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Arts and Education: Transforming Children of Tomorrow
Erika Carroll
Howard University
Communication and Culture Department
Capstone Research Project
2 December 2014

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Table of Contents
Introduction………………………………………….... 3
Methodology………………………………………..…. 5
Research Findings: Review of the Literature………. 7
Appendix …………………………………………….. 22
Interviews from the field ……………………………. 22
Bibliography ……………………….….…………...… 29

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Introduction:
The Arts are a powerful tool for empowering students by enhancing self confidence, self- efficacy, and creative abilities. Studies have shown the positive effects engagement in the arts can have on children and youth. In spite of this information the arts have often been the first item on the list for budget cuts in public schools. This highlights a lack of understanding and appreciation for the arts as a tool to improve education and ultimately better society. Many of the behavior issues and lack of classroom engagement within schools could be solved using the arts. Rather than deeming fine arts as unnecessary extracurricular activities, the education system should embrace and expand the use of the arts in classrooms. This research will highlight the benefits of using the arts in education and identify areas where the arts can be used to enhance student engagement, comprehension and overall character and well being.
Research conducted at the West Chester University of Pennsylvania analyzed the impact of arts integration on preschoolers’ emotions in a Head Start program serving low income families. This study focused on at risk children coping with poverty. The study highlighted ways that engaging in the arts creates positive emotions in young children and also allows a venue for healthy expression of negative emotions. The study found that, “Children showed more positive emotions in arts as compared to regular early learning classes.” Also, “The arts-integrated preschool hosted more positive emotions than Head Start as usual,” and, “The arts-integrated preschool hosted greater emotion regulation growth than Head Start as usual.” (Brown, 2013, p.337-346)
This is just one study that shows how arts can have such a strong impact on child development especially when they gain exposure at a young age. The benefits of arts integration and arts enrichment range from emotional to cognitive development. The arts, when incorporated

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into education, can impact behavior, classroom engagement, comprehension and a child’s self esteem. The benefits are endless yet the money poured into these efforts has historically been scarce. However, with new breakthroughs in research, this has been changing over time. Society is on its way to realizing the potential for growth and progress with the arts as tools for change.
An article published in 2006 by the National Assembly of State Arts Agencies in collaboration with the Arts Education Partnership highlights some important facts surrounding the benefits of integrating arts into education as well as the existing and increasing public support for this movement. Luckily, according to a Harris Poll commissioned by Americans for the Arts, there is strong public support for the goals of this research. This poll measured the attitudes of Americans toward arts education and found some pleasing results. Ninety-three percent (93%) of Americans who participated in the poll agreed that, “the arts are vital to providing a well-rounded education for children.” This response increased by 2% since the 2001 version of this poll. Eighty-six percent (86%) of participants agreed that an arts education encourages and assists in the improvement of a child’s attitudes toward school.” Eighty-three percent (83%) believe that, “arts education helps teach children to communicate effectively with adults and peers.” Seventy-nine percent (79%) agree that, “incorporating the arts into education is the first step in adding back what’s missing in public education today.” Additionally, “54% of participants rated the importance of arts education a “ten” on a scale of one to ten.” Lastly, 79% believed that is it “important enough for them to get personally involved in increasing the amount and quality of arts education.” (Ruppert, 2006 ) This goes to prove that there are supporters for arts education in America. Thus, the movement toward integrating the arts into education has been gaining support and has the potential to increase momentum in the coming years as research advances. Also, researchers at the University of North Carolina at Greensboro

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support the claims of positive impacts of the arts in a study that found a positive correlation between music education and academic achievement. This study furthers the argument that integrating arts into the education experience greatly impacts the students producing positive outcomes. (Hodges & O'Connel, 2005 )
Methodology:
This research will focus on the effects of engaging in the arts as a child on human development, highlighting reasons to integrate the arts into education. Research questions will include the following: (1) Is there a relationship between engagement in the arts as a child and self esteem? (2) How does communicating through the arts in education affect students’ comprehension, classroom engagement, self-efficacy and overall classroom behavior and performance? Research will be conducted through an in depth review of the literature, seeking out case studies that look at classrooms who have implemented arts education, comparing them to non integrated classrooms. The review will also cover literature analyzing the arts' impact on brain activity. Furthermore, research will be sought that has looked at the relationship between engagement in the arts and children's behavior, self efficacy and self esteem. Also, this review will cover literature that compares comprehension levels of students engaged in the arts in educational settings to their counterparts following traditional lesson structures.
The majority of sources referenced in this in-depth review of the literature will be published within the last fifteen years. The data collection tools will include ArtsEd Search, and the EBSCOhost database. ArtsEd Search is a project of the Arts Education Partnership (AEP) that collects and summarizes high quality research studies on the impacts of arts education and analyzes their implications for educational policy and practice. From these summaries I will locate the original articles and review the content and outcomes. EBSCOhost database is

