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Title: The Importance of Arts to Education


1
Welcome
  • The Importance of Arts to Education

2
This is what we all have heard
  • A growing body of research points to the
    important role of the arts in improving students
    achievement and preparing them for an economy
    that demands creative solutions to challenging
    problems.
  • There is also evidence that the arts in education
    can increase students engagement in learning as
    well as their social and civic development.
  • Education Commission of the States 2009

3
by experts everywhere.
By School Reformers and Education Leaders Phillip
Schlechty / author Inventing Better
Schools Arkansas Governor Mike Huckabee CHRM
/ Ed. Commission of the States Nick Rabkin
/author Putting the arts in the picture
Reframing education in the 21st century Bob Wise
Former Governor of W. Virginia / President -
Alliance for Excellent Education Roy Romer
Former Governor of Colorado / CHRM Strong
American Schools Dan Domenech Exec. Dir. /
American Association of School Administrators
Local/National Superintendents, Principals,
Others Among 14 Key Leaders advising President
Obama / Feb 2009 HOPE Summit By Contemporary
Experts on Humanity and Creativity Thomas
Friedman / author The World is Flat Daniel Pink
/ author A Whole New Mind Sir Ken Robinson /
author How Finding Your Passion Changes
Everything
4
Why do they say the arts are so important to
student success?What is the data behind this
story?
5
In a zillion reports, briefs, documents, and
research articles we do know that the bottom line
is this
Students engaged in the arts out-perform
students who are not.
Period.
6
There are multiple benefits to youth who are
engaged with the arts
- Improves cognitive skills involved in reading,
language development and mathematics including
the development of problem solving, critical, and
creative thinking skills - Increases student
attendance and engagement - Motivates students
to learn - Reaches, and increases the
performance of, students who often struggle in
school, including disadvantaged students, English
language learners, and students with
disabilities - Promotes students
self-confidence and fosters better relationships
among students and teachers Ed. Commission of
the States/ Policy Issue Site in Arts in
Education - 2009
7
Lets look at the research.(We have a copy for
you to take!)We wont read the fine print, but
you will understand the depth and breadth of
proof!
8
Research behind academic success
Eighth and tenth grade students who were highly
involved in the arts performed better on a
variety of academic measures than students who
were minimally involved in the arts. High arts
students earned better grades, performed better
on standardized tests, performed more community
service, reported less boredom in school, had a
more positive self-concept, and were less likely
to drop out of school. This association was true
for students from both high and low SES
(socio-economic status) groups. SOURCE
Catterall, J. S. (1998). Involvement in the arts
and success in secondary school. Americans for


the Arts Monographs, 1(9). When
artistically talented, academically at-risk
students were involved in three years of arts
training, learned in arts-integrated classrooms,
and participated in an additional program that
used the arts to support academic classes, they
made greater gains in reading than did a control
group. SOURCE Baum, S. M., Owen, S. V. Using
Art Processes to Enhance Academic Self-Regulation
(paper presented at ArtsConnection National
Symposium on Learning and the Arts New
Strategies for Promoting Student Success, New
York, February 22, 1997). In Critical Links
Learning in the Arts and Student Academic and
Social Development, R. J. Deasy (Ed.), pp. 64-65.
Washington, DC Arts Education
Partnership. Recent studies demonstrate how
involvement with the arts provides unparalleled
opportunity for learning, enabling young people
to reach for and attain higher levels of
achievement. Additionally it provides evidences
of why the arts should be more widely recognized
for current and potential improvement of American
education. SOURCE Champions of Change The
Impact of Arts on Learning, (1999). Arts
Education Partnership President's Committee on
Arts Humanities. http//aep-arts.org
9
Research behind academic success
Students of the arts continue to outperform
their non-arts peers on the SAT, according to
reports by the College Entrance Examination
Board. In 2005, SAT takers with
coursework/experience in music performance scored
56 points higher on the verbal portion of the
test and 39 points higher on the math portion
than students with no coursework/experience in
the arts. Scores for those with coursework in
music appreciation were 60 points higher on the
verbal and 39 points higher on the math portion.
Students studying acting/play production scored
65 points higher on the verbal portion and 34
points higher on the math portion. Scores for
those with coursework in drama appreciation were
52 points higher on the verbal and 22 points
higher on the math portion. Students studying
dance scored 25 points higher on the verbal
portion. Scores for students of art appreciation
were 40 points higher on the verbal and 21 points
higher on math while studio art students scored
49 points higher on verbal and 33 points higher
on math. (For scores from 2001-2005, see
http//www.menc.org/information/advocate/sat.html)
. SOURCE Profile of College-Bound Seniors
National Report for 2001, 2002, 2004, and 2005.
Princeton, NJ The College Board. Colorado
Schools that offer more arts education have
higher academic achievement and lower drop out
rates. A significant conclusion taken form the
recent (2008) first of its kind study conducted
by the Colorado Department of Education and the
Colorado Council on the Arts shedding new light
on what our public schools are doing well and
where we must improve. SOURCE 2008 Study of
Arts Education in Colorado Public Schools The
Arts, Creative Learning and Student
Achievement
10
Research behind academic success
Many studies of music in the school curriculum
focus on potential improvements in scholastic
subjects, neglecting other important aspects of
personal and social development. Roberta Konrad
of UCLA found both types of benefits in the same
classroom setting. Seventh and eighth grade
students in Los Angeles were involved in a social
studies curriculum involving music and other
arts. Compared to control classes with standard
curricula, the researcher found higher
achievement grades in history, and significant
increases in positive social behaviors (including
helping and sharing, increases in empathy for
others, and beneficial attitudes including
reduced prejudice and racism). Teachers also
found that students were less aggressive,
suggesting that integrating music into 7th and
8th grade social studies may enhance subject
performance and social behaviors and
attitudes. SOURCE Konrad, R. R. (2000).
Empathy, Arts and Social Studies (dissertation).
11
Research behind cognitive and creative thinking
skill development

