The Statistical Analysis Of Education In The Arts

To begin with, education and engagement in fine art programs are an essential part within the school curriculum because subjects such as mathematics, science, and language arts all require cognitive and creative capacities which are enhanced with the process of learning art. For instance, in the article, Critical Evidence: How the Arts Benefits Student Achievement, it states that “researchers

Despite taking the place of a core class, fine arts can bolster and strengthen a student’s abilities in said core classes. Art is accessible to everyone and therefore can create a new sense of unity and connection among peers in and out of school. Students often don’t have many ways to express themselves, but by taking classes in the fine arts, students would have an expressive medium to do so inside of school. Skills learnt in fine arts classes can be used for a student’s entire life, regardless of age or condition, and thanks to the many other advantages of these courses, should be required for students to

One of the largest issues with fine arts implementation is the narrow effects. Garcia et. al conducted research that attempted to determine the effect fine arts have on standardized test scores. The researchers found that specific students attending schools with dense fine arts programs scored higher on the state standardized test; however, this improvement does not imply that fine arts will effectively cure the education decline. When analyzing the results, one sees that the fine arts mainly affect one group of students: at-risk students. The term “at-risk students” generally includes English Language Learners and low socioeconomic students. The research found that the at-risk students exposed to fine arts programs were more likely to have higher scores on the state standardized test specifically on the English Language Arts portion. This research suggests that if these at-risk students are exposed to the fine arts their test scores will increase on this specific portion of the test.

In the article “Why Arts Education Is Crucial, and Who’s Doing It Best” by Fran Smith, the writer suggests that arts education does solve problems. She discusses the years of research done to prove the link between arts learning and social, emotional, and academic development. She points out that involvement in music, theater, dance, and visual arts is related to critical thinking and communication skills. The arts connect people closely to the world which opens up their minds to new

This survey spans across the mid-level and high-level schools of United States, which are believed to represent a cross-section of the national population. About 66 – 80% of the American schools participate in the survey on an average, and the students’ participation rate stands at an average of 79 – 83%.

Throughout the years, hundreds of studies have been conducted regarding the correlation of art, creativity and one’s ability to learn. Although there is no direct scientific explanation for the results of these studies, their numerous and repetitive findings give them credibility. Reading through studies conducted by the Dana Foundation as well as the Arts Education Partnership one can find correlations between an arts education and improved learning as well as attention. In terms of engagement, one Dana study found that:

Findings of these research data results were stated as producing interesting patterns, yet concerns with the validity due to a small subject population size with not all students completing the surveys. The first survey produced a small outcome of only 56% of student completion rate, and the

Did you know that students that study art are more likely to be recognized for academic achievement? Art has been part of our life since we were little; we used to draw our family, pets, or paint in a coloring book. Nevertheless, at some point of our lives, we stop doing this either because of lack of interest or lack of support from our parents. The organization of Creative Kids Inc. (2016) is trying to solve the problem of lack of support for young artists. A possible solution for this issue is giving parents information about the developmental benefits of art that children can have as visual learning, self-esteem, and motor skills.

Participating in as few as one or two art courses can help boost a child’s creativity levels. These creativity skills could possibly help the student become a better leader and potentially help him or her attain a higher ranking position in his or her future job than he or she would get without having taken any courses in the arts. The arts also help students communicate with one another. For example, if a student is very introverted and he or she decides to enroll in a speech, debate, or drama class, he or she would have the chance to speak out. This experience of being in front of others while doing what he or she enjoys could help him or her overcome the fear of standing out and shyness he or she deals with on a daily basis. Classes like band, choir, and dance can also help students come out of their shells. By being around a group of students that enjoy doing the same things as them, children can easily find out things they have in common with the others, helping them cope better with being around many people at one time as well as helping them build strong relationships with their

In this part of the study was reported that the socio-demographic characteristics of the participants. According to this. Two hundred and twenty nine participants agreed to volunteer for this study. The sample was 33.6% male (n = 77) and 66.4% female (n =152). Students enrolled in a course during the spring semesters of 2008, 2009, 2010, and 2011. Our sample academic grade consisted of 20.1% freshman (n = 46), 22.7% sophomore (n = 52), 31.0% junior (n = 71) and 26.2 % senior (n = 60). See Appendix A.

The UCLA Center for the Study of Evaluation conducted an evaluation of the educational impact of the Los Angeles Music Center’s Artist in Residence and Teacher (ART) Partnerships. They found that students’ attitude development, motivation, and self-confidence improved in an arts education environment (Williams 286). This participation in the arts improved students’ confidence. The arts can provide a student with the means of reaching for their dreams and expressing their imagination and feelings. This expression helps encourage students to set goals and try to achieve them. Shirley Brice Heath also notes that students who participate in the arts are 3 times more likely to be elected to class office within their schools (Ford and McMahon 2). Students with more self-confidence are more likely to attain these leadership positions. These students strive to shine in their schools and serve as role models for their school and

For some unexplainable reason it is a common belief that the fine arts have no place in the education system. People want to say that the arts are unimportant and that students should put all of their focus on subjects such as Math or English. Parents want students to pursue a “meaningful” career (e.g. doctors, lawyers, teachers, or architects) so they encourage and sometimes force their children to ignore the arts completely. What these people do not know or maybe simply ignore however, is that the presence of fine arts in a student’s life is vital to the integrity of his or her academic success because they increase their brain’s attention span and cognitive processes.

Art education has been proven to help with “cognitive ability, critical thinking, and verbal skills” as well as “motivation, concentration, confidence, and teamwork” (Smith). Having the ability and patience to sit down and paint a masterpiece or work through a song on the piano requires high focus and dedication. Students willing to do this will in turn have stronger skills to focus and be dedicated in other subjects. The mixture of all these abilities gained from participation in art programs lead to higher test scores and overall better performance in school. Still, these are only a few of the assets provided by art education.

The research in this article conclusively proves the value of the arts as a viable means of expression combined with group therapy. Nevertheless, countless schools in the United States have continued to move away from the arts; dismissing its relevance in the field of education. School districts across the country have systematically eliminated their arts programs; denying at-risk youth the opportunity to experience child/person centered expressive arts therapy.

    The arts engage students who may not be engaged in other classes. The YouthARTS Development Project and the National Endowment for the Arts and the United States Justice Department engaged in at-risk youth in art programs showed that the participants had an increased ability to work with others and were able to finish tasks, had better attitudes towards school, had fewer court referrals, and had an improved self-esteem (Arts and Smarts: Test Scores and Cognitive Development).