The Arts and Education:

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The Arts and Education

• Start with the Arts
• The HeART of it all
• John R. Crawford, Ed.D.

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October is National Arts and Humanities Month
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Sponsored by Americans for the Arts
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Why Are the Arts Important?

• (Compiled from the National Art Education
  Association and Americans for the Arts)

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• The arts provide opportunities for
  self-expression
• Connecting the inner world of imagination with
  the outer world of concrete reality

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• The caption reads
• Today were going to explore in paint how we
  feel when were picked up late from preschool.
• (The New Yorker)

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• The arts develop independence and collaboration
• One learns ownership of the work
• One learns to work in groups teams ensembles

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• The arts teach students to make good judgments
  about qualitative relationships
• There is not just one correct answer
• Answers and rules dont prevail
• The arts connect motivation, learning, assessment
  and practical application which leads to deep
  understanding

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• The arts teach students that problems can have
  more than one solution
• Questions can have more than one answer

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The arts celebrate multiple perspectives

• There are many ways to see and interpret the
  world
• The caption reads
• Well, for that matter, what is the meaning of
  you?

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• The arts teach complex forms of problem solving
• Purposes can change with circumstance and
  opportunity
• One must be willing and able to yield to
  unanticipated possibilities as work unfolds
• The arts develop higher order thinking skills
  including analysis, synthesis, evaluation and
  problem-finding as well as solving

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The arts provide an opportunity to experience
processes from beginning to end
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• The arts provide ways of knowing that are as
  important as letters and numbers
• Neither words nor numbers exhaust what we can
  know
• The limits of our language do not define the
  limits of our cognition
• Difficult abstractions can sometimes be
  understood better through arts experiences

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• The arts teach subtlety and nuance the fact that
  small differences can have large effects
• The arts provide immediate feedback and
  opportunities for reflection

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• The arts teach students to think through and
  within a material, medium or mode of expression
• The arts merge the learning of process and
  product of theory and practice

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• The arts help students learn to say what cannot
  be said
• The arts are languages that all people speak
  that cut across racial, cultural, social,
  educational, and economic barriers and enhance
  cultural appreciation and awareness

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• Arts education makes a tremendous impact on the
  developmental growth of every child and has been
  proven to help level the learning field across
  socio-economic boundaries
• (Source Involvement in the Arts and Success in
  Secondary School, James S. Catterall, The UCLA
  Imagination Project, Graduate School of Education
  Information Studies, UCLA, Americans for the
  Arts Monograph, January 1998)

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• The arts enable us to have experiences we can
  have from no other source
• As a result, we discover the range and variety of
  what we are capable of feeling and thinking
• The arts integrate mind, body and spirit

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• Arts education improves academic achievement,
  enhances test scores, attitudes, social skills,
  critical and creative thinking. The arts provide
  the means for every student to learn

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• Arts education has a measurable impact on at-risk
  youth in deterring delinquent behavior and
  truancy problems
• Arts education increases overall academic
  performance among those youth engaged in after
  school and summer arts programs targeted toward
  delinquency prevention
• (Source YouthARTS Development Project, 1996,
  U.S. Department of Justice, National Endowment
  for the Arts, and Americans for the Arts)

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Arts Education

• Builds a school climate of high expectation,
  discipline, and academic rigor that attracts
  businesses relocating to the community

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Arts Education

• Strengthens critical thinking skills and overall
  academic achievement
• Helps students develop a sense of ownership,
  quality task performance, and goal-setting
• Provides another opportunity for parental,
  community, and business involvement with schools,
  including arts and humanities organizations
• Helps students develop a positive work ethic and
  pride in a job well done

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Arts Education

• Develops skills needed by the 21st century
  workforce
• Critical thinking
• Creative problem solving
• Effective communication
• Teamwork (ensemble work!)

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Positive signs of support for the arts in
education

• (Source Critical Evidence How the Arts Benefit
  Student Achievement, the National Assembly of
  State Arts Agencies, 2006)

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The good news is

• The American public believes the arts are vital
  to a well-rounded education
• More than half rate the importance of arts
  education as a ten on a scale of one to ten

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• 49 states have established content and/or
  performance standards that outline what students
  should know and be able to do in one or more art
  forms
• 43 states (including Ohio) require schools or
  districts to provide arts instruction

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Federal No Child Left Behind Act

• In the NCLB Act, the arts share equal billing
  with reading, math, science, and other
  disciplines as core academic subjects, which
  can contribute to improved student learning
  outcomes.

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• Improved student performance and
• positive changes in the school
• environment are documented by schools
• that integrate the arts into the curriculum

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But the bad news is

• Study of the arts is quietly disappearing from
  our schools
• Opportunities for students to participate in
  high-quality arts instruction and activities are
  diminishing
• Due to shifting priorities and budget cuts
• Poor, inner-city and rural schools suffer
  disproportionately
• Low income families are less involved

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Why is the arts budget always the first thing to
be cut, when you know damn well its the only
thing that separates us from the monkeys?
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Students who participate in the arts for a least
one full year are

• 4 times more likely to be recognized for academic
  achievement
• 3 times more likely to be elected to class office
  within their schools
• 4 times more likely to participate in a math and
  science fair
• 3 times more likely to win an award for school
  attendance
• 4 times more likely to win an award for writing
  an essay or poem

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Young artists, as compared with their peers, are
likely to