Students in "arts rich" schools scored higher in
creativity-imagination, expression, cooperative
learning, risk-taking, and measures of academic
self-concept than students in "arts poor"
schools. Teachers and principals in schools with
strong arts programs reported that the presence
of the arts led teachers to be more innovative,
to have increased awareness of students'
abilities, and to enjoy work more. SOURCE
Burton, J. M., Horowitz, R., Abeles, H. (2000).
Learning in and through the arts The question
of transfer. Studies in Arts Education, 41(3),
228-275. Students who participated in arts
programs in selected elementary and middle
schools in New York City showed significant
increases in self-esteem and thinking
skills. SOURCE National Arts Education Research
Center, New York University, 1990 An Auburn
University researcher found significant increases
in overall self-concept of at-risk children
participating in an arts program that included
music, movement, dramatics and art. SOURCE
Barry, N. H. (1992). Project ARISE Meeting the
needs of disadvantaged students through the
arts. Auburn, LA Auburn University.
12
Our own first-hand research supports the power of
the arts in student success result of training
school teams to make the arts a priority (13
school systems in GA)
-In one system, we see a strong indicator that
arts focused learning environments excel as 66
of the top performing schools demonstrating
highest achievement have also participated in
ArtsNOW training for school teams since Feb 2006.
SOURCE Highest performing Schools on Georgia
Criterion-Referenced Competency Tests (CRCTs) or
the Georgia HS Graduation Test (GHSGT) -During
the 2006-07 school year, schools implementing
ArtsNOW strategies had lower absenteeism rates
and fewer discipline referrals than schools not
implementing ArtsNOW strategies. In one instance,
school-wide attendance directly tracked with
ArtsNOW days meaning that the school
experienced lower absenteeism on the days that
ArtsNOW was being implemented even when the day
shifted. AND this school also met AYP during the
year of implementation whereas they had not the
year prior.
13
- One school claimed that ArtsNOW was the
reason for an increase in their 5th grade writing
scores. Upon reviewing the scores, in the Spring
of 2007, 16 did not meet standard (vs. 30 at
the state level) while 84 met or exceeded
standard (vs. 70 at the state level). In the
Spring of 2008, after teacher training in ArtsNOW
strategies, only 10 did not meet standard (vs.
23 at the state level), while 90 met or
exceeded standard (vs. 77 at the state level).
- Seen as a vehicle for school-wide
transformation, some schools are including
ArtsNOW as a part of their School Improvement
Plans. Just this fiscal year, we have trained 50
school teams (July 08, Sept. 08, Oct. 08 and
Feb. 09). 8 of these now have a school-wide
focus using ArtsNOW strategies (either in their
school improvement plan or their charter). This
is 18 of the schools trained this year.
14
We know from master teachers that using the
arts to teach works best!
Welcome Leanne Maule/ 2009 Georgia Teacher of the
Year The Art and Science of Engagement My
Story A 15 minute presentation including her
own experience with student success in the
classroom!
15
THE ART AND SCIENCE
OF
ENGAGING WORK IN THE 21ST CENTURY
16
  • Agree () OR Disagree (-)
  • When the body is still, the brain learns at its
    highest capacity.
  • We learn both linguistically (i.e., through
    language) and
  • nonlinguistically (i.e., through artistic
    expressions, charts,
  • maps, etc.)
  • The brain is naturally wired to learn best
    through lectures.
  • 4. The arts have many outlets for illustrations
    of learned content
  • that produce critical thinkers and problem
    solvers.

