The Impact of Arts Education on K-12 Students

Allison Frenzel

California State University, Fullerton

IMPACT OF ARTS EDUCATION

Abstract

This Literature Review examines current research on the socio-emotional, neurological

and cognitive benefits of high quality arts education on K-12 students and articulates

relationships between visual and performing arts (VAPA) programming and student

achievement and/or engagement regardless of age or socio-cultural factors.

Furthermore, the findings show the influence of the arts on student welfare and

demonstrate the connection between socio-emotional health and learning (Chemi 2015,

Goldstein 2011). Students who participate in both VAPA programs and arts integrated

programs often have a positive attitude about school and this is reflected in increased

attendance rates and college readiness as well as success in other core subjects (Elpus

2013; Inoa et al. 2014; Martin et al. 2013). Teacher training and professional

development are essential in the establishment of high quality programs (Inoa et al.

2014; Mastrorilli et al. 2014).

Keywords: Visual and Performing Arts, Arts Education, Sequential, Benefits, Student

Engagement, Student Achievement, College Readiness, 21st Century Skills, k-12

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Impact of Arts Education on K-12 Students

Introduction

The aim of this literature review is to investigate the correlation between high

quality visual, performing, and/or media-based arts education, academic engagement,

and academic achievement for K-12 students in order to support a case for allocating

federal, state and district funds for the inclusion and expansion of arts programs in

public schools. Through examination of student behavior, attitude, and academic

success, researchers illustrate how arts education has a holistic impact on learning and

self esteem as well as social-emotional, cognitive, and neurological development of

K-12 students. (Catterall, Dumais, & Hampden-Thompson, 2012; Chemi, 2015;

Goldstein, 2012, Elpus 2013).

Literature Review Strategy

I initiated my research with a Google Scholar search using keywords: Visual and

Performing Arts, Arts Education, Sequential, Benefits, Student Engagement, Student

Achievement, College Readiness, 21st Century Skills, Policy, and k-12. I found several

articles connected to different journal publications such as The Journal for Learning

through the Arts, the International Journal of Arts Education, and Arts Education Policy

Review. I also searched the ERIC database with the same key-words and added and

collected several titles in my Colwiz library. The Google Research tool was extremely

helpful in finding similar articles and generating APA citations for each search. I then

used the CSUF Pollak Library search database to locate the journals and read as many

of my collected articles as possible. I also searched through each of referenced

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journals by publication date, and found additional sources that did not come up in my

keyword searches. I eliminated several sources on my initial list due to relevance and

date. I also ordered digital copies of articles that were inaccessible in the Pollak Library

due to subscription issues. I ended up broadening my topic based on the fact that very

few research studies on the outcomes of implementation of sequential district arts plans

have been documented and published in academic journals. By broadening my topic, I

was able to use some of my sources that were initially eliminated. Several of the

sources were dated prior to 2012, so I decided to extend my date range and was able to

find very relevant resources for my research review. Finally, I searched the websites of

several arts advocacy groups including UNESCO, Americans for the Arts, California

Alliance for Arts Education, and the National Endowment for the Arts, to find additional

data.

Once the literature was collected and reviewed, the sources were separated into

three themes. These three themes are impact of arts education on social-emotional

development and behavior, impact of arts education on cognition and brain

development, impact of arts education on academic achievement.

Impact of Arts Education on Social-Emotional Development and Behavior

The impact of general arts integration on emotional well-being is important to

consider when examining the overall social and emotional benefits of arts education

for students. Chemis Artfulness Study (2015) examined the impact of arts-based

projects on learning and emotional welfare and addressed the relationship between

positive emotions and the arts. The findings showed the influence of the arts on

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student welfare, which inevitably contributes to success in academic settings. The

Artfulness Study lasted from 20082011, and involved every K-16 public school in the

Danish Vejle Municipality, a total of 35 schools, with 1,600 teachers and 12,000

pupils (Chemi, 2015, p. 1). The data was collected through interviews, surveys,

observations, and case-studies. The focus was on arts-integration, meaningful project

development, and psychological effect on students.

