Summary and Info
Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students' academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as ""skills for innovation"": subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills. Read more... Foreword; Acknowledgements; Executive summary; Chapter 1. The impact of arts education: From advocacy to evidence; Context of our study: Education for innovation, arts advocacy and arts education; Arts education and the quest for innovation and creativity; Arts education initiatives; The arts are relatively peripheral in schools world-wide; Arts advocacy and claims about transfer effects of the arts; Assessing the impact of arts education on non-arts outcomes; What do we mean by transfer?; Potential causal mechanisms underlying transfer from the arts. Non-causal explanations for arts-academic correlationsMethods of this report; Arts as stand-alone classes vs. Arts integrated classes; Preview of our conclusions; Conceptual issues; Methodological issues; Dangers of instrumental claims; Chapter 2. Cognitive outcomes of multi-arts education; REAP meta-analyses of multi-arts education and general academic achievement studies; Correlational studies of multi-arts education and general academic achievement (from REAP); Plausible non-causal explanations for correlational findings. Experimental studies of multi-arts education and general academic achievement (from REAP)Effect sizes in correlational vs. Experimental studies; Other studies on multi-arts and general academic achievement identified by REAP; Post-REAP quasi-experimental studies of multi-arts education and general academic achievement; Conclusion; Chapter 3. Cognitive outcomes of music education; Music education and general academic achievement; REAP analysis of music education and general academic achievement; Post REAP studies of music education and general academic achievement. Music education and intelligence quotient (IQ)Music education, reading, and the reading-relevant skill of phonological awareness; Adult musicians; REAP meta-analyses of music education and reading; Post-REAP studies of music education, reading phonological awareness; Music education and non-native language learning; Quasi-experimental studies; Music education and maths; REAP meta-analyses of music education and maths studies; Post-REAP studies of music education and mathematics; Music education and visual-spatial skills; REAP meta-analyses of music education and visual-spatial skills studies. Post-REAP studies of music education and visual-spatial skillMusic education and attention; Music education and memory; Concluding thoughts about music education and cognitive functioning; Chapter 4. Cognitive outcomes of visual arts education; Visual arts education and general academic achievement; REAP analyses of visual arts education and general academic achievement; Post-REAP quasi-experimental studies of visual arts education and general academic achievement; Visual arts education and reading; REAP meta-analyses of visual arts education and reading.