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Governor's Commission on the Arts in Education  PDF - Findings and recommendations from the Governor's Commission on the Arts in Education....
 State Superintendents Are Powerful Advocates for the Arts in Education PDF - In this paper – part of the ECS Arts and Minds series – three state school superintendents discuss why they support the arts in education. (Education Commission of the States, May 2006)...
Media Paints Arts Education in Fading Light PDF - This analysis examines how the national press portrays arts education and identifies the most common themes covered in news stories. The analysis found that, overall, arts education is presented as losing ground against more urgent educational priorities. Arts education also is viewed in opposition to an increased focus on standardized tests. The report presents several recommendations to assist advocates so they can capitalize on media coverage to promote and protect arts education in schools, including: highlight arts education successes, nationalize the issue, increase and expand the influential voices on arts education, and focus on the value of the arts versus painting a doom-and-gloom scenario.
(Douglas Gould & Co., prepared for the Education Commission of the States, 2005)
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Progress of Education Reform 2004: The Arts in Education PDF - This issue of The Progress of Education Reform provides a brief summary of several recent research studies on the role and value of education in the arts, as well as a look at the results of National Assessment of Educational Progress tests in music, visual arts and theater. (Suzanne Weiss, The Progress of Education Reform, vol. 5, no. 1, Education Commission of the States, January 2004)...
The Arts and Education: New Opportunities for Research - Building upon the arts in education research agenda set forth in previous publications, particularly Critical Links, the authors identify a number of fields for future research. Four broad categories include: (1) cognition and expression; (2) personal and social development; (3) community, democracy and civil society; and (4) teaching and learning environments. The report also draws attention to the need for: (a) national data on student access to arts instruction, current and future pool of qualified arts teachers, and student achievement in the arts; (b) research on the effects of federal and state policies, particularly accountability provisions, on arts instruction; and (c) international comparative research on the arts in education. The authors propose that this research be carried out through a combination of government and private support. (Arts Education Partnership, 2004)...
For the Greater Good: A Framework for Advancing State Arts Education Partnerships - This report presents the November 2001 discussion of representatives of state arts councils, state departments of education and state alliances for arts education from Florida, Hawaii, Mississippi, Ohio and South Carolina. The proceedings provide a rationale for such strategic partnerships, and offer lessons learned on a broad spectrum of issues. Discussion topics include “assets” and “challenges” related to arts education, and the intricacies of vision, roles, resources, leadership, communication and products. The representatives also discussed the role and effects of “environmental dynamics” (state context) and how to integrate research into practice.
(National Assembly of State Arts Agencies, 2002)...
The Arts Are Vital to Young People's Success in School and in Life PDF - Susan Sclafani is assistant secretary for vocational and adult education in the U.S. Department of Education. In a speech given at the Education Commission of the States’ Spring Steering Committee on May 7, 2005, in Little Rock, Arkansas, she discussed how learning in and through the arts is central to fulfilling the No Child Left Behind Act’s goal of improved student achievement. (Education Commission of the States, July 2005)...
Arts Instruction of Public School Students in the First and Third Grades - This issue brief provides a descriptive look at the prevalence of arts instruction received by 1st- and 3rd-grade public school students in their schools. Four areas of the arts are considered in this brief: music; art; dance or creative movement; and theater or creative dramatics. Measures were created to examine changes between grades for students who had arts instruction in at least one grade. (Gregory Kienzl, Grace Boachie-Ansah, Lawrence Lanahan, and Emily W. Holt, National Center for Education Statistics, June 2006)
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Arts for Every Student: Arts Education Resources Initiative - This booklet is part of a Washington State Arts Commission project, the Arts Education Resources Initiative (AERI), which aims to help schools bring high quality arts education to all their students. The booklet and a companion Web site, http://www.arts.wa.gov/AERI.html, offer research-based ideas and support for effective practice, specific action agendas for developing and sustaining high quality arts education, and examples of successful arts education programs. In addition, the authors discuss five elements and attributes of strong arts programs, including curriculum, assessment, teaching capacity, collaboration and scheduling. (Washington State Arts Commission, January 2006)
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Instructional Focus in First Grade - First grade is generally the first year of mandatory full-day schooling in the United States and is thus, for many students, the first time that they will be attending school in a full-day setting. This Issue Brief details how often per week and how much time per day 1st-graders were instructed in subjects such as reading, mathematics, science and the arts during the 1999-2000 academic year. (National Center for Education Statistics, March 2006)...