Chemi explores the question: In what unique ways do the arts influence the

optimal balance of positive emotions and cognitive challenges? They do it by means

of a number of functions and characteristic aspects: expression of complexity,

opacity, metaphors, communication in absentia, inputs by senses and body,

meaningfulness, sociality and relationships (Chemi, 2015, p. 13). Students in the

study reported an overall positive experience in emotional engagement with their

project in the form of positive emotions and social interaction in the domains of social

relationships, learning of academic and non-academic content, self-perception, and

overall well-being (Chemi, 2015, p. 10).

Like Chemi, Goldsteins study (2011) demonstrates the inherent connection

between positive emotion, social interaction and learning. Goldstein claims that,

Empathy, theory of mind, and adaptive emotion regulation are critical skills for social

functioning (2011, p. 97). While Chemi examines an arts integrated project,

Goldsteins study focuses specifically on the discipline of acting. She concludes that

the social-cognitive and emotional skills interact with each other and that

drama-based arts training aids students in social and emotional functioning.

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Creative Learning and Healthful Decision Making

Kenneth Elpus, Assistant Professor of Music Education University of Maryland,

conducted a national quantitative study to analyze the impact of arts education on

adolescents and adults. He used data from the 2009 National Longitudinal Study of

Adolescent Health, or Add Health conducted by Harris, Halpern, Whitsel, Hussey,

Tabor, Entzel, and Udry (Elpus 2013). Elpus examined the Add Health survey results

based on who had and had not earned high school credit for formal coursework in the

arts (visual art, music, dance, drama, and film/media arts), and tracked subjects

through and beyond adolescence (Elpus, 2013, p. 2).

Elpus used the data to determine patterns in the way arts education positively

influences the behavior of youth (2013). He also examined cognitive and social

emotional development of participating subjects. The findings disclosed that enrollment

in VAPA programs was significantly associated with reduced student suspension rates,

positive outlook and attitude about college, reduction in drug and alcohol use, and

positive connection to school. Results from this study suggest adolescents who

participate in arts coursework at school show more positive behavioral outcomes than

their peers who do not.

It is important, however, to note that outcomes vary and are sometimes

contingent on the arts discipline studied. For instance, according to Elpus (2013), As

adolescents, music students were 24% less likely than non-music students to use

marijuana. Dance students were 47% less likely than non-dance students to have used

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marijuana during adolescence. Conversely, visual arts students were 29% more likely

than non-visual arts students to have used marijuana as adolescents (p. 5).

While arts students do appear to experience positive developmental benefits

from their arts study that extend beyond adolescence into adulthood, it is clear that each

discipline draws a different type of student population. The ways in which participation

in the discipline impacts student behavior will reflect these differences. Deasy (2002)

explores different arts disciplines in his collection Critical Links: Learning in the Arts and

Student Academic and Social Development, which includes research studies and

dissertations and is referenced by both Chemi and Elpus in their reports.

Arts participation, self efficacy and self esteem. In general, self-efficacy and

self-confidence are positively influenced by participation in drama, music, visual art, and

media arts. In a six year study conducted by Betts (2006), a pre-and posttest

questionnaire measured changes in perceived self-efficacy and attitudes about art,

technology and learning (p. 1). Participating middle school students involved in media

arts programs developed greater confidence in using media tools to create original

work, and many students reported that the program inspired them to pursue further

academic or career goals in graphic or multimedia arts (Betts 2006). This demonstrates

how the students were both inspired by the program and able to understand the way

media arts can lead to different career paths across industry sectors. They were

confident in their abilities to apply their knowledge as a result of their work in the

program.

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Similarly, Australian researchers Grimmett, Rickard, and Gill (2012) of

Monash Universitys School of Psychology, Psychiatry & Psychological Medicine,

show how elementary students demonstrate increased self confidence due to

participation in music programs. Grimmett et. al. examined the impact of

school-based music classes on a students self esteem by examining two groups of

students in grades one and three. Like Betts findings in his (2006) investigation of

media arts education, Grimmett et. al. found that music students report an increased

confidence in their abilities to perform in academic settings (p. 59). The research

demonstrated that participation in school-based music classes helped maintain

positive self-esteem for both the younger and older cohorts, and specifically

academic self-esteem for the older cohort.

