The role of arts participation in students’ academic and nonacademic outcomes: A longitudinal study of school, home, and community factors.

Martin, Andrew J.; Mansour, Marianne; Anderson, Michael; Gibson, Robyn; Liem, Gregory Arief D.; Sudmalis, David

doi:10.1037/a0032795

Cited by 140 publications

(111 citation statements)

References 88 publications

(172 reference statements)

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“…In response to this, it may be helpful to alert older students about the benefits accrued through participation in the arts, including academic benefits beyond artsbased school subjects (Martin et al 2013). Early intervention (e.g., Years 9-10) will aid this process, particularly when students are choosing subjects for their senior school years.…”

Section: Findings Of Particular Notementioning

confidence: 99%

Student, home, and school socio-demographic factors: links to school, home, and community arts participation

et al. 2016

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This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students' school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver-child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students' arts participation. Implications for practice and intervention pertinent to young people's arts participation are discussed.Research has demonstrated the benefits of arts participation in promoting a range of academic and non-academic outcomes for young people. In the context of the present study, ''the arts'' encompasses dance, drama, film/media studies, music, and

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Section: Findings Of Particular Notementioning

confidence: 99%

Student, home, and school socio-demographic factors: links to school, home, and community arts participation

et al. 2016

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“…In another study on after‐school fine arts programmes the author concluded that it was effective in raising the self‐esteem of disadvantaged children, but had no effects on behaviour (Rossini, ). One study was so badly described that it was not clear what the findings were (Martin et al ., ).…”

Section: Resultsmentioning

confidence: 97%

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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“…A recent large-scale quantitative study in Australia (Martin et al 2013) adds to empirical evidence of the cognitive, attitudinal, behavioral, and social benefits of arts education. Martin et al's analysis of the academic achievements of 643 students in 15 Australian schools confirms that students participating in arts education demonstrate significantly higher levels of motivation, engagement in learning and personal wellbeing than their non-arts participating peers.…”

Section: Young People As Creators In Arts Educationmentioning

confidence: 96%

SongMakers: An industry-led approach to arts partnerships in education

Hunter

Broad²,

Jeanneret

2016

Arts Education Policy Review

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Reported benefits of arts partnerships with schools range from improvements in students' motivation and engagement in learning to teachers' increased confidence in teaching the arts, and strengthened school and community relationships. Yet, in the scholarship on arts partnerships to date, limited critical attention has been given to the impact of programs primarily driven by government supported industry-based imperatives. There may be legitimate concerns that, in primarily servicing economic or employment needs, industry-school partnerships overlook social and interpersonal aspects of learning in favor of goal-orientated skills training to meet "the market." This article informs arts education policy and industry directions by acknowledging this concern and reporting on the outcomes of an industry-schools partnership where industry "training" appears to be leveraging a number of more holistic student learning outcomes. Jointly funded by industry and government, SongMakers is an Australian artist in residence program that aims to improve the export potential of Australia's contemporary music industry and contribute to the implementation of a contemporary music curriculum. It involves professional songwriters and producers with international recording experience working as mentors to students who create and produce new music in intensive two-day workshops. This article outlines how the program is demonstrating emergent positive impact not only on students' music knowledge and skill development, and understanding of the contemporary music industry, but on engagement, confidence in learning, and self-efficacy. It does not argue that all industry programs can or will achieve such impacts, but that diverse kinds of arts partnerships in schools can contribute to a viable ecology of quality educational practice in the arts.

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The role of arts participation in students’ academic and nonacademic outcomes: A longitudinal study of school, home, and community factors.

Cited by 140 publications

References 88 publications

Student, home, and school socio-demographic factors: links to school, home, and community arts participation

Student, home, and school socio-demographic factors: links to school, home, and community arts participation

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

SongMakers: An industry-led approach to arts partnerships in education

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