Investigating the Causal Effects of Arts Education

Bowen, Daniel H.; Kisida, Brian

doi:10.1002/pam.22449

Cited by 16 publications

(18 citation statements)

References 49 publications

(71 reference statements)

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“…These results are consistent with previous evidence that has demonstrated a similar relationship between art-based programs and academic performance 12 , 16 , 18 , 54 – 58 .…”

Section: Discussionsupporting

confidence: 93%

The impacts of a high-school art-based program on academic achievements, creativity, and creative behaviors

Egana-delSol

2023

npj Sci. Learn.

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This article evaluates the impact of an Art-based program, which consisted in bringing artist to do workshops in public schools, on academic achievements, creativity (i.e., the skill) and the external manifestation of creativity in action (i.e., creative behaviors). The main contribution with respect to previous literature is a quasi-experimental design—propensity score matching—that makes the causal link between these aspects more plausible, and which had a sample of 297 children between 14 and 16 years old. Four main findings are derived from the empirical investigation. First, substantial practice is crucial. Participation in at least two semester-length workshops is a necessary condition to observe significant impacts. Second, participation has a significant impact on academic achievements. Grades increased by 0.61 standard deviations (sd) for language, by 0.36 sd for math, and by 0.33 sd for art. Overall GPA increased by 0.55 sd. The program also increased participant willingness to consider postsecondary education. Third, the impact of the art-based program on various innovative graphical psychometric measures of creativity was positive and significant. Fourth, related to creative behaviors, the program had a positive impact on certain cultural activities, such as time spent watching films at home and creating cultural goods (e.g., handicrafts, poetry, music). In conclusion, our study presents substantial evidence on the effective enhancement of creativity, the fostering of creative activities, and the improvement of academic performance through the deployment of art-based programs.

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“…These results are consistent with previous evidence that has demonstrated a similar relationship between art-based programs and academic performance 12 , 16 , 18 , 54 – 58 .…”

Section: Discussionsupporting

confidence: 93%

The impacts of a high-school art-based program on academic achievements, creativity, and creative behaviors

Egana-delSol

2023

npj Sci. Learn.

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“…It is through the art work that new insights are integrated and transferred to a public. While art work continues to have a positive impact on people's compassion for others and increases empathy levels for those exposed to it at exhibits, physically or online (Bowen & Kisida, 2019), the evolving dialogue between members of the public is not always systematically registered. Developing some guidance for how such evaluation might work on a more global scale would be helpful, as is the development of a solid methods base in which different types of primary evidence can be merged to positively influence the completeness and comprehensibility of systematic review findings.…”

Section: Colourmentioning

confidence: 99%

Tactics in Support of the Strategy to Include Artistic Research as Evidence in Systematic Reviews

Hannes

2023

International Journal of Qualitative Methods

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Artistic research studies produce a felt and often physically embodied type of knowledge initiated in an artistic experience and consolidated as an art form. The actual art work as the outcome of these studies, complements other types of knowledge and therefore requires attention from systematic review authors who synthesize evidence from primary studies. Working with artistic research evidence in a systematic review context requires a different approach to searching, appraising, analysing and integrating research findings than what is usually promoted by international review organisations. In this paper we outline how the different steps in a systematic review process can be adapted to include art work as as a multimodal type of research evidence in systematic reviews. We discuss useful tactics of identifying artistic research evidence, judging its value, analysing and synthesizing such evidence, hereby building on iconographic, thematic and/or art and design related analytical frameworks. In addition, we feature a gallery approach to present artistic research evidence to end-users and feature a multimodal type of evidence synthesis in which individual art works are comprehensively integrated in an audio visual production.

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“…Physical education classes may allow students to develop skills and habits that enhance health across their lives (Ayvazoglu et al, 2004; Hills et al, 2015). Art education may enhance school engagement, writing achievement, empathy, and compassion, while reducing inappropriate behaviors (Bowen & Kisida, 2019).…”

Section: Why Measuring Learning Speed Is Usefulmentioning

confidence: 99%

Improving learning science: Evaluating and comparing academic interventions using measures of learning speed

Skinner

Fowler

Cates

et al. 2023

Psychology in the Schools

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Measures of learning speed (i.e., the amount of learning/cumulative time learner spends engaged in an intervention) are rarely included in research designed to evaluate and compare academic interventions. We build a case that includes analyses of learning speed metrics in academic intervention research can provide more useful information for prevention and remediation efforts, deter researchers from drawing misleading data‐based conclusions, and promote scientific parsimony. Research is reviewed where the same learning data is analyzed across different metrics (i.e., same amount of learning, different measurement scales) including learning per event, learning speed, and growth. Patterns are analyzed and examples are provided that demonstrate how altering metrics can influence relative effectiveness conclusions and applied recommendations when researchers compare two or more interventions, conduct component analysis or optimization studies, and apply meta‐analytic techniques. Opportunity costs for learners, educators, and learning scientists that may be caused by failure to measure learning speed are identified and analyzed. Our review and analyses support the conclusion that, in most instances, researchers can better inform prevention and remediation efforts by including precise measures of learning speed as dependent variables when they evaluate and compare interventions designed to enhance academic skills. Limitations and challenges associated with measuring learning speed are described and directions for future research are provided.

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Investigating the Causal Effects of Arts Education

Cited by 16 publications

References 49 publications

The impacts of a high-school art-based program on academic achievements, creativity, and creative behaviors

The impacts of a high-school art-based program on academic achievements, creativity, and creative behaviors

Tactics in Support of the Strategy to Include Artistic Research as Evidence in Systematic Reviews

Improving learning science: Evaluating and comparing academic interventions using measures of learning speed

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