Additionally, researchers from the University of Sydney partnered with the

Australia Council for the Arts for a two year study focused on the impact of arts

participation in the school, at home, and in the community on youth development

(Martin, Mansour, Anderson, Gibson, Liem, & Sudmalis, 2013). This comprehensive

study assessed: receptive arts participation, active arts participation, parent child

arts interaction, home arts-based resources, external arts tuition, in-school arts

tuition, and arts engagement. It evaluated both academic and non- academic

outcomes of arts participation and found that self esteem acquired or developed

through arts participation often translated to success in other subjects and belief in

ones ability to succeed (p.10).

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Self esteem was listed as a non-academic outcome and assessed through

items from the General Self-Esteem Scale of the Self-Description Questionnaire II.

The General Self-Esteem Scale has previously demonstrated high reliability (Marsh,

2007). The findings provide an empirical support for the role of school-, home-, and

community-based arts participation in academic (e.g., motivation, engagement) and

nonacademic (e.g., self-esteem, life satisfaction) outcomes (Martin et al., 2013, p.

10).

Impact of Arts Education on Cognition and Brain Development

Baker (2013) claims that arts integration promotes intellectual development

through the following cognitive factors: planning, interpretation of figural relations,

interpretation of visual-spatial patterns and relationships, verbal reasoning, nonverbal

reasoning, memory and memory retrieval, quantitative and quantitative relationships. In

Bakers pilot field study, she collected ethnographic and anecdotal data through

observation in classrooms. Bakers study (2013) took place at Art Space Charter

School in North Carolina and aimed to capture a rich description of how the arts are

integrated with cognitive concepts within the curriculum. Throughout the study, students

had to brainstorm multiple possibilities and engage in creative problem solving on a

daily basis. Activities provided vehicles for cognitive development that promoted

vocabulary growth, reasoning, comparing/contrasting, integration of thought, seeing

patterns and relationships, memory/retrieval, and concept development (Baker 2013, p.

15).

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IMPACT OF ARTS EDUCATION

Both Baker (2013) and Chemi (2015) focus on the cognitive benefits of arts

integration. Chemi defined cognitive intensity as a condition in which the individual

feels intellectually challenged at an appropriate and manageable level (Chemi, 2015),

She claims that the arts provide this experience for students and in turn aid in cognitive

development which is the ability to perceive and process verbal and visual information.

Students that engage in creative processes must make aesthetic decisions and engage

in focused activity for sustained periods of time. This active participation leads to the

development of skills in a particular discipline and provides an outlet for creative

expression and cognitive intensity which contribute to intellectual development.

In a study about dance education, researcher Hanna examined nonverbal

communication and cognition theory and research to gain insight into the impact of k-12

dance education on learning. She examined Howard Gardners theory of multiple

intelligences and explains how dance education helps to develop kinesthetic, linguistic,

musical, spatial, intrapersonal, interpersonal, and naturalist intelligence (p. 5). Kenneth

Elpus (2013) furthered this idea by demonstrating how arts education engenders

habits of mind that promote critical thinking and the ability to perceive subtle

differences in qualitative relationships, skills which are prized in higher education

settings in his longitudinal study (p. 36).

The Neurological Impact of Music Education. Scientific data collected through

imaging and neurological diagnostic testing (Tierney et. al, 2013; Hyde et. al. 2-009;

Roden et. al. 2012) demonstrated the benefits of music education on the human brain.

Tierney, Krizman, Skoe, Johnston and Kraus conducted a four year longitudinal study to

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investigate the neurological impact of in-school music training on high school students

from the Chicago Public School district. The study aimed to collect evidence to justify

the implementation of music programs in socioeconomically disadvantaged urban

areas. The researchers hypothesized that classroom musical instruction increases the

brains resilience to background noise (Tierney et. al., 2013, p. 2). The 43 participants

took music classes for four consecutive years and learned fundamentals of sight

reading, singing, piano/keyboard, and music theory. The findings showed that

sequential and ongoing musical training indeed enhances the neural ability and auditory

perception of adolescents. It helps with focus and isolation of auditory stimuli.

