Arts Integration and the Success of Disadvantaged Students: A Research Evaluation

Robinson, Ashley

doi:10.1080/10632913.2013.826050

Cited by 65 publications

(43 citation statements)

References 35 publications

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“…These meta‐analyses produced mixed results. In one review only two of the 18 studies with a strong or moderate causal design reported positive effects (Robinson, ). Many of the studies rated as having strong causal design were small‐scale, had no random allocation and no control groups.…”

Section: Resultsmentioning

confidence: 99%

Impact of arts education on children's learning and wider outcomes

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Kokotsaki

2016

Review of Education

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Almost every educational system in the world regards numeracy and literacy as more important than the arts. In the UK arts interest groups and politicians have, for years, asked for arts education to be accorded the same priority arguing that arts contribute to learning and development of useful skills. It is not clear if these claims were based on evidence. The aim of this review is to examine international empirical evidence to establish whether arts participation could lead to improvements in children's learning and other wider outcomes, and to identify arts activities with the best evidence of success. A search of 11 databases identified 76,195 reports, of which 200 were included for analysis. No studies with high levels of supporting evidence were found because of serious weaknesses in design. Tentative evidence suggests that music training and integrating drama in the classroom may have beneficial effects. This finding has to be taken with caution because of weaknesses in these studies, the lack of replication and inconsistent findings across studies. More robust and rigorous evaluations are needed to test the causal links. However, if improving attainment is the aim then arts may not be the solution. Promising programmes already exist that can boost learning. Given the lack of evidence so far, perhaps we should think more broadly about the purpose of arts. IntroductionArts have always struggled to find a legitimate place in the school curriculum in education systems across the world. For years, arts education has been marginalised and viewed by many as the poor relation of subjects such as mathematics, science and literacy, which are often regarded as core subjects because they are deemed to have greater currency in a competitive global economy (Confederation of British Industry, 2010, p 2).International league table, such as, PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study) also used performance in these core subjects as an indicator of the quality of a country's education system. Consequently, schools around the world are putting greater emphasis on these subjects. Performance in these curriculum subjects has now been used as a yardstick for attainment. To ensure that every child has the opportunity to succeed in education the 'No Child Left Behind Act' was introduced in the USA. This has led to a decline in emphasis on arts education. In the UK, reforms in education have also been made to ensure that the country remains competitive. These reforms and the focus on the Ebacc (English Baccalaureate) have been blamed for a decline in the number of students taking arts at GCSE (General Certificate of Secondary Education) (The Telegraph, 2014).The marginalisation of arts, the declining take up and the low status have prompted some to call for greater attention to be given to arts education in schools. Three main arguments were put forward. The first was that arts are synonymous with creativity and creativity was necessary for a world-class...

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Section: Resultsmentioning

confidence: 99%

Impact of arts education on children's learning and wider outcomes

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Kokotsaki

2016

Review of Education

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“…Future research should also address how arts integration impacts students in poverty. One meta-analysis found that specifically integrating dramatic arts conferred positive results on disadvantaged students' grades, social skills and creative thinking (Robinson, 2013). Many interventions are designed to close the achievement gap that exists between learners, and perhaps more AI interventions could also serve this purpose.…”

Section: Future Directionsmentioning

confidence: 99%

Integrating the Arts into Science Teaching and Learning: a Literature Review

Green¹,

Trundle²,

Shaheen³

2019

Journal for Learning through the Arts

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Science is creative. Write it big, shout it loud, because the message is not getting through. (Howe, 2004, p.14) The American educational system has experienced a recent and increased focus on Science, Technology, Engineering, and Mathematics (STEM), and researchers and practitioners have argued for equal emphasis on the arts as well. According to Hartle and colleagues, incorporating the arts into learning is considered important and useful for four basic reasons (Hartle, Pinciotti, & Gorton, 2015). First, all cultures demonstrate some sort of need for aesthetic beauty and harmony, making the arts culturally universal. Second, we process sensory information through the arts, which embodies the arts into a system of learning. A third reason is that in our 21 st century multicultural world, the arts provide a language that everyone understands without need for translation. Finally, the arts "provide a natural, and intrinsically motivating medium for children to work 'in advance of themselves' to demonstrate a capacity to work 'as if' they are painters, scientists, presidents, or rock stars" (p. 294). The importance of an increased emphasis on the arts has led to broadening STEM to include the arts. The term STEAM (Science, Technology, Engineering, Arts, and Mathematics) was introduced by Yakman, who realized that, "We live in a world where you can't understand science without technology, which couches most of if its research and development in engineering, which you can't create without an understanding of the arts and mathematics" (2012, p.15). The ability of art to inspire creativity in scientific thinking, educate young learners in a holistic manner, and offer another pathway for making and communicating meaning provide important reasons for integrating the arts into science learning. Arts Integration Defined The incorporation of the arts into teaching and learning is called arts integration (AI). The arts include both visual arts (paintings, sculptures) and performing arts (music, dance, drama). Science and art can be seen as opposites, but these two subjects also share commonalities. For instance, Journal of Science Education, and Research in Science Education. Finally, the authors used a snowballing approach to gather articles that were cited by authors of articles already included in the literature review. A total of 11 additional articles resulted from this second phase of the search process, yielding a total of 65 articles for inclusion in the review. All journals and the number of articles found in each journal are listed in Table 1.

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“…She reported positive impact on creativity despite having no comparison group. Robinson's (2013) review of different arts integration reported that arts integration (apart from music integration) showed potential of positive effects on academic and other cognitive outcomes as well as social skills. However, it is worth noting that Robinson also writes and develops programme in arts integration.…”

Section: Arts Educationmentioning

confidence: 99%

Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature

See

2017

Research in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractWith the push for evidence-informed policy and practice, schools and policy makers are now increasingly encouraged and supported to use and enagage with research evidence. This means that consumers of research will now need to be discerning in judging the quality of research evidence that will inform their decisions. This paper evaluates the quality of evidence behind some well-known education programmes using examples from previous reviews of over 5,000 studies on a range of topics. It shows that much of the evidence is weak, and fundamental flaws in research are not uncommon. This is a serious problem if teaching practices and important policy decisions are made based on such flawed evidence. Lives may be damaged and opportunities missed. The aim of this paper is to show how widespread this problem is and to suggest ways by which the quality of education research may be improved. For example, funders of research and research bodies need to insist on quality research and fund only those that meet the minimum quality criteria. Journal editors and reviewers need to be cognizant of fundamental flaws in research and reject such submissions. One way to do this is to encourage submission of the research design and research protocol prior to acceptance, so acceptance or rejection is based on the design and not on the outcomes. This helps prevent publication bias and biased reporting. Individual researchers can improve quality by making it their moral responsibility to be truthful and transparent.Keywords: Evidence-based policy and practice, assessing trustworthiness of research evidence, systematic reviews INTRODUCTIONThis paper addresses the question of the validity of evidence that informs policy and practice and argues that more needs to be done to ensure better quality control of published research.

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Arts Integration and the Success of Disadvantaged Students: A Research Evaluation

Cited by 65 publications

References 35 publications

Impact of arts education on children's learning and wider outcomes

Impact of arts education on children's learning and wider outcomes

Integrating the Arts into Science Teaching and Learning: a Literature Review

Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature

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