the impact of arts education · the impact of arts education ellen winner dept. of psychology,...

The Impact of Arts Education

Ellen WinnerDept. of Psychology, Boston College

Education for Innovation: The Role of Arts and STEM EducationOECD/France Workshop Paris May 23-24 2011

Tuesday, May 24, 2011

“Due to budget constraints and emphasis on the subjects of high stakes testing, arts instruction in schools is on a downward trend.”

May 2011


Rabkin and Redmond 2004


Decline in Minutes Per Week of Arts in Chicago Public Elementary Schools 1971 to 20020

30.0

60.0

90.0

120.0




30.0

60.0

90.0

120.0120




30.0

60.0

90.0

120.0120

45



Minor role, strong claims...


Studies have shown that involvement in the arts helps kids increase test scores and promotes academic achievement. Kids who are involved in the arts are--



4 times more likely to be recognized for academic achievement




3 times more likely to be elected to class office within their schools





4 times more likely to participate in a math and science fair





4 times more likely to participate in a math and science fair

3 times more likely to win an award for school attendance


“Saving” kids through the arts



“We’re going to try to move forward all the kids who were left behind by ‘No Child Left Behind’ – the kids who have talent or a passion or an idiosyncratic perspective. Those kids are important too and they should have a place in society. It’s very often the arts that catches them.”

Rocco Landesman Chairman of NEH 2009



“We’re going to try to move forward all the kids who were left behind by ‘No Child Left Behind’ – the kids who have talent or a passion or an idiosyncratic perspective. Those kids are important too and they should have a place in society. It’s very often the arts that catches them.”

Rocco Landesman Chairman of NEH 2009

“Landesman doesn’t defend arts education as a rigorous discipline…Instead, the purpose is salvation. Some students don’t fit the NCLB [No Child Left Behind] regime and other subjects don’t inspire them. Talented but offbeat, they sulk through algebra, act up in the cafeteria, and drop out of school. The arts “catch” them and pull them back, turning a sinking ego on the margins into a creative citizen with a “place in society.”

Bauerlein 2010 Education Next


Why expect transfer?


Don’t look for transfer unless you could explain it if you found it....unless you believe

in magicTuesday, May 24, 2011

What habits of mind are taught in the art

studio?


Two Schools

Students: choose to attend to focus on arts Intensity: minimum 10 hrs/wkTeachers: practicing artists


http://images.google.com/imgres?imgurl=http://content.answers.com/main/content/wp/en-commons/thumb/3/37/275px-Walnut_hill_school_20060329.jpg&imgrefurl=http://www.answers.com/topic/walnut-hill-school&h=192&w=275&sz=50&hl=en&sig2=8nJa-x86YakF2Ppo_Kjj0Q&start=2&tbnid=mhil3RekwaTqxM:&tbnh=80&tbnw=114&ei=9wgYRtuYEaKGhQSq8sSCDA&prev=/images?q=walnut+hill+school&gbv=2&svnum=10&hl=en

http://images.google.com/imgres?imgurl=http://content.answers.com/main/content/wp/en-commons/thumb/3/37/275px-Walnut_hill_school_20060329.jpg&imgrefurl=http://www.answers.com/topic/walnut-hill-school&h=192&w=275&sz=50&hl=en&sig2=8nJa-x86YakF2Ppo_Kjj0Q&start=2&tbnid=mhil3RekwaTqxM:&tbnh=80&tbnw=114&ei=9wgYRtuYEaKGhQSq8sSCDA&prev=/images?q=walnut+hill+school&gbv=2&svnum=10&hl=en

4 Potentially Transferable Cognitive Habits of Mind


ObservationLearning to See


Envisioning What You Can’t See

Generating and Manipulating Mental

Images


Reflection Meta-cognition


Explaining



Explaining

Evaluating



Expression“Art is beyond technique”