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provided through Howard University. As stated on the official Howard University website, “EBSCOhost is the world's largest academic multi-disciplinary database. Academic Search Premier provides full text for over 4,000 scholarly publications, including full text for more than 3,100 peer-reviewed journals. Coverage spans virtually every area of academic study and offers information dating as far back as 1975.” To locate appropriate data each database will be searched using key words such as; arts education, arts and behavior, arts and comprehension, arts in classrooms, art and self esteem, early childhood arts, cognitive development and the arts, and classroom engagement.
This research also aims to include interviews of professionals in the field of Arts Education in order to help frame the topic. Interviews will be requested with key individuals holding leadership positions in major arts education organizations such as; the National Endowment for the Arts, the President’s Committee on the Arts and Humanities, Americans for the Arts, the U.S. Department of Education, the Arts Education Partnership, and local arts agencies. These professionals can offer insight connecting the research to what is currently happening in the field but may not yet be published in the literature. The findings from these interviews will not be included as research data. Rather, these interviews will provide context and current perspective on the topic. Interview questions will include: (1) What trends have you noticed in the last five years in the field of Arts Education? (2) What do you propose as the next step to advancing the Arts Education Movement? (3) What do you predict for the next 5 years in the field of Arts Education? (4) What would you suggest researchers focus on to gain support for the importance of Arts Education? (5) Can you offer a personal account with arts education that stands out to you? If so, can you explain the impact that experience had on your self esteem, self concept, or comprehension?

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Research Findings: Review of the Literature
In reviewing literature, research has highlighted some powerful impacts that engagement in the arts can have on children, especially within the educational setting. The concept of arts integration is relatively new, but research has been done and is being conducted proving the benefits of integrating the arts into education and using arts enrichment in the classroom. Some researchers have found emotional regulation benefits; others have looked at increased classroom engagement and heightened comprehension in students exposed to arts integration and arts enrichment. The previously mentioned, “Arts Enrichment and Preschool Emotions for Low- income Children At-Risk” study conducted with the Department of Psychology at West Chester University of Pennsylvania, looked at the arts programming at a Music Preschool with attention to whether the programming supports social-emotional readiness to learn in children from low- income families. The study found that, “children showed more positive emotions in arts as compared to regular early learning classes.” Also, it was found that children in the arts-integrated preschool classrooms hosted more positive emotions than children usually do in the regular early learning program. More so, the arts-integrated preschool hosted greater emotion regulation growth than the preschool program as usual. (Brown, 2013, p.337-346). These findings highlight one very important area of improvement that using the arts in education contributes to.
The National Endowment for the Arts (NEA) strongly supports Arts Education and has funded research efforts to prove the validity of the arts as a powerful tool to enhance students’ experiences in education, understanding, and ability to express their ideas creatively. A report from four longitudinal studies supported by the NEA focuses on the arts and achievement in at- risk youth. This study highlighted some notable benefits of the arts specifically for low income youth in the education system. Researchers found a strong relationship between involvement in

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the arts and academic success concluding that, “Teenagers and young adults of low socioeconomic status (SES) who have a history of in-depth arts involvement show better academic outcomes than do low-SES youth who have less arts involvement. They earn better grades and demonstrate higher rates of college enrollment and attainment.” (Catterall, Dumais, & Hampden-Thompson, 2012 ) In the study researchers found that, “Students who had arts-rich experiences in high school were more likely than students without those experiences to complete a calculus course. Also, students who took arts courses in high school achieved a slightly higher grade-point average (GPA) in math than did other students.” More so, “High school students who earned few or no arts credits were five times more likely not to have graduated than students who earned many arts credits.” (Catterall, Dumais, & Hampden-Thompson, 2012 )
Looking at long term results all the way through college, the previously mentioned study found that, “Students who had intensive arts experiences in high school were three times more likely than students who lacked those experiences to earn a bachelor’s degree. They also were more likely to earn “mostly A’s” in college.” (Catterall, Dumais, & Hampden-Thompson, 2012 ) The study even found interesting connections between arts engagement and literary activity such as reading books or newspapers more frequently than members of low SES with low or no arts involvement in their youth. Additionally, participants revealed a higher likelihood of being involved in politics than their counterparts within the study. Overall, it was found that when youth and young adults from at risk communities with low SES are involved in the arts, they are more likely to have higher academic performance, literary activity and higher civic engagement. (Catterall, Dumais, & Hampden-Thompson, 2012 ) This study moves the benefits of the arts far beyond the classroom and highlights incredible outcomes that could empower individuals to better contribute to society both short and long term.

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A previous Caterall study done all the way in 1999 shows how long research in Arts Education has been conducted to gain support and highlight its multitudinous value. This study, looking at results from a two-year exploration of interactions between the arts and student achievement, found positive outcomes in involvement in the arts and academic success, music and mathematics achievement, as well as in theater arts involvement and human development. For the first outcome, “Positive developments for students engaged in the arts are seen at each step in the research and comparative gains for arts-involved students became more pronounced over time. This includes students of low socio-economic status.” (Caterall, Chapleau, 1999) For the second key finding, “Students who report consistent high levels of involvement in instrumental music over the middle and high school years show significantly higher levels of mathematics proficiency by grade twelve. The differences in measured mathematics proficiency between students consistently involved versus not involved in instrumental music, grew significantly over time.” (Caterall, Chapleau, 1999) For the third main key finding it was determined that, “sustained student involvement in theatre arts (acting in plays and musicals, participating in drama clubs, and taking acting lessons) associates with a variety of developments for youth: gains in reading proficiency, gains in self-concept and motivation, and higher levels of empathy and tolerance for others. The analyses of theatre arts were undertaken for low socio- economic status students only.” (Caterall, Chapleau, 1999) This study notes that the benefits of arts education are not new; instead they are finally moving towards gaining the support and attention they deserve. (Caterall, Chapleau, 1999) The findings of these two reports involving Caterall, similarly show gains low SES students can obtain through arts involvement. These results highlight the arts as a powerful tool that could be used to close the achievement gap and produce confident, motivated, and well equipped high school graduates with the inspiration to

