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.


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.


in Education


for the Workplace

Living life to the fullest


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.

Bowen, D. H., Greene, J. P., & Kisida, B. (2014). Learning to think critically: A visual art experiment. Educational Researcher, 43(1), 37-44.

Eason, B. J. A., & Johnson, C. M. (2013). Prelude: Music Makes Us baseline research report. Nashville, TN: Metro Nashville Public Schools.

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. 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.


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. 007-volume-three-quantitative-measures


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

Linnavallli, T., Putkinen, V., Lipsanen, J., Huotlilainen, M. & Tervaniemi, M. (2018). Music playschool enhances children’s linguistic skills. Scientific Reports, 8, 8767.


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).

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


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). 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


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. -acquisition

Stevenson, L. M. (2011). Creating destiny: Youth, arts and social change. (Unpublished doctoral dissertation). Stanford University, Stanford, CA. 


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). 

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). g-poetry-to-create-east-west-contact-zones-in-tesol-teacher-education/ 


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). 

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). 


Robinson, A.H. (2017). Voices from diverse freshman students: How arts integration impacted their learning. Journal for Learning Through the Arts 13 (1). 

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 


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.

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


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. 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 erience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-children/ 


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.

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. 


Korn, R. (2010). Educational research: The art of problem solving. New York: Solomon R. Guggenheim Museum Visitor Studies, Evaluation & Audience Research. 

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.


Karakelle, S. (2009). Enhancing fluent and flexible thinking through the creative drama process. Thinking Skills and Creativity, 4(2), 124-129. 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.


Karakelle, S. (2009). Enhancing fluent and flexible thinking through the creative drama process. Thinking Skills and Creativity, 4(2), 124-129. 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.

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