17
Agree () OR Disagree (-) 1. (-) The brain MUST
HAVE bodily movement in order to learn at
its highest capacity. SOURCE Conyers
Wilson (2005). 60 Strategies for Boosting Test
Scores, BrainSMART, Inc. 2. () We DO learn
both linguistically (i.e., through language) AND
nonlinguistically (i.e., through artistic
expressions, charts, maps, etc.)
SOURCE Marzano, R., Pickering, D., Pollock,
J. (2001) Classroom instruction that works
Research Based strategies for increasing
achievement. Alexandria, Virginia Association
for Supervision and Curriculum Development. 3.
(-) The brain has FIVE natural learning systems
that require simultaneous use for
optimal learning physical movement,
social interaction, emotional safety, cognitive
action, and reflection opportunities.
LECTURES ARE LEAST EFFECTIVE! SOURCE Given
(2002). Teaching to the Brains Natural Learning
Systems.
18
  • Agree () OR Disagree (-)
  • 4. () All students need to experience engagement
  • and arts integration at all levels.
  • Dr. Philip Schlechty, president and CEO of The
    Center for Leadership and School Reform, says
    that business leaders want the kind of worker
    that teachers want
  • creative-minded
  • problem-solvers in non-school contexts
  • critical thinkers
  • productive workers in group settings

19
Qualities of Engaging Work
20
Engaging work is CHALLENGING!
  • Pen Pal Programs
  • The Donald Trump Theme Park Project
  • Dateline NBC Investigates the Murder of Hamlet
  • Hard Times Café (The Great Depression)
  • Childrens Book Based on Beowulf
  • Victorian Tea Research Project
  • Beatnik Poetry Performance
  • Code of Chivalry Project

21
Engaging work uses Authentic Audiences to
showcase student work!
Public Galleries Marta Community
shops Hospitals/Medical Facilities Younger
students Libraries Art Fairs
22
Engaging work encompasses the WHOLE
brain!sociallyphysicallyemotionallyreflective
lycognitivelyGiven (2002). Teaching to the
Brains Natural Learning Systems.
Photo by Rachel Spangler, Cartersville High
School, 9th grade
23
Teachers are best when they work as if they are
an artist!
  • 1. Excellent teachers use imagination and skill
    to create works of aesthetic value (i.e., final
    performance task products that are student-made).
  • 2. They are masters of creativity or should be!
  • 3. They use expert skill to DESIGN an engaging
    curriculum in a standards-based classroom.
  • 4. They help kids complete their self-portrait
    in life, by providing creative risk experiences
    that lead to self-discovery and skill-analysis.