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contribute to the betterment of society. If arts are integrated in more educational settings, according to these findings, the outcomes could be astounding.
Two more studies from roughly twenty years ago align with Caterall’s longstanding research making a strong case for the importance of arts in education since the late 1990’s. Author Sherry DuPont conducted a study in 1992 looking at “the Effectiveness of Creative Drama as an Instructional Strategy to Enhance Reading Comprehension Skills of Fifth-Grade Remedial Readers.” (DuPont, 1992 ) She posed the question, “Does a program of creative drama integrated with children's literature contribute to the growth of reading comprehension skills of fifth-grade remedial reading students?” This study compared three groups of students in remedial reading classes. Group One and Two read the same stories using different methods to compare the effects. Group One, led by the researcher, integrated creative drama into lessons to support story comprehension for students. Group Two was led by the regular teachers and used “traditional” non-remedial reading methods including vocabulary exercises and discussions led by the teacher. Group Three served as the control group continuing with the previously used methods of the remedial program. Pre-test versus post-test assessments of reading comprehension along with weekly criterion references tests revealed that, "when children have been involved in the process of integrating creative drama with reading they are not only able to better comprehend what they've read and acted out, but they are also better able to comprehend what they have read but do not act out, such as the written scenarios they encounter on standardized tests." (DuPont, 1992 ) The fact that the students were introduced to a new instructor and a new teaching method may have been a confounding variable causing them to automatically be more intrigued and engaged. Even so, the students in Group One showed increased reading comprehension scores and it was observed that the connection between

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dramatic enactment and reading may have contributed to that increased comprehension. (DuPont, 1992 )
The other study conducted during this twenty year range was published by the National Endowment for the Arts in 1996. Researchers analyzed effects of arts education on participation in the arts. This study looked to answer the following questions: “(1) Do people become more actively involved in music, dance, writing, acting, and visual arts as a consequence of arts education? (2) How does arts education make a contribution (or reduce the differences) to arts participation among people of different socioeconomic status, gender, racial, and ethnic groups? (3) Do any of the answers to the above questions differ when distinguishing between arts education that is based in K-12 schools and that which is based in the private sector community outside of school? (4) Which is more important to increasing active participation-arts education or general education?” Findings revealed numerous factors that contribute to participation in the arts throughout a person’s lifetime including gender, exposure in youth and other factors. In comparing genders it was found that, “men and women are about equally likely to attend an (arts) performance.” (Bergonzi & Smith, 1996 ) It was also found that SES can contribute to involvement in arts activities that cost money such as exhibits and performances with cover charges. All results were compared to the arts education experiences participants had as a youth. Overall, the more education a youth received either in arts courses or community based arts activities, the more likely they were to participate in the arts throughout their lifetime. In relation to the research at hand, it is important to promote arts education or arts enrichment into standard course work in order to support arts participation for the future. (Bergonzi & Smith, 1996 )
Moving forward to more research conducted within the last ten years, a researcher in California looked at, “How the Arts Help Children to Create Healthy Social Scripts: Exploring

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the Perceptions of Elementary Teachers.” (Brouillette, 2010) This carries on the trend of connecting the need for arts education to benefits beyond the classroom. This study involved open-ended interviews with inner city elementary teachers, grades one through four, who were trained in an arts integration program working with artists in residence. These teachers collaborated with artists to integrate the arts into their daily lesson plans. Teachers reported positive social emotional outcomes for their students, improved interpersonal interactions and dialogue along with broader understanding for diverse perspectives in response to interactive drama activities. (Brouillette, 2010) Teachers also found increased communication skills and confidence in students learning English as a second language through use of the arts including drama. All embracing, students seemed to develop healthier social scripts such as how to express their personal needs and how to understand others’ perspectives. Dance activities highlighted improved respect for space and healthy feedback to others as well as an outlet for energy. In short, “the study suggests that arts instruction (particularly drama and dance) delivered through teaching artist workshops with classroom teachers is beneficial for first through fourth grade students’ social and emotional development and contributes to positive classroom culture.” (Brouillette, 2010)
The connection between the arts and social development is frequently found in arts education research. The National Endowment for the Arts (NEA) in alliance with the Arts Education Partnership produced a collection of numerous publications on learning in the arts and student academic and social development. In one study researchers Keinanen, Hetland and Winner focused on the ability to teach cognitive skills through dance. This research asked whether or not dance instruction can improve reading, and non verbal reasoning. These researchers used the meta-analytic technique to examine select authors whose research had,