Difficulty of Demonstrating Transfer

...even with plausible hypothesis




Design of study




Design of study

Quality of arts instruction


2008


2008

Entirely correlational


Reviewing Education and the Arts Project Winner & Hetland, 2000



No causal relation in 7 out of 10 meta-analyses




Claims exceed evidence for transfer from arts to non-arts learning




Claims exceed evidence for transfer from arts to non-arts learning

Fury of arts advocacy/ arts funding community


Plan of Talk


Plan of Talk

Cognitive Outcomes


Plan of Talk

Cognitive Outcomes

Motivational Outcomes


Plan of Talk

Cognitive Outcomes


Creativity Outcomes


Plan of Talk

Cognitive Outcomes


Creativity Outcomes

Social Skills Outcomes


Plan of Talk

Cognitive Outcomes


Creativity Outcomes


Brain Outcomes


Plan of Talk

Cognitive Outcomes


Creativity Outcomes


Brain Outcomes

{Tuesday, May 24, 2011

Plan of Talk

Cognitive Outcomes


Creativity Outcomes


Brain Outcomes

Multi-Arts{Tuesday, May 24, 2011

Plan of Talk

Cognitive Outcomes


Creativity Outcomes


Brain Outcomes

Multi-ArtsMusic{


Plan of Talk

Cognitive Outcomes


Creativity Outcomes


Brain Outcomes

Multi-ArtsMusic

Visual Arts{


Plan of Talk

Cognitive Outcomes


Creativity Outcomes


Brain Outcomes

Multi-ArtsMusic

Visual ArtsTheatre (Drama)


Plan of Talk

Cognitive Outcomes


Creativity Outcomes


Brain Outcomes

Multi-ArtsMusic

Visual ArtsTheatre (Drama)Dance


Cognitive Outcomes


Multi-Arts-Academic Achievement


Arts and math/verbal/composite achievement (REAP)

Multi-Arts/Academic AchievementTuesday, May 24, 2011

The College Board College Bound Seniors: Profile of SAT and Achievement Test Takers

1988-1998 (1993 missing)

Verbal SAT Score as a Function of High School Arts Courses

455 452

413

422427

432

390

400

410

420

430

440

450

460

None 1 yr. 2 yrs. 3 yrs. 4 yrs. Over 4

yrs.Multi-Arts/Academic AchievementTuesday, May 24, 2011


1988-1998 (1993 missing)


455 452

413

422427

432

390

400

410

420

430

440

450

460


yrs.

413



1988-1998 (1993 missing)


455 452

413

422427

432

390

400

410

420

430

440

450

460


yrs.

413

422



1988-1998 (1993 missing)


455 452

413

422427

432

390

400

410

420

430

440

450

460


yrs.

413

422

427



1988-1998 (1993 missing)


455 452

413

422427

432

390

400

410

420

430

440

450

460


yrs.

413

422

427432



1988-1998 (1993 missing)


455 452

413

422427

432

390

400

410

420

430

440

450

460


yrs.

413

422

427432

455 452


The Catterall National Educational Longitudinal NELS Study



One of most often cited studies in support of claim that arts improve academic performance.




25,000 students followed for 10 years





Correlational data only






Catterall extracted data on arts participation and academic achievement in teens






Catterall extracted data on arts participation and academic achievement in teens

More arts - higher achievement (at high and low SES)


How this has been filtered:“Students who participate in arts learning experiences often improve their achievement in other realms of learning and life.

In a well-documented national study using a federal database of over 25,000 middle and high school students, researchers from the University of California at Los Angeles found students with high arts involvement performed better on standardized achievement tests than students with low arts involvement. Moreover, the high arts-involved students also watched fewer hours of TV, participated in more community service and reported less boredom in school.”


