Arts Education aids students in skills needed in the workplace: flexibility, the ability to solve problems and communicate; the ability to learn new skills, to be creative and innovative, and to strive for excellence. (Source: Joseph M. Calahan, Director of Corporate Communications, Xerox. Corporation)
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Studying Music Strengthens Students' Academic Performance. Rhode Island studies have indicated that sequential, skill-building instruction in art and music integrated with the rest of the curriculum can greatly improve children's performance in reading and math. (Source: "Learning Improved by Arts Training" by Martin Gardiner, Alan Fox, Faith Knowles, and Donna Jeffrey, Nature, May 23, 1996)
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Student involvement in extracurricular or co-curricular activities makes students resilient to current substance use among their peers, according to a recent statewide survey of Texas Schools. Secondary students who participated in band, orchestra or choir reported the lowest lifetime use of all substances. (Source: 1994 Texas School Survey of Substance Abuse Among Students: Grades 7-12)
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The Arts have a positive impact not only on a community's quality of life, but also on its bottom line. A recent study by the National Assembly of Local Arts Agencies (NALAA) documented the economic importance of the nonprofit arts on communities. The three-year study surveying nearly 800 nonprofit arts organizations in 33 communities in 22 states concluded that the arts are a thriving industry and "an economically sound investment for communities of all sizes." The NALAA report estimated that nonprofit arts organizations generate:
1.3 million jobs annually
$25.2 billion in personal income
$790 million in local government revenues
$1.2 billion in state government revenues
$3.4 billion in federal income tax revenues
In terms of national impact, the nonprofit arts were found to compose a $36.8 billion industry in the United States. That number jumps to $314 billion when the commercial arts sector is added. Source: National Assembly of Local Arts Agencies. Arts in the Local Economy Final Report, Washington D.C., 1994
1.3 million jobs annually
$25.2 billion in personal income
$790 million in local government revenues
$1.2 billion in state government revenues
$3.4 billion in federal income tax revenues
In terms of national impact, the nonprofit arts were found to compose a $36.8 billion industry in the United States. That number jumps to $314 billion when the commercial arts sector is added. Source: National Assembly of Local Arts Agencies. Arts in the Local Economy Final Report, Washington D.C., 1994
An education in the arts encourages high achievement.
Study of the arts encourages a suppleness of the mind, toleration for ambiguity, a taste for nuance, and the ability to make trade-offs among alternative courses of action.
Study of the arts helps students to think and work across traditional disciplines. They learn both to integrate knowledge and to "think outside the box."
An education in the arts teaches student how to work together cooperatively.
An education in the arts builds an understanding of diversity and the multi-cultural dimensions of our world.
An arts education insists on the value of content, which helps students understand "quality" as a key value.
An arts education contributes to technological competence.
Source: Business Week, October 28, 1996
Study of the arts encourages a suppleness of the mind, toleration for ambiguity, a taste for nuance, and the ability to make trade-offs among alternative courses of action.
Study of the arts helps students to think and work across traditional disciplines. They learn both to integrate knowledge and to "think outside the box."
An education in the arts teaches student how to work together cooperatively.
An education in the arts builds an understanding of diversity and the multi-cultural dimensions of our world.
An arts education insists on the value of content, which helps students understand "quality" as a key value.
An arts education contributes to technological competence.
Source: Business Week, October 28, 1996
Involvement in the arts and academic success
Positive academic developments for children engaged in the arts are seen at each step in the research - between 8th and 10th grade as well as between 10th and 12th grade. The comparative gains for arts-involved youngsters generally become more pronounced over time. Moreover and more important, these patterns hold for children from low socio-economic status (SES) backgrounds.
Music and mathematics achievement
Students who report consistent high levels of involvement in instrumental music over the middle and high school years show significantly higher levels of mathematics proficiency by grade 12. This observation holds both generally and for low SES students as a subgroup. In addition, absolute differences in measured mathematics proficiency between students consistently involved versus not involved in instrumental music grow significantly over time.
Theater arts and human development
Sustained student involvement in theater arts (acting in plays and musical, participating in drama clubs, and taking acting lessons) associates with a variety of development for youth: gains in reading proficiency, gains in self concept and motivation, and higher levels of empathy and tolerance for others. Our analyses of theater arts were undertaken for low SES youth only. Our presumption was that more advantaged youngsters would be more likely to be involved in theater and drama because of attendance at more affluent schools and because of parental ability to afford theater opportunities in the community or private sectors.
From Champions of Change: The impact of the Arts on Learning, edited by Edward B. Fiske, funded by the GE Fund and the John D and Catherine T. MacArthur Foundation
Produced by the Arts Education Partnership and the President's Committee on the Arts and Humanities.
Positive academic developments for children engaged in the arts are seen at each step in the research - between 8th and 10th grade as well as between 10th and 12th grade. The comparative gains for arts-involved youngsters generally become more pronounced over time. Moreover and more important, these patterns hold for children from low socio-economic status (SES) backgrounds.
Music and mathematics achievement
Students who report consistent high levels of involvement in instrumental music over the middle and high school years show significantly higher levels of mathematics proficiency by grade 12. This observation holds both generally and for low SES students as a subgroup. In addition, absolute differences in measured mathematics proficiency between students consistently involved versus not involved in instrumental music grow significantly over time.
Theater arts and human development
Sustained student involvement in theater arts (acting in plays and musical, participating in drama clubs, and taking acting lessons) associates with a variety of development for youth: gains in reading proficiency, gains in self concept and motivation, and higher levels of empathy and tolerance for others. Our analyses of theater arts were undertaken for low SES youth only. Our presumption was that more advantaged youngsters would be more likely to be involved in theater and drama because of attendance at more affluent schools and because of parental ability to afford theater opportunities in the community or private sectors.
From Champions of Change: The impact of the Arts on Learning, edited by Edward B. Fiske, funded by the GE Fund and the John D and Catherine T. MacArthur Foundation
Produced by the Arts Education Partnership and the President's Committee on the Arts and Humanities.
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