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“quantified in the area of dance and cognition, used control groups, and were conducted on non- impaired populations.” (Keinanen, Hetland, & Winner, 2000) In Keinanen, Hetland and Winner’s analysis of studies related to reading outcomes, only a small correlation was found between dance instruction and increased reading ability. When looking at nonverbal reasoning effects, researchers found, “a much clearer positive correlation between dance experiences and nonverbal reasoning skills,” (Keinanen, Hetland, & Winner, 2000) producing support for the idea that dance can increase a student’s non verbal reasoning skills. For future studies these researchers suggest that evaluations be more rigorous and more adept to avoid expectancy effect from instructors and motivational factors of students as well as seeking larger sample sizes to receive more irrefutable results. (Keinanen, Hetland, & Winner, 2000)
Another study in this collection from the NEA and the Arts Education Partnership looked at the connection between dance and creative thinking skills in high school students, comparing effects of dance to non dance classes. Author Sandra Minton from the University of Northern Colorado, Greeley, CO posed the question, “Is there a relationship between dancing and creative thinking?” (Minton, 2000) This study included two hundred eighty six high school students with an average age of fifteen years old. Half of the students were placed in experimental dance classes five to eight hours per week while the other half took courses in business, English, health, interpersonal communications and psychology. The results were inconclusive, but there was enough evidence supporting that students in the dance classes showed increased creativity, which is supported though results from the difference between pre-test scores as well as results at the end of the dance program. (Minton, 2000) However, some confounding variables that future researchers should be aware of include the possibility that those enrolled in arts or dance courses may have higher creative levels to begin with. Also, differences in instruction and school culture

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may contribute to the effectiveness of dance courses to engage students and increase creativity levels. Results from one study highlighted the need for possible adjustments to arts education curriculum. The Journal of Education and the Arts released a study on, “Creative Arts Teaching and Practice: Critical Reflections of Primary School Teachers in Australia.” In this study, teachers of the creative arts elementary programs in Australia participated in in-depth interviews and focus groups. The study noted the varying perspectives of the instructors for the creative arts courses. Some referred to the curriculum as too broad and demanding, others expressed confidence in the subject matter but concern for time constraints in the school setting. (Alter, Hays, & O'Hara, 2009) With this in mind, the process of integrating arts into classrooms in America could face similar hurdles. To prevent or combat similar results, training teachers in America in effort to implement arts integration must incorporate the arts in a user friendly manner that enhances the learning experience rather than adding to the teachers’ course loads negatively. Integrating the arts cannot be effective if the teachers are not adequately prepared. As discussed in this study, a curriculum can only be successful when the people implementing it are confident and well equipped.
From another international perspective, researchers from in Anadolu University, in Tepebaşı Turkey, published a study on, “The Role of Visual Culture Studies on Primary School Students’ Interpretation of Visual World.” (TÜrkcana & Yasar, 2011). In this study, researchers aimed to find whether the visual culture studies can be carried out in visual arts courses in primary schools. If the two programs were integrated successfully, then students would reflect a more broad perspective of visual culture studies. Using the action research method with primary school student participants, this study found that using the arts to teach visual culture studies

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course content served as an effective tool to help the students interpret the visual world in new ways. It also contributed to enhancing their ability to communicate abstract ideas and emotions through art. (TÜrkcana & Yasar, 2011) These findings present the ability of the arts to spark innovative thinking beyond concrete standardized curriculum goals. The arts could expand educational outcomes to include abstract thinking and development of higher capacities to express emotion which can lead to better regulation of emotions.
The unique benefits of the arts found internationally can also be used to contribute to better understanding for students learning new languages. Researchers at Michigan State University address the stimulation needs of children in order to effectively engage them in the education process. A study, “Improving my Chinese Teaching Practice to Increase Student Engagement and Oral Production through Drama: TE808 Action Research Project” focuses on how the integration of drama activities in the researchers Chinese class would impact his sixteen second grade students. (Wang, 2011) This study used observational studies approach to complete this qualitative research. The study found that, after three weeks of research, students, ‟ enthusiasm to express in Chinese improved because of the inclusion of drama activities.” (Wang, 2011) These findings are extremely important for the field, because they show how an arts based curriculum can exponentially increase student engagement and thus students’ comprehension of the material. Ulas (2008) stated this well, “the more sensory organs a student uses while learning, the greater the retention of the lessons. Learning becomes easier and more permanent in educational environments where there is more than one stimulus. ” (p. 876).
Turning to art therapy, researchers from the American Art therapy Association highlight benefits the arts can offer in the form of therapeutic relief which could be an additional asset to students in the education system faced with adversity. Donna Kaiser, Patricia St. John and