The Catterall CAPE Study



Chicago Arts Partnership Schools: high arts, high academics




Visual arts “integrated” with reading, social studies





But only 54% of teachers created 1 such unit






Reading/Math test scores compared to other Chicago public schools






Reading/Math test scores compared to other Chicago public schools

CAPE sig. ahead at elementary school level


Other Explanations


Other Explanations

Hawthorne effect


Other Explanations

Hawthorne effect

Comparability of the CAPE vs. control schools


International Studies Fail to Replicate



UK: Arts track: lower performance GCSE



UK: Arts track: lower performance GCSE

Netherlands: no difference


Non-Causal Explanations



Families



Families

Schools



Families

Schools

Drive



Families

Schools

Drive

Strategy


Academic Achievement and Arts Education:Studies Post-REAP


Multi-Arts and Cognitive Outcomes: What We Know Thus Far

Multi-Arts/Academic Achievement




Correlation but not in all countries






No experimental evidence







No causal conclusions warranted







No causal conclusions warranted

No theoretical basis for link with verbal and math test scores




Music-Cognitive Outcomes


Music/Academic AchievementMusic/Academic AchievementMusic/Academic Achievement

Significant Null/

Inconsistent

REAP correlational SAT 0

REAP experimental 0 0

Post-REAP

quasi-experimental

0 2

Bastian 2008

Weber 2003

Post-REAP

experimental

0 0

Music/Academic Achievement Tuesday, May 24, 2011

Music/ReadingMusic/ReadingMusic/Reading

SignificantNull/

Inconsistent

REAP correlational (24) Significant ES 0

REAP experimental (6) ES nonsig

Post- REAP correlational 6

Post- REAP experimental 0

Music/Reading

correlational evidence only


Music/Phonological Awareness(not examined by REAP)Music/Phonological Awareness(not examined by REAP)Music/Phonological Awareness(not examined by REAP)

SignificantNull/

Inconsistent

Correlational 4

Experimental

2

Gromko

Moreno

Music/Phonological AwarenessTuesday, May 24, 2011

Moreno et al. 2009

Music/Phonological AwarenessTuesday, May 24, 2011

Moreno et al. 2009

Music/Phonological Awareness

8 yr olds randomly assigned to music/painting 75 min twice/wk for 24 wks.


Moreno et al. 2009



Music: improvise melodies, rhythms, classify intervals, timbres


Moreno et al. 2009




Music group improved sig. more in reading words where spelling could not be sounded out [sense]


Moreno et al. 2009





...and in auditory perception: detecting tone and word sequences where final tone/word higher in frequency


Moreno et al. 2009






Dyslexics impaired on these tasks


Moreno et al. 2009






Dyslexics impaired on these tasks

Music fine tunes the auditory system: improves phonological skills needed for reading


Music/MathMusic/MathMusic/Math

SignificantNull/

Inconsistent

REAP correlational (24) Significant ES

REAP experimental (6)Approached significance, but out of 6, 2 were tiny ES, 1 was negative

Post- REAP correlational 5 2

Post- REAP experimental 0

Math -- MUSICMusic/MathTuesday, May 24, 2011

Music/Visual-SpatialMusic/Visual-SpatialMusic/Visual-Spatial

SignificantNull/

Inconsistent

REAP experimental on spatial temporal (15) Significant ES

REAP experimental on non-spatial temporal (5) Nonsig. ES

REAP experimental outcomes not clearly classifiable as spatial temporal or non-spatial temporal (9)

Significant ES

Post-REAP experimental on non-spatial temp (bead mem) 1

Music/Visual SpatialTuesday, May 24, 2011

Caveats


Schlaug & Winner inability to replicate

Costa-Giomi (1999) random assignment to keyboard vs. nothing

music group improved sig. in spatial after 1 and 2 years

(but small)

after 3 years: no differences

Caveats


Music/IQ(not examined by REAP)Music/IQ(not examined by REAP)Music/IQ(not examined by REAP)

SignificantNull/

Inconsistent

Quasi-experimental (2)

Bastian

Ho

Experimental (3)

Neville

SchellenbergMoreno

Music/IQTuesday, May 24, 2011

Music/Attention(not examined by REAP)Music/Attention(not examined by REAP)Music/Attention(not examined by REAP)

SignificantNull/

Inconsistent

Correlational (2)Shahin et al 2008

Huotilainen 2010 Pettito 2008

Quasi-Experimental (3)