Additionally, the data suggested by Hyde et. al demonstrates how musical training

shapes structural brain development in children (2009). It is clear that musical training

may be able to improve academic performance by training perceptual and cognitive

skills (such as auditory working memory, reading, and speech in noise perception) on

which scholastic ability depends (Tierney et. al., 2013, p. 4).

Hyde et. al. investigated structural brain changes in relation to behavioral

changes in young children who received 15 months of instrumental musical training

relative to a group of children who did not. They used deformation and voxel based

morphometry (DBM) to scan throughout the entire brain to identify local brain size or

shape differences between groups both before and at the conclusion of the 15 week

study (Hyde et. al, 2009, p. 1). Voxel-based morphology maps the various regions of

the brain on a three dimensional grid. Researchers used MRI scanning, behavioral

tests, and motor sequencing tests to compare control and variable initial and summative

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data. Children learning instrumental music showed significantly different brain

deformation changes in areas of greater relative voxel size than those of controls in

motor areas, such as the right precentral gyrus, and the corpus callosum, that were

significant at a whole brain cluster threshold as well as in a right primary auditory

region (Hyde et. al, 2009, p. 3). These structural changes were directly connected to

behavioral improvements, and children who played and practiced a musical instrument

also showed greater improvements in finger dexterity in both left and right hands and in

auditory melodic and rhythmic discrimination skills. (Hyde et. al, 2009, p. 4).

Music instruction and memory. Verbal memory is measured through

neuropsychological testing which measures a persons ability to recall information.

Roden, Kreutz, and Bongard examined the effects of instrumental music education on

the visual and verbal memory in an 18 month study conducted with students between

the age of six and seven years (2012). Researchers hypothesized that children who

participated in a school-based music program would significantly improve their verbal

memory abilities (Verbal Learning, Verbal Delayed Recall, and Verbal Recognition

values) over time as compared to their peers who received training in an unrelated area

(natural sciences) or received curriculum-based music lessons only (Roden et. al.

2012, p. 2). Information on the IQ, socio-economic background, and musical

background was collected for each participant prior to the study to determine factors

that may influence the outcomes. Data was collected using the Corsi Block Test and

Matrix Span Test, and standardized questionnaires. Although performance levels in

memory tests were similar at baseline, children receiving music instruction scored

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significantly higher in tests addressing verbal memory as compared to controls, after

18months of instrumental training. Specifically, music-trained children showed

significant increases in the Verbal Learning Test score over the whole testing period,

whereas no such improvement was observed in the natural science and the non-training

groups (Roden et. al. 2012, p. 5). While there was a noticeable improvement in the

verbal memory of the subjects, there was not a significant change to the visual memory

as a result of the 15 month participation in music classes.

Impact of Arts Education on Academic Achievement and At-Risk Populations

An important consideration for the justification of continued funding for arts

programs involves the impact these programs have on performance in core

academics. Inoa, Weltsek, and Tabone examined the relationship between theater

arts and student literacy and mathematics achievement in a 2014 study. The study

sample consisted of sixth and seventh grade students enrolled in a high poverty

urban school district in New Jersey. Study findings indicate that students in arts

integrated classrooms tend to outperform their counterparts in both math and

language arts on standardized tests (Inoa et. al., 2014, p.3). The study emphasized

the way arts education, curriculum integration, and arts integration, impact learning

and promote academic success across content areas. There were a total of 1,193

students in the data file; 464 were in the control group and 729 were in treatment

(Inoa et. al., 2014, p. 7).