Critical Evidence: How the Arts Benefit Student Achievement - This publication summarizes the benefits of the arts in education and draws heavily on research from Critical Links: Learning in the Arts and Student Academic and Social Development, published by the Arts Education Partnership in 2002. The summary addresses the importance of the arts in schools and their contribution to student achievement and success. The report touches on several issues related to arts in education, including: the role of No Child Left Behind, public support, how studying the arts enhances student's performance in other subjects and develops fundamental learning skills and capacities. For example, study of the arts can strengthen reading, language and math skills, critical thinking, social and civic development and students' motivation toward and engagement in school. (Sandra S. Ruppert, National Assembly of State Arts Agencies and the Arts Education Partnership, March 2006)...
No Subject Left Behind: A Guide to Arts Education Opportunities in the 2001 NCLB Act - A coalition of arts organizations developed a "living document" that describes sections of the No Child Left Behind Act that apply to arts education. The law recognizes the arts as a "core" subject and several NCLB programs are directly or indirectly related to the arts. This document summarizes these program areas, provides examples and resources and spells out opportunities within NCLB for funding arts education. (Arts Education Partnership, et al, 2005)...
Eloquent Evidence: Arts at the Core of Learning - This issue brief summarizes the findings from “Schools, Communities and the Arts: A Research Compendium,” which reviewed studies on arts in education published between 1985 and 1995. Overall, the research found that involvement in the arts can result in the following: achieve broad education goals; enhance reading, writing and math skills; develop and deepen creative thinking and abilities; improve student engagement and motivation; reach high-risk students; and prepare students for the workforce and employment in the arts industries. (Elizabeth Murfee, National Assembly of State Arts Agencies, October 1995, reprinted in 1996 and 1998)
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Arts Education: A Review of the Literature - This review of current arts in education literature, with an emphasis on performing arts disciplines, focuses on four main sources of program delivery: early childhood education; in-school, curriculum-based; performing arts/cultural organizations; and non-arts community organizations. Key findings from the review include: (1) there is evidence that arts education transfers to learning in other subjects; (2) youth from high-risk environments benefit the most from arts education; (3) arts education is a predictor of arts participation; (4) public policy attention on arts education has increased, while public funding has not; and (5) partnerships among public schools, performing arts organizations and others are playing a growing role in delivery of arts education.
(Terry Teitelbaum and Stephanie Fuerstner Gillis, Blueprint Research & Design, Inc., November 2003, Updated February 2004)
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Putting Arts Education Front and Center PDF - Arkansas Governor Mike Huckabee and former Secretary of Education, Rod Paige, argue that the arts are an integral part of a complete, successful and high-quality education for all students. Studies suggest that engaging in the arts enhances young people’s intellectual, personal, and social development. In fact, No Child Left Behind considers the arts as part of a core curriculum, recognizing their role in the law's goal to improve student achievement. (Education Week, January 26, 2005)...
Finding the Will and the Way to Make the Arts a Core Subject - The purpose of this article is threefold: To consider where arts education has come from since the early 1980s; to view
where it stands today as a core subject in No Child Left Behind; and to see how policymakers can help ensure the
arts become more prominent in the near future. The author provides a brief history of arts in education within the public policy realm and offers suggestions for state and education leaders to better integrate the arts into the core of schooling.(Douglas Herbert, State Education Standard, National Association of State Boards of Education, Winter 2004)...
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Selected Research & Readings