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Barbara Ball interviewed educators in art therapy to identify areas of improvement needed to advance art therapy and art therapy education. Using in-depth interviews with educators attending the Annual Conference of the American Art Therapy Association, researchers found that qualitative research is more heavily emphasized in the field of art therapy and their programs are designed to train graduates to critically understand and publish useful research to advance the field of art therapy. (Kaiser, St. John, & Ball, 2006 )This study highlighted the internal workings of the education provided to young professionals and scholars hoping to advance the arts as a useful medical tool to improve one’s overall well being. This article brings up an important aspect of the arts education movement that cannot be overlooked. Aside from the importance of educating children and youth effectively, there must be attention given to how adults and researchers are educated in order to be adequately prepared to contribute to the movement.
Reverting focus back to the classroom, a 2011 study entitled, “Correlations among social- cognitive skills in adolescents involved in acting or arts classes.” measured correlations between the development of empathy, theory of mind and adaptive emotion regulation among students attending performing and visual arts high schools. (Goldstein, 2011) The findings showed that, “with acting training, students distinguished between empathy, theory of mind, and emotion regulation as separate abilities, while for the students with music or art training the three social- cognitive skills were more often confounded or equated to one another with little difference in distinction.” (Goldstein, 2011)
Similarly, a study done a year later by Goldstein looked at differences in outcomes of students in acting versus art or music classes. This study using congruent methods in a high school and elementary school found that “elementary students who studied acting increased in empathy but not theory of the mind while the high school acting students increased in both

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measures over the ten-month period. The visual art/music high school students also increased in empathy and theory of mind, but at a less significant rate.” (Goldstein, 2012) Researchers used “the Reading the Mind in the Eyes Test, the Strange Stories Test, and the Index of Empathy for Children.” (Goldstein, 2012) The answers from the pre- and post- tests as well as the videotaped sessions were analyzed by a group of researchers to determine results. (Goldstein, 2011)
A study published by the Journal of Educational Research applied arts education in a library looking at the effectiveness of creative dramatics and storytelling in libraries. Surprisingly, the outcomes show, “there was no statistical difference between the three groups in interest in books and reading.” However, “in one of the library branches that participated in the study, the storytelling group had a superior level of self-image compared with the creative dramatics and control groups.” Also, “overall, the storytelling program had a greater impact on creativity than the other two programs, and the creative dramatics program had greater impact on creativity than the control condition (regular library usage).” Aside from the lack of proof that attending story time or creative dramatics makes students more interested in reading, the study did provide some evidence that “storytelling may have more influence than creative dramatics on creativity, self- image, and empathy.” (Anthony, Emans, Ziegler, 1973) Connected to how the arts can impact self-image, a 2008 longitudinal study on, “Growth in motion: Supporting young women’s embodied identity and cognitive development through dance after school” found numerous benefits of learning through dance. This study using perspectives of 30 teenage women participating at two community-based dance studios in Oakland, CA, produced five outcomes highlighting these benefits: (1) A chance to develop a sense of control over their bodies, emotions, intellects, and interactions. Dancers cited examples of how this skill of control was applied to situations outside of dance class and how they felt more under control

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with life situations immediately after finishing dance class. The dancers described dance as a “safe place.”(2) An unusual capacity to take the long view of their development. The dancers described how they could view their own progress over many years. They cultivated a sense of self-awareness and patience. (3) An opportunity to participate in a supportive, communal learning environment. Dancers spoke of working together and helping each other succeed. They also spoke of the trust required in partnering work. (4) Multiple, multimodal entry points for learning dance skills and for expanding social, physical, and intellectual repertoires. Teachers often use verbal cues, metaphors, vocalizations, physical demonstration and at times touch to communicate how to dance. Students listen, mimic, ask questions, notice how the movement feels in their body, watch other students as well as the teacher, and have time for multiple trials. They are intimate witnesses of each other’s learning processes. (5) A constructive conception of “mistakes” that underscores how risk taking fosters learning and development. (Katz, 2008) In like manner, A 2001 case study supported by the Education and Urban Society analyzed how arts programs support positive identity for middle school girls over the course of two years. (Holloway, LeCompte, 2001) This study found that theater arts teaching strategies encouraged a “de-centering of knowledge and authority, allowing the girls to rely on one another as resources and co-create a learning environment that was based in problem solving.” The theater based lessons required the girls to develop an “artist toolkit” comprised of three key skills: “centering, open-mindedness, and self-expression.” (Holloway, LeCompte, 2001) According to the guidelines of this study, “centering included self-control, calmness, and focus. Open-mindedness allowed the girls to critically consider other perspectives and develop respect for those that differed from their own. Self-expression helped them “play” with alternative visions of themselves and envision new possibilities, including identifying as artists.” (Holloway,

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LeCompte, 2001) Holloway and LeCompte interviewed the girls finding that, “the girls reported the skills they developed in the theater arts class translated into their other academic classes as well, increasing their focus, confidence, and skill at relating to others. In honing these skills, the researchers found that the girls were able to create new images of themselves and their future.” (Holloway, LeCompte, 2001)
This next case addresses the dire need for violence prevention in America. The Journal of School Violence published a research article investigating outcomes of an interactive drama- based youth violence prevention program looking at “the aggressive and externalizing behaviors (actions directed towards others); pro-social behaviors, including cooperation, assertiveness, and self-control; and scholastic attention and engagement.” (Kisiel, Blaustein, Spinazzola, Schmidt, Sucker, Kolk, 2006) This study found that, “Participation in the Urban Improv program halted the progression of aggressive and violent behavior. Students who participated in the drama-based youth violence prevention program maintained baseline levels of aggressive and violent behavior while comparison students’ levels of these behaviors increased over time.” (Kisiel, Blaustein, Spinazzola, Schmidt, Sucker, Kolk, 2006) Participants in the youth program treatment group also “demonstrated an increase in levels of all pro-social behaviors, including cooperation, assertiveness, and self-control. Students in the control group evidenced decreased levels of these behaviors during the same timeframe.” (Kisiel, Blaustein, Spinazzola, Schmidt, Sucker, Kolk, 2006) Lastly, “Urban Improv participation resulted in decreases to behaviors that may inhibit high academic performance. Students in the Urban Improv program showed decreased levels of internalizing symptoms and hyperactivity from pre- to post-intervention while comparison students demonstrated an increase in these symptoms.” (Kisiel, Blaustein, Spinazzola, Schmidt, Sucker, Kolk, 2006)