24
Without our artistic curriculum designs, kids
would have no outlets for expression and
self-discovery. This ultimately defines who
they are and leads to the BEST source of
self-esteem achievement.
Leanne Maule / 2009 Georgia Teacher of the Year
25
Federal law lists the arts as a core subject
a critical component to learning.It should be a
priority for us too!
The term "core academic subjects" means English,
reading or language arts, mathematics, science,
foreign languages, civics and government,
economics, arts, history, and geography. SOURCE
No Child Left Behind Act of 2002, Title IX, Part
A, Sec. 9101 (11)
26
Given the wealth of research, teacher advocacy
and 21st century workplace needs, leaders are
shouting for schools to make the arts a priority
Education in the arts is essential if our young
people are going to succeed and contribute to
what Federal Reserve Chairman Greenspan refers to
as our "economy of ideas," as economy fueled by
imaginative, flexible, and tough-minded thinking.
The arts uniquely nurture that ability. SOURCE
Richard Riley, Former U.S. Secretary of
Education The business of schools is to
design, create, and invent high-quality,
intellectually demanding work for our students
schoolwork that calls on students to think,
reason, and to use their minds well. It is the
obligation of the school and the teacher to
invent work that attracts the attention and
compels the energy of students. SOURCE
Schlechty, P. (1997). Inventing Better Schools
An Action Plan for Educational Reform, Center
for Leadership in School Reform The nation's
top business executives agree that arts education
programs can help repair weaknesses in American
education and better prepare workers for the 21st
century. SOURCE The Changing Workplace is
Changing Our View of Education. Business Week,
October 1996.
27
The College Board identifies the arts as one of
the six basic academic subject areas students
should study in order to succeed in
college. SOURCE Academic Preparation for
College What Students Need to Know and Be Able
to Do. (1983). New York The College Board. Arts
integration's effects are significant for all
kinds of students ... students become better
thinkers, develop higher order skills, and deepen
their engagement and their inclination to learn.
Integrated arts represents a serious strategy for
(school) improvement and change. It works because
it keeps the focus of change on learning, which
is where it belongs. SOURCE Rabkin, N. (2004).
Learning and the arts. In N. Rabkin R. Remond
(Eds.), Putting the arts in the picture
Reframing education in the 21st century (p.
8). Fourteen top education leaders present
recommendations for President Obama and Congress
that will significantly improve the education
system in America. Concluding a two day summit
sponsored by the Hope Foundation in Feb 2009,
they concluded the following top priorities
should be pursued Assure readiness Provide
Rich Learning Environments for All
Students Improve Overall Standards, Curriculum,
Instruction and Assessment Improve Overall
Teacher Quality Ensure Development of 21st
Century School Leaders Generate and Use
Research Effectively SOURCE Price, T. (2009).
Report on the Conference Courageous Leadership
for Shaping Americas Future http//www.hopefound
ation.org/SAF2009/SAF_final_report.pdf.
28
So, what are we doing in Georgia with regard to
making the arts a priority for our schools?
29
Georgia is already making strides in student
success but could be doing much better!
-With 70 students taking the SAT test, we rank
8 out of top ten. -With 50 of students taking
the test (GDOE standard) Georgia ranks 18th. -A
majority of top performing schools have an arts
coordinator or consultant in place!
30
The good news about our own Georgia Department
of Education
  • - The value of the arts as a best practice for
    student success is known well among GDOE leaders!
  • - As an organization, we are working closely with
    GDOE and other arts education professionals, to
    write new fine arts standards for teaching and
    learning.
  • - We are also working closely with GDOE to
    determine best next steps to collaboratively
    provide leadership and teacher training in this
    area.

31
The biggest challenge GDOE faces is that the
current economic climate makes tough choices a
realityleaving funding for these initiatives
often impossible.System leaders in this room
can also attest to this challenge often making
a choice between student access to schools vs. an
art teacher.
32
So what should we do to help Georgia become its
best even better for our children?How can we
help to make the arts a priority in teaching and
learning in Georgia too?
33
We can
1. Continue to work closely as collaborating
partner with GDOE and help determine what their
priorities might be such as perhaps hiring a
Fine Arts Director. (Maybe this position is
funded in a public/private partnership for 5
years, at which point perhaps the GDOE budget can
absorb the cost.) TBD 2. Train teachers in
pre-service, and as school teams to bring the
arts into the general curriculum with a host of
arts educators, arts organizations, universities
and general educators all over this state! Help
them to become designers of their curriculum.
34
What can you do today?
Join us. Make this a priority we share.
Specifically -Champion with us the GDOE
planning conversations to determine the best next
step for them, which might involve potentially
securing funds in a public/private partnership to
hire a fine arts director for at least the next 5
years. -Host this breakfast next quarter June,
2009 to keep this conversation going and
continue to expand the base of legislators and
corporate leaders who fully understand why the
arts are important. -Invite us to make this
presentation in other business/legislative forums
as a means of raising awareness.
35
We want the best for our childrenfor our youth
and we trust you do too.Only together will we
make NEW things happen!
36
Lets discuss all this with our Education
Leadership Panel now.Questions?(Thank you
for YOUR leadership and attendance today).
37
What can you do today?
Anyone ready to help??? See me or John
afterwards! -Champion with us the GDOE planning
conversations to determine the best next step for
them, which might involve potentially securing
funds in a public/private partnership to hire a
fine arts director for at least the next 5
years. -Host this breakfast next quarter June,
2009 to keep this conversation going and
continue to expand the base of legislators and
corporate leaders who fully understand why the
arts are important. -Invite us to make this
presentation in other business/legislative forums
as a means of raising awareness.
38
For more information or to discuss ideas, please
contact Anne Ostholthoff Creating Pride,
Inc. 100 Edgewood Avenue, 100 Atlanta, GA
30303 404-688-2480 x 1 anneo_at_creatingpride.org
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