The student participants in the study outscored their control group counterparts

in both math and language arts standardized tests. The most significant results

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occurred in sixth grade, where students receiving a theater arts intervention

outperformed their control group counterparts by almost eight percentage points, a

difference that missed statistical significance by one-hundredth of a point, while in

math, treatment once again surpassed control group participants, this time by 11.5

percentage points, a difference that was statistically significant (Inoa et. al., 2014,

p.17). The academic benefit of theater arts instruction is apparent in the results of

this study. Students refine transferable skills such as communication, interpersonal

interaction, and leadership, and these skills contribute to their success in other

content areas. Furthermore, the study illustrates the benefits of a theater arts program

for low income students in urban school districts. The program was also viewed as

an intervention for at-risk students by the school district, and the participants clearly

outperformed control group students of their same grade, gender, and race or

ethnicity classification; very rarely did the opposite occur, and in cases where it did,

differences were highly insignificant, confirming the value of the program and

justifying continued funding for the program (Inoa et. al., 2014, p.18).

Arts Pathways, Student Engagement and Attendance Rates.

In a mixed-method study focusing on the impact of arts programming at four,

small New York City high schools, researchers Maguire, Mishook, Garcia, and de

Gaillande (2013) used the four essential components of successful pathway

implementation (Oaks and Saunders, 2008) as a basis for their research. Pathways, an

aspect of Career Technical Education, are designed to prepare students for both

college and careers and are found within different industry sectors. For instance, the

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Arts Media and Entertainment Industry sector has a graphic design pathway, a

performing arts pathway, a visual arts pathway, and so on. Pathways help students

receive focused and sequential instruction in a particular area of interest to prepare

them for industry and postsecondary education. The components of a successful

pathway include the existence of a college preparatory academic core, a professional or

technical core, a field study or internship program, and student support services. The

emphasis of the study was on student experience and engagement within four arts

focused pathway programs in high poverty urban schools (p. 3).

The researchers (Maguire et. al., 2013) compiled data from student surveys,

interviews, focus groups, and compared educational outcome data (graduation rates),

participation in extracurricular activities, and attendance rates. The study was about four

small school (200-300 students) models with very diverse populations in low

socioeconomic communities in New York. Its findings are very specific and focused on

the pathway model as it pertained to comprehensive arts programming. Overall student

participation in the survey process was representative of the demographics of each

school and allowed researchers to move forward with case studies, focus groups, and

interview processes that provided context to the survey responses. They created an

Arts Capacity Index (ACI) that allowed them to compare the programming at each site.

The findings showed that the school offering the most robust arts programming also

offered the most AP courses, but these offerings did not necessarily have a reliable

relationship to academic performance on standardized tests or graduation rates. It was

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concluded that more research is necessary to determine the impact of arts pathways on

"hard" academic student outcomes (Maguire et. al., 2013, p. 27).

While the findings could not correlate the direct relationship between student

achievement and arts pathways, they did present the key fact that the assessment

process for determining achievement did not reflect the authenticity of student activities

and therefore may not be the proper assessment tool for progressive arts focused

schools. By collecting information directly from the experience of the student

populations, a unique insight was provided that demonstrates and validates the value of

the small school model, the pathways model, and arts education. The results indicate

that the attendance rate at these schools is considerably higher than the non-arts

counterparts and state average. Since attendance rates are indicators of student

engagement and positive learning environments, researchers concluded from

information gathered in the interview process that students at the four schools have a

positive experience at school (Maguire et. al., 2013, p. 8).

Arts education and college attainment. In a 2016 study, Elpus demonstrated

how arts students were more likely to apply to a postsecondary institution and complete

the college admissions process. He identified the correlation between arts education

and postsecondary enrollment, and suggest that arts students are served well by their

arts study when compared to non-arts students on outcomes related to college

admission and attainment (Elpus, 2016, p. 5). Overall, Elpuss research showed how

arts student were more likely to apply for, and attend college than their non-art peers (p.

5).

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Elpus aimed to examine the impact of arts education on the pursuit of higher

education. He collected data from 1,200 schools across the United States beginning in

2002 and looked comparatively at 10th grade students enrolled in arts courses and their

non-arts enrolled peers. The study followed the participants through high school and

college (when applicable). Arts students were still 29% more likely than non-arts

students to apply to college, regardless of socioeconomic status, sex, race, GPA,

standardized test scores, participation in interscholastic athletics, hours per week on

extracurriculars, and the students leadership index (Elpus, 2016, p. 27)

The impact of professional development on student learning. Several

studies (Deasey, 2002, Inoa et. al., 2014; Dwyer, 201; Mastrorilli et. al., 2014; Chemi,

2015) emphasize the importance of professional development and the establishment of

Professional Learning Communities (PLC) in implementation of high quality programs.