Scott 1992

Fujioka et al 2006-but no behavioral measure only brain

Bastian 2008

Experimental (0)

Music/AttentionTuesday, May 24, 2011

Music/Memory(not examined by REAP)Music/Memory(not examined by REAP)Music/Memory(not examined by REAP)

SignificantNull/

Inconsistent

Correlational (1)Ho, Cheung & Chan 2003 Study 1


Ho, Cheung & Chan 2003 Study 2

Experimental (0)

Music/MemoryTuesday, May 24, 2011

Music/Foreign Language Learning(not examined by REAP)Music/Foreign Language Learning(not examined by REAP)Music/Foreign Language Learning(not examined by REAP)

SignificantNull/

Inconsistent

Correlational Pettito


Experimental (0) Lowe 1995

Music/Foreign LanguageTuesday, May 24, 2011

phonological awareness

Music/Cognitive Skills

Music-Cognitive Outcomes


Visual Arts-Cognitive Outcomes


Visual Arts/Academic AchievementVisual Arts/Academic AchievementVisual Arts/Academic Achievement

SignificantNull/

Inconsistent

REAP correlational (SAT-10 years)

Significant ES 0

Quasi-experimental (3) (all VTS)Housen 2002Curva et al 2005Adams et al 2007

Post- REAP quasi-experimental

3Bastian (2000, 2008) Weber et al. (2003)Korn 2007

Post- REAP experimental

Visual Arts/Academic AchievementTuesday, May 24, 2011

Visual Arts/Reading (Quasi-Experimental)Visual Arts/Reading (Quasi-Experimental)Visual Arts/Reading (Quasi-Experimental)

SignificantNull/

Inconsistent

REAP Visual arts vs. no arts (9) Non-significant ES

REAP Reading-arts integrated vs. just reading (4)-experimental

Non-significant ES

Post-REAP quasi-experimental 1

Visual Arts/ReadingTuesday, May 24, 2011

Visual Arts/Geometry(not examined by REAP)Visual Arts/Geometry(not examined by REAP)Visual Arts/Geometry(not examined by REAP)

SignificantNull/Inconsistent

Correlational (2)Spelke 2008Walker, Winner et al. 2010

Quasi-experimental (1) Ongoing

Experimental (0)

Visual Arts/GeometryTuesday, May 24, 2011

High School Visual Arts Majors Outperform Theatre and Writing Majors On a Test of

Geometric Reasoning (Spelke, 2008)

Visual Arts/GeometryTuesday, May 24, 2011

Walker, Winner et al. 2011

Visual Arts/Geometry

0!

2!

4!

6!

8!

10!

12!

14!

Psychology Students! Studio Art Students!

You can fold these on the solid lines to make 3-Dl forms.

Circle the one(s) that can be folded into a closed form


Visual Arts/Observational Skill(not examined by REAP)




Experimental(2)Dole et al 2001Tishman et al 1999

Visual Arts/ObservationTuesday, May 24, 2011

observational skills

Visual Arts/Cognitive Skills

Visual Arts-Cognitive Outcomes


Theatre/Drama-Cognitive Outcomes


Theatre/General Academic AchievementTheatre/General Academic AchievementTheatre/General Academic Achievement


REAP Correlational (SAT) Significant ES

Quasi-experimental (3) Cokadar & Yilmaz 2010Fleming et al 2004Rousseau et al. 2007

Experimental (0)

Theatre/Academic AchievementTuesday, May 24, 2011

Theatre/Verbal Skillsoral and written recall of stories,reading,

vocabulary, story understanding





Significant Null/Inconsistent

REAP experimental (80)

Significant ES

Post-REAP (0)

Theatre/Verbal SkillsTuesday, May 24, 2011

Dance-Cognitive Outcomes


Dance/Academic Achievement




REAP SAT 10 years Significant ES

Post-Reap Correlational (2) Carter 2005 Compton 2008

Post-Reap Quasi-experimental (3)

Von Rossberg-Gempton 1998Seham

Dumais 2006

Post-REAP Experimental (0)