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Next, the Child Adolescent Social Work Journal published, “Community-based arts program for youth in low-income communities: A multi-method evaluation” in 2006. This article highlights findings from a The three-year evaluation of the National Arts and Youth Demonstration Project in five sites throughout Canada that carried out a nine month theater visual arts and media arts program for youth. Findings show that the program, “positively affected students’ behavior and attitudes. Students improved their arts skills and social skills, and had fewer behavioral problems as a result of participating in the program.” According to the articles, “students in the program also had fewer emotional problems than students in a control group.” (Wright, Alaggia, Sheel, 2006) As a note for future programming this study received feedback though interviews with students and families indicating that, “students are more likely to participate in arts programs if the program actively recruits the students, is free, provides free transportation and snacks, and communicates with parents.” (Wright, Alaggia, Sheel, 2006)
Finally, a two-year study gathered data from 204 teachers in 19 states who completed a graduate program in arts integration through a survey, focus groups, interviews, and classroom observations. This data was collected to examine the relevance of arts integration in today’s educational climate. Reports from teachers concluded that “arts integration stimulates deep learning, creates increased student engagement, and cultivates students’ investment in learning.” (Bellisario, Donovan, 2012) Teachers reported observing the following outcomes for their students through use of arts integration in their classrooms: (1) Arts integration can lead to deep learning, increased student ownership, and engagement with academic content; (2) Arts integrations can provide a variety of strategies for accessing content and expressing understanding; (3) Arts integrations can create learning that is culturally responsive and relevant in students’ lives; (4) Arts integration can engage students in 21st century skills including

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creativity, innovation; and imagination; and (5) Arts integrations can develop empathy, awareness of multiple perspectives and cultural sensitivity to others. (Bellisario, Donovan, 2012)
In conclusion, this research has presented numerous benefits to individual development in areas of academic comprehension, which is often related to increased engagement levels in arts integrated activities. This research has also presented multiple cases highlighting positive relationships between engagement in the arts and self esteem. After reviewing the literature, there is strong support for the arts as a powerful tool to benefit individuals, classrooms, communities, and ultimately society as a whole. From violence prevention to producing creative, confident innovators with higher civic engagement, it can be said that the arts are essential for the betterment of individuals and society. The arts are agents of change that can transform the children of tomorrow.

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Appendix:
Insight from Professionals
in the Field of Arts Education:
Terry Liu
Arts Education Specialist | Arts Education Division
National Endowment for the Arts
Interviewed by Erika Carroll 11/20/14
Q1: What trends have you noticed in the last five years in the field of Arts Education?
Terry notes major change in the strengthening of the network of Arts Education outside of school which is often referred to as Creative Youth Development.
Q2: What do you propose as the next step to advancing the Arts Education Movement?
Terry suggests finding common goals amongst the diverse approaches and intents of the Arts Education and Arts Integration movement. This includes combining goals of in versus out of school and across the artistic disciplines.
Terry also highlighted the importance of looking at each individual context of arts education and appreciating its value rather than making generalizations about all arts education. He states, “Don’t belittle art that is not formal.” He emphasizes that not all arts education needs to be in a formal settings and that not all arts education is aiming to produce artists. Some approaches are simply aiming to build creativity or build self esteem though the arts.
Terry also notes that the next steps need to work to reduce competition for time and resources by joining forces.
Lastly, Terry mentions the need to common data collection to make a stronger case for the impact of Arts Education and Arts Integration
Q3: What do you predict for the next 5 years in the field of Arts Education?
Terry predicts that arts integrations will continuously become more significant leading to more schools wanting to adapt this approach to education.
He also feels that creative youth development outside of school time will strengthen the value of arts integrations