In the study conducted by Inoa et. al. (2014), eighteen ELA teachers completed a total

of 24 hours of professional development over the first two years of the project and

developed a PLC where they were able to work collaboratively and share lesson plans.

(p. 8)

Similarly, when Arts Achieve was implemented in New York Schools in 2011,

researchers examined the direct impact of professional development in the arts and

arts education on student learning (Mastrorilli, Harnett, & Zhu, 2014). Arts Acheive

was funded by the United States Department of Education and was implemented

within 77 New York public schools. The program aimed to assess the impact of

professional development on student learning, to implement arts programs taught by

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trained professionals, and to identify gaps in student learning and devise an action

plan that would address these gaps (p. 9). Mastrorilli, Harnett and Zhus study

(2014) examined the results of the Arts Achieve Project after the first of three years of

implementation for the Department of Education. Preliminary results provide[d]

promising indication of the impact of the project on student arts achievement (p. 12).

Both studies (Inoa et. al. 2014; Mastrorilli et. al. 2014) demonstrated the

importance of quality VAPA education and professional development for instructors.

Teachers who receive immersive and ongoing professional development in the arts

learn new instructional strategies, and effective lesson planning. Professional training

contributes to improved self efficacy for teachers of all content areas. Clearly, the

establishment of collaborative professional learning communities help to build teacher

capacity through the recognition and development of individuals strengths and

interests. (Grimmett et. al., 2010). A successful program must not only inspire a

shared vision of the program intentions through adequate professional development

but also acknowledge the unique strengths and interests that individual teachers bring

to the practice of teaching (p. 63). Investing in professional development leads to

high quality arts education and arts integration, and has a direct impact on learners

(Inoa et. al. 2014; Mastrorilli et. al. 2014; Chemi 2015).

Discussion

Overall, the literature reviewed indicated that VAPA education creates

opportunities for positive emotional experiences for participants, builds self

confidence, and contributes to positive student behavior and social interaction.

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Furthermore, research shows a direct quantitative correlation between music

instruction, brain development, auditory processing, and decision making (Hyde et.

al, 2009; Tierney et. al., 2013). When compared to students who do not participate in

arts programs, participants report positive academic experiences and are more

deeply connected to school (Deasy, 2002). According to the United Nations

Educational Scientific and Cultural Organization:

The benefits of introducing the arts and cultural practices into learning

environments showcase a balanced intellectual, emotional and psychological

development of individuals and societies. Such education not only strengthens

cognitive development and the acquisition of life skills innovative and

creative thinking, critical reflection, communicational and interpersonal skills,

etc but also enhances social adaptability and cultural awareness for

individuals, enabling them to build personal and collective identities as well as

tolerance and acceptance, appreciation of others. (2006)

Each of the studies reviewed demonstrated how K-12 students benefit from the arts,

whether in the case of arts integration or focused coursework, and emphasize the

importance of teacher training in the implementation of arts programs in schools.

Arts programs help students gain confidence, engage in learning, and build

relationships. They are also successful as intervention programs for at-risk

populations because of the motivational factors involved. When examining the variety

of types of arts education including: arts integrated projects, extracurricular and

community engagement, academic courses and school-based programs, it is clear

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that experiential learning in the arts contributes to the overall success of the student

in both academic and nonacademic settings regardless of the type of art education

received. Continued or increased funding of these programs could improve the

overall quality of education offered to students, and help schools motivate at-risk

student populations which in turn could increase attendance, graduation, and

postsecondary enrollment rates.

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Betts, J.D. (2006). Multimedia arts learning in an activity system: New literacies for

at risk children. International Journal of Education & the Arts, 7(7), 1-44.

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The arts and

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Chemi, Tatiana. (2015). Learning Through The Arts In Denmark: A positive

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Deasy, R. J. (2002). Critical links: Learning in the arts and student academic and

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IMPACT OF ARTS EDUCATION

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