• Attend music, art and dance classes nearly 3
  times as frequently
• Participate in youth groups nearly 4 times as
  frequently
• Read for pleasure nearly twice as often
• Perform community service more than 4 times as
  often
• (Source Carnegie Foundation for the Advancement
  of Teaching, 1998)

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The value and importance of CREATIVITY
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Ohios commitment to the STEM disciplines

• Preparing more students for professions in
• Science
• Technology
• Engineering
• Mathematics
• ( and also Medicine)

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• Ohios 2007 budget includes over 200 million for
  STEM-related education initiatives
• STEM school grants are administered by the Ohio
  Partnership for Continued Learning (PCL)
• The focus of PCL is to produce the talent base
  needed for the 21st century economy

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Shaun Yoder, executive director of Ohio Business
Alliance for Education and the Economy

• Business leaders talk about the need for STEM
  professionals with creative, innovative,
  collaborative skills
• Here is a critical role for the arts
• Creative, innovative, inventive thinking in the
  STEM disciplines and in the arts work in much the
  same way.

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• Engineers at NASA Glenn Research Center in
  Cleveland collaborated with the DanceEvert
  company at the Ingenuity Art and Technology
  Festival in Cleveland

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Dayton Regional STEM School

• DRSS one of first to receive the state grant
• DRSS students required to complete at least a
  year of music and a year of visual arts
• DRSS Curriculum Committee (8 members) will
  include a humanities or arts educator

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Gregory Bernhardt, Dean of Wright States College
of Education and DRSS consortia leader

• Whatever path students end up choosing, we want
  to make sure that they will be ready to
  participate fully in the human conversation.

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Ohios Committee for the Arts and Innovative
Thinking (CAIT)

• A statewide advisory group formed in 2007
• 38 members
• Promote arts in Ohio schools by
• Recommending strategic action
• Communications
• Policies
• Strengthening collaboration among Arts and STEM
  teachers

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• Sir Ken Robinson, speaker at the Promoting
  Creativity Conference, September, 2006
• Although the STEM disciplines will continue to be
  vital, artistry and creative thinking are
  becoming the new economic imperatives
• Artists are among the new knowledge workers

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Todays school experience runs counter to
creative development

• Robinson cited longitudinal study
• Group of preschoolers tested for divergent
  thinking 98 were found to be at the genius
  level
• Same group was tested every few years and that
  dropped significantly
• By age 25, only 2 of the group had maintained
  their original genius in divergent thinking

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• According to the 2000 U.S. Census
• Creative industries are the fastest growing
  segment of the economy
• Approximately 30 of the workforce
• 4.8 million FTE jobs in non-profit arts and in
  industries focused on creative ideas, designs and
  solutions

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• Creative industries provide creative content for
• Films
• Music
• Books
• Video games
• Software
• Web sites
• Product design

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Daniel Pink, A Whole New Mind Why
Right-Brainers Will Rule the Future

• High tech is no longer enough
• Workers in the new millenium must be able to
• create artistry
• detect patterns and opportunities
• craft narratives
• combine seemingly unrelated ideas into new
  inventions

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In addition to left-brained reasoning skills

• Six aptitudes directed by the right brain
• Not just function, but also DESIGN
• Not just argument, but also STORY
• Not just focus, but also SYMPHONY
• Not just logic, but also EMPATHY
• Not just seriousness, but also PLAY
• Not just accumulation, but also MEANING

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• Developing economies, such as those in China,
  India and Singapore envy the United States for
  cultivating creative thinkers
• Development of creativity and innovation is
  essential since other countries are also
  producing STEM professionals

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Research in Arts and Achievement

• The arts are core academic subjects, according to
  the U.S. Department of Education
• However, we spend a great deal of time justifying
  our involvement in the arts

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Quantitative evidence that arts learning and
achievement in other academic areas are linked

• Hamilton, OH schools implementing arts
  integration programs achieved higher passage
  rates on the Ohio Proficiency Tests in reading
  and math

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National Educational Longitudinal Survey

• Data on more than 25,000 students show better
  grades and higher standardized test scores among
  those who participated in arts-related classes
  and activities

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Data from the College Board

• Students with more years of arts courses tend to
  have higher verbal and mathematics scores on the
  SAT
• (Source The College Board, 2005 College Bound
  Seniors Total Group Profile Report, 2005)

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Newton D. Baker School of ArtsCleveland
Municipal School District

• A K-8 school recently honored by the U.S. Dept.
  of Education as one of 16 No Child Left Behind
  Blue Ribbon Schools.
• Arts-integrated curriculum dance, music, drama,
  visual art
• Passage rate in reading exceeds state average

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Miller South School for the Visual and Performing
Arts

• The school received the prestigious "Star Award"
  from the International Network of Visual and
  Performing Art Schools and a "Creative Ticket"
  award from the Ohio Arts Alliance. The school
  also received a "Best Practices" award.
• Miller South's test scores range from 86-100
  consistently the highest in Akron and comparable
  to surrounding school districts.
• Its Performance Index consistently exceeds the
  statewide goal.

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Advocacy

• Connecting arts learning to public value

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• Speaking about what the research says about the
  importance of arts learning to all students
  including its long-term benefits in preparing
  students for 21st century careers

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To be a strong advocate

• Constant awareness document success
• Collect data create portfolios photograph or
  videotape
• Display/disseminate results
• Outreach
• Tell your stories
• Media releases
• Letters to the editor or op-ed pieces