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With the help of the National Guild, the National Endowment for the Arts and the President’s Committee on the Arts and Humanities more value will be placed on the arts beyond the field.
There will also be an increase of valuing learning beyond standards. For example; the arts build creativity, innovation, and individual’s ability to express emotions which are valuable traits that carry over into other aspects of life.
Q4: What would you suggest researchers focus on to gain support for the importance of Arts Education?
Terry notes that researchers need to measure beyond skills and focus concepts like creativity, expression, emotions, and benefits the arts have that can help students in ways that other subjects don’t.
Terry explains that the arts offer kids a healthy outlet to channel and express emotions. This is especially true for teens that are looking for a safe outlet for expression that will allow creative freedom even if the message upsets authorities. This is important for teenage years when youth often start to test authorities. If not given a safe space to do so, the outcomes can be extremely negative.
Q5: Can you offer a personal account with arts education that stands out to you? If so, can you explain the impact that experience had on your self esteem, self concept, or comprehension?
When Terry was in school in second grade he wrote a poem and received a great acknowledgement which built his belief in him-self to be able to successfully express him-self through words. This acknowledgement had a huge impact on his self esteem.
In third grade Terry’s piano teacher passed away causing him to avoid playing the piano and could have led to him not playing any instrument. However, Terry’s 3rd grade music teacher in school suggested he try the violin which introduced Terry to strings. This act led to a life changing experience for Terry. He states, “The violin changed my life.”
Terry concluded that when adults acknowledge young talent it can hugely impact the child and what they see themselves as being capable of.
Teachers change the vision of what a child sees their self being able to do. This act of acknowledgment can open up worlds when a teacher or adult recognizes something in a child and makes them aware of it.
One last note Terry mentioned was that for him, arts were his strong suit and not so much other subjects. Art made him feel like he was good at something. However, Terry noted that he doesn’t think art is the answer for every kid.

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Denise Grail Brandenburg
Arts Education Specialist | Literature & Arts Education Division
National Endowment for the Arts
Interviewed by Erika Carroll 11/25/14
Q1: What trends have you noticed in the last five years in the field of Arts Education?
From national funder perspective Denise share, “I see the distinction between arts in schools and arts out of schools blurring” She goes on to explain that outside organizations are providing arts instruction in schools and arts instructors in schools are partnering outside of schools. Denise views this phenomenon of in and out of school professionals all working together as a positive trend in the field. Collaboration can lead to greater outcomes.
Denise also notes that assessment of student learning is becoming more rigorous. Professionals and researchers in the field are desperate to find best ways to assess arts education. They struggle with it, because to get good information on whether kids are really learning, they need to be able to have quantitative and qualitative data on learning to show funders and inform instruction.
However, Denise feel there is less reluctance to assess and more willingness to assess in order to evaluate effectiveness of the program and arts education, which is a good thing, in her opinion.
Q2: What do you propose as the next step to advancing the Arts Education Movement?
Denise states that the next step is to, “continue in an effort to collect data about (1) student learning in the arts and (2) social impact of arts education programs.”
She feels, “If measuring student learning in actual art is elusive, imagine how vague it is to measure self esteem, etc – yet it is so important”
Her advice to organizations is if you say you have social impact, start measuring it somehow in order to compete with other programs.
Denise highlights the issues of low income neighborhood facing high crime and points out a need to show how the arts can impact youth in these adverse environments. For example; Image an organization is serving youth who are scared to leave their homes and are statistically at risk for turning to drugs or violence based on the influence of their environments. Say this organization gets these youth to participate in a positive arts program. How can that organization measure if the arts are really impacting those youth, and if so, how?
Denise poses an interesting question, “if you could prove social impact and learning

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creativity – how do you measure confidence? I think it is worth measuring.”
Q3: What do you predict for the next 5 years in the field of Arts Education?
Denise predicts that the line between in schools programs teaching art standards and out of school programs that tend to focus on be social impact will continue to blur, but both will need to measure social impact to prove the value of it.
She also predicts that collective impact is going to gain momentum. The arts education field is going to have to think outside of its own box, get unwrapped and partner genuinely and authentically with health and human service organizations, school districts, and with vocational education to try to lift kids up in this country. Arts Education organizations will have to leverage partnerships with non arts organizations that are also worried about kids such as organizations who sponsor programs for hungry kids, teen moms, drop outs, rehab centers, detention centers, and more. Denise states, “We have to be part of a larger solution.”
Q4: What would you suggest researchers focus on to gain support for the importance of Arts Education?
Denise suggests collecting data sets in neighborhoods. She poses the need to start recording information about access to arts education in order to expose where it is and where it is not and is needed. She states, “We need to collect information that shows where arts education is alive and well and where there is a huge lack of access and where services need to be funneled.”If this could be done at state wide or school district level it would have a major impact and could gain support by revealing the differences of where it is not and showing off the positive outcomes of where it is. Denise feels data about access to arts education is very important moving forward.
Q5: Can you offer a personal account with arts education that stands out to you? If so, can you explain the impact that experience had on your self esteem, self concept, or comprehension?
Denis explains that her experience with arts education is the reason she became a music teacher for several years. She shares, “My middle school choir director was the first arts education teacher I had that seems enthused about what she was doing. She not only developed our voices but would give solos out and made kids audition like grownups for solo parts.” Denise shred how impressive it was that her teachers had kids doing real music and repertoire . She held a high standard artistically and it actually encouraged Denise to try out for solos. “It built my self esteem,” Denise states, “I will never forget the first solo I got. I was ghost of Christmas yet to come.” She explains how this opportunity taught her how it is to be on stage and that it is ok to be nervous.
This statement ties in well with the emotion regular and emotion expression benefits of engagement in the arts.
Denise also shares the impact this experience had on her self-concept. “No one ever told me I was a good singer before she (her choir director) came along and I