Dance/Academic AchievementTuesday, May 24, 2011

Dance/Reading

Dance/Reading

Dance/Reading

SignificantNull/

Inconsistent

REAP (4 2 quasi, 2 experimental Non-Significant ES

Dance/Reading

The one study with a significant effect:


Dance/Visual-Spatial Skills (Quasi-Experimental)




REAP (4) Significant ES

Dance/Visual Spatial SkillsTuesday, May 24, 2011

From Studio Habits: Potentially Transferable Motivational Habit of Mind

Engage & Persist

Degas: One must do the same subject over again ten times, a hundred times. In art nothing must resemble an accident.


Motivational Outcomes-Multi-Arts


Motivational Outcomes: Multi-Arts Motivational Outcomes: Multi-Arts Motivational Outcomes: Multi-Arts

All correlationalReap and post-REAP

Students taking arts score higher No difference

Academic self-concept 2 0

Attendance 6 1

Aspirations 3 0

Attitude 1 3

Drop out 1 1

Engagement 13 2

Persistence 1 0

Motivational Outcomes-Multi-Arts


Mahoney & Cairns 1997



• Followed 394 students from 7th - 12th grade;




• At high school level, 27% of those with no involvement in arts dropped out; only 7% with some arts dropped out.




• At high school level, 27% of those with no involvement in arts dropped out; only 7% with some arts dropped out.

• p=.08 and correlational


Creativity and Arts Education

Creativity Outcomes


From Studio Habits:

Potentially Transferable Style: Stretch & Explore

Otherwise known as creativity

Creativity and Arts EducationTuesday, May 24, 2011

Creativity Outcomes-All Art Forms


Multi-Arts Significant Null/Inconsistent

REAP Correlational (10) Significant ES

REAP Experimental (6) Non-significant ES

Music (0)

Visual Arts (0)

Correlational (2) Significant, but 1 study self-reported originality

Quasi-experimental (1) Non-significant

Theatre (0)

Correlational (1) Significant

Experimental (2) Significant

Dance (0)

Correlational (1) 0 Non-significant

Quasi-experimental (2) Significant

Experimental (2) Significant

Creativity Outcomes-All Art Forms



Social Skills Outcomes and Arts Education Tuesday, May 24, 2011

Social OutcomesSocial OutcomesSocial OutcomesSocial Outcomes

Significant Non-Significant

Correlational Multi-arts self-concept 2 1

Correlational Music self-concept 1

Experimental Music Self-concept 0 1

Quasi-experimental Music empathy 2 0

Quasi-experimental Visual Arts self-concept 0 1

Quasi-experimental Visual Arts emotion

regulation 0 2

Quasi-experimental Visual Arts empathy 0 1



Social Skills Outcomes, cont.Social Skills Outcomes, cont.

SignificantNon-Significant

Experimental Theatre/Self-Concept and Social Skills

5 0

Quasi-experimental Theatre/Emotion Regulation 2 0

Correlational Theatre/Empathy 0 1

Quasi-experimental Theatre/Empathy 1 0

Correlational Theatre/perspective taking 1 0

Quasi-experimental Theatre/perspective taking 1 1

Experimental Theatre/perspective taking 2 0

Correlational Dance/self-concept 1 1Experimental 0 1Quasi-experimental Dance/Social competence 1 0

Experimental Dance/Social competence 1 0


Goldstein & Winner 2011


Social Outcomes and Arts Education: SUMMARY


Theatre and empathyTheatre and mind readingTheatre and emotion regulation


BRAIN OUTCOMES

Brain Outcomes


Education choices are value choices


ConclusionsSkepticism until experimental evidence

Studies should be based on hypotheses related to learning in the relevant art form

Greater transfer should be predicted by greater learning in the art form

Explicit vs. implicit teaching for transfer

Arts as entry points but only for certain kinds of students


No transfer = lack of justification

Intrinsic merits

Double edged sword: direct always better

/


the impact of arts education · the impact of arts education ellen winner dept. of psychology,...

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