantaged children. (Doctoral dissertation) University of Kansas, Lawrence, KS https://www.artsedsearch.org/study/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-exp erience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-children/

CREATIVE and INNOVATIVE

Luftig, R. (2000). An investigation of an arts infusion program on creative thinking, academic achievement, affective functioning, and arts appreciation of children at three grade levels. Studies in Art Education, 41(3), 208-227. https://www.artsedsearch.org/study/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academicachievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levels/

Mages, W. (2018). Does theatre-in-education promote early childhood development? The effect of drama on language, perspective-taking, and imagination. Early Childhood Research Quarterly 45 (2018) 224-237. https://www.sciencedirect.com/science/article/pii/S0885200617300492

WORKERS WHO COOPERATE and COLLABORATE -

Korn, R. (2010). Educational research: The art of problem solving. New York: Solomon R. Guggenheim Museum Visitor Studies, Evaluation & Audience Research. https://www.artsedsearch.org/study/educational-research-the-art-of-problem-solving/

Greene, M., Sawilowsky, S. (2018). Integrating the arts into head start classrooms produces positive impacts on kindergarten readiness. Early Childhood Research Quarterly 45 (2018) 215-223. https://www.sciencedirect.com/science/article/pii/S0885200617300388

COURAGE and FLEXIBILITY

Karakelle, S. (2009). Enhancing fluent and flexible thinking through the creative drama process. Thinking Skills and Creativity, 4(2), 124-129. http://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-crea tive-drama-process

Dunbar, K. N. (2008). Arts education, the brain, and language. In C. Asbury & C. Rich (Eds.) Learning, Arts, and the Brain. New York, NY: Dana Foundation. http://www.artsedsearch.org/summaries/arts-education-the-brain-and-language

COURAGE and FLEXIBILITY

MAAE conducted research in 2010 and 2015 which underscored the value of participation in Fine Arts Classes

2015 Summary: https://drive.google.com/file/d/1qjjVkPiH0yfaRAfiCK8HwoYmm_nb8URA/view

2015 Full Report: https://drive.google.com/file/d/1wU4-d7LMKHVnK5uzHNxMaDqBWRfhhTgv/view

IMPROVED ATTENDANCE RATES The level of student participation in fine arts classes at the district level is significantly related to student attendance rates. That is, the higher the number of fine arts courses and the student enrollment in these courses, the higher the attendance rate.

IMPROVED TEST SCORES MATH Levels of student participation in arts education continue to be significantly correlated to standardized test scores (MAP scores) in Mathematics, with higher arts participation equaling higher Math scores (across all grades tested) at the district level.

IMPROVED TEST SCORES ENGLISH LANGUAGE ARTS Levels of student participation in the fine arts is also significantly related to test scores in English Language Arts, with higher participation equaling higher MAP scores across the district for students in all grades tested.

BENEFITS FOR ALL STUDENTS The above are true when controlling for the percentage of African American and Hispanic students (racial/ethnic groups that are more at-risk for low academic achievement): the link between arts education and positive student indicators is still significant (for attendance rates and standardized test scores).