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probably always was a good singer but no one told me until her.”
This connect back to Terry’s point in the previous interview that acknowledgement of young talent can make a world of difference in a child’s life.
Denise shares that after her first performance her parents were chocked at the sound coming ut of their little daughter, “My parents had no idea I could sing like that.” After that performance Denise developed a new aspect to her identity, “I am a singer, a musician, a performer; I am somebody who is capable of something other than just sitting at my desk and getting good grades.”
Sharon Davis, Education/Community Engagement Director Rockford Area Arts Council Interviewed by Erika Carroll 11/24/14
Q1: What trends have you noticed in the last five years in the field of Arts Education?
Sharon notes and increase in research from people outside of the arts field. “More social scientists and people who are not artists themselves are stating through longitudinal studies that track people over twenty plus years.” Sharon continues, “People that are not necessarily “the choir” are supporting what artists have known for years from their own experiences.” Now there is more justification and there is more solid evidence proving the importance and benefits of arts education which is making it a little easier to advocate for the arts.
Sharon also notes that in present day she doesn’t hear so much talk about the arts being unnecessary or arts classes being referred to as fluff courses. Even with new common core which is demanding deeper level of understanding, the arts are making a solid case for how use of the arts in education can naturally produce deeper level understanding, creative thinking, and more.
When done in a more professional way, or when art is taken as a serious core subject, it requires deeper understanding and reflection and project based learning. These are areas schools want to focus on; they just need to realize that the arts are the way to meeting those goals.
Sharon sees a trend of people learning to see this deeper understanding and benefits of project based learning as valuable, and she notes the arts have been doing this for years.

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According to Sharon’s perspective, “It is a really good time for arts education in this country.”
Q2: What do you propose as the next step to advancing the Arts Education Movement?
“I think continuing to find meaningful and authentic ways to document what the results of students who are learning and in serious arts academic study,” replies Sharon.
She continues, “We need to find ways to assess and document that make sense to the work itself, not just pre and post tests.” She explains that evaluation is actually helpful to the student to figure out what it is that is working, what needs deeper thought and what needs to be changed to convey the message they are trying to convey.
Sharon is adamant that there need to be continual effort to figure out a way to capture the results and the depth of what can happen when you are learning through artistic expression. “We do it, but how do we do it, and how can we figure out a way to report or measure that in a way what will make sense across artistic disciplines?”
Sharon’s last proposition is to continue to make a stronger case for why arts are essential.
Q3: What do you predict for the next 5 years in the field of Arts Education?
Sharon responds, “I think there’s going to be more using the arts in the core curriculum standards.” She hopes that the arts are going to be seen as absolutely essential to everyone’s curriculum so all students will have those opportunities. She views the arts as the perfect tool to help bridge the achievement gap. Sharon states that research has shown that students with long term good arts education in lower income homes closes the gap between white upper middle class and students of color and low income.
Sharon states, “I really hope that people start wanting to get serious about closing that gap”
Q4: What would you suggest researchers focus on to gain support for the importance of Arts Education?
Sharon suggests using longitudinal studies to show graduation rates, going to college, staying in college, involvement in the community, volunteering, voting, etc. She especially highlights a need to look at low income students.
Sharon expressed a need to revamp teacher training education. She also asserts that the “arts people” have got to take themselves seriously and do quality arts education.
More so, there is a need to develop a way of assessing that makes sense for the arts.
She also explains an interesting aspect of art being that art work is never finished and artists almost always see room for improvement in their work. From this perspective it is important to convey to students that they should continually try to improve their work and not settle.
Sharon states, “ The value of art for society is to never feel satisfied with where we are but always try to continually get better,”

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Q5: Can you offer a personal account with arts education that stands out to you? If so, can you explain the impact that experience had on your self esteem, self concept, or comprehension?
Sharon shares, “I didn’t think of it as arts integration at the time but in 6th grade I was the youngest in a reading group and was a little intimidated. I still remember one activity where we had to create a trial in which we were defending this dog that got shot and killed because a witness thought the dog was hurting someone when the dog was actually trying to help. The teacher set up this trial and I remember having to plan this out like a drama and come up with ideas while being the youngest one in the group. I really got into it and came up with a defense and everyone was like, “Whoa that’s so good!” My teammates’ reactions really increased my confidence and I didn’t feel as awkward about being in the group.”
In this situation the arts challenged Sharon to get outside of her comfort zone, taught her to work collaboratively and boosted her self esteem and self efficacy showing her that she was capable of doing something worthwhile, even though she was nervous about it at first.

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Ulas, A. (2008) Effects of Creative, Educational Drama Activities on Developing Oral Skills in Primary School Children. American Journal of Applied Sciences, 5(7), 876-880. Retrieved November 1, 2014, from http://thescipub.com/PDF/ajassp.2008.876.880.pdf Wang, Y. (2011). Improving my Chinese Teaching Practice to Increase Student Engagement and Oral Production through Drama: TE808 Action Research Project. Retrieved November 5, 2014, from EBSCOhost Wright, R., John, L., Alaggia, R., & Sheel, J. (2006) Community-based arts program for youth in low-income communities: A multi-method evaluation. Child and Adolescent Social Work Journal, 23, 635-652.