angie mangiantini. are we doing enough? 2 adm062010

Angie Mangiantini

ARE WE DOING ENOUGH?ARE WE DOING ENOUGH?

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Focus of PresentationFocus of Presentation

• MusicMusic• Visual ArtsVisual Arts

• Research and ConsiderationsResearch and Considerations• NAEP Arts Assessment ResultsNAEP Arts Assessment Results• Washington State Arts ProgramWashington State Arts Program

• District Arts DataDistrict Arts Data

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Research and Considerations

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Are We Doing Enough?

• Research over the last ten years– Transfer* of skills learned in the arts

– Mathematics– Reading– Writing– Executive Control– Cognitive Development– Spatial Temporal Reasoning

*transfer denotes instances where learning in one context assists learning in a different context1

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Major Studies(Not an inclusive list)

• SAT Study (2000) – found students with 4 or more years of arts scored higher on assessments

• Critical Links (2002) – meta-analysis of studies focusing on the academic and social effects of arts learning experiences

• Dana Foundation (2008)– 7 studies searching for causality between art training and changes in the brain

• NEUROEDUCATION: Learning, Arts and the Brain - Findings and Challenges for Educators and Researchers from the 2009 Johns Hopkins University Summit – explores the intersection of cognitive neuroscience, the arts and learning. This was an expansion on Dana report released in 2008

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Conclusion:•Students who take any kind of art course in high school for at least four years have higher SAT scores than those who take no art courses•Results purely correlational•May be other possible explanations besides exposure to arts

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Critical Links (2002) – meta-analysis of studies focusing on the academic and social effects of arts learning experiences

•Includes 62 research studies•Summarized by James Catteral, Lois Hetland and Ellen Winner•Divided into five art form areas

•Dance•Drama•Visual Arts•Music•Multi-Arts

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Critical Links: Findings in Music Research

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Critical Links: Findings in Visual Arts

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……presents clear evidence that skills learned through the arts can presents clear evidence that skills learned through the arts can transfer to sciencetransfer to science

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Dana Foundation (2008)•Brought together neuroscientists from 7 universities to answer the question: Why arts training is associated with higher academic performance?

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Findings hint at relationships1. Interest in performing arts lead to a high state of motivation and training in motivation leads to improvement of other domains of cognition2. Genetic studies have begun which may help explain differences in interest in the arts3. Specific links exist between high levels of music training and the ability to manipulate information in both working and long term memory4. In children, there appear to be specific links between the practice of music and skill in geometrical representation5. Correlations exist between music training and both reading acquisition and sequence learning

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• Elements of the Arts Theory1. There are specific brain networks for different

art forms2. There is a general factor of interest in arts3. When this general factor of arts is high, training

in a specific art form produces high interest or motivation

4. This interest or motivation sustains attention5. High sustained attention in conflict related tasks

improves cognition

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Arts training works through the training of attention Arts training works through the training of attention to improve cognition for children with interest and to improve cognition for children with interest and abilities in the arts.abilities in the arts.

Future study: Role of genes and the interaction of Future study: Role of genes and the interaction of genes and environment in influencing attention to genes and environment in influencing attention to the arts.the arts.

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CONCLUSIONS:CONCLUSIONS:

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•Explore the intersection of cognitive Explore the intersection of cognitive neuroscience, the arts and learningneuroscience, the arts and learning

•Emerging field of neuroeducation - Emerging field of neuroeducation - explores how children learn and what explores how children learn and what practices promote and sustain the learning practices promote and sustain the learning processprocess•Interdisciplinary field which combines Interdisciplinary field which combines neuroscience, psychology and neuroscience, psychology and educationeducation

3

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• Summit OutcomesSummit Outcomes1.1. Educators and researchers must communicate and Educators and researchers must communicate and

collaboratecollaborate2.2. Translation of research must occur in different formsTranslation of research must occur in different forms3.3. Lab schools should be cultivated as authentic settings Lab schools should be cultivated as authentic settings

for research and development of integrated for research and development of integrated academic modelsacademic models

4.4. Arts learning must be better understood before we Arts learning must be better understood before we can integrate it into the curriculumcan integrate it into the curriculum

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2008 NAEP Arts Assessment Results

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7,900 87,900 8thth graders in 260 schools participated graders in 260 schools participated in the Arts assessmentin the Arts assessment• Music: 4,000 studentsMusic: 4,000 students• Visual Arts: 3,900 studentsVisual Arts: 3,900 students

Two separate scores reportedTwo separate scores reported•Average responding score – Music and Average responding score – Music and Visual ArtsVisual Arts•Scale 0-300Scale 0-300

•Average creating task score – Visual ArtsAverage creating task score – Visual Arts•Scale 0-100Scale 0-100

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2008 Arts Assessment. 25adm062010

Overall Results (Public Schools):Overall Results (Public Schools): Music average responding scale score: 149Music average responding scale score: 149 Visual Arts average responding scale score: 149Visual Arts average responding scale score: 149 Visual Arts average creating task score: 52Visual Arts average creating task score: 52

Reported as the average percentage of the maximum Reported as the average percentage of the maximum possible score (100)possible score (100)


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Responding Score Results in Music

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2008 Arts Assessment.

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Responding Score Results in Visual Arts


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• 2008 results could not be compared to 1997 results– Change in scoring procedure and materials

• Answers to multiple choice items could be compared


Comparison of Responses on the 2008 Music Multiple Choice Items to the 1997 Assessment

Percentage correct higher in 1997


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Comparison of Responses on the 2008 Visual Arts Multiple Choice Items to the 1997 Assessment


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WEST WEST 142142

MIDWEST MIDWEST 157157

SOUTH 146SOUTH 146

NORTHEAST 154NORTHEAST 154

Number of states by region


2008 NAEP Arts Assessment: Music Scale Scores

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WEST 142WEST 142

MIDWEST MIDWEST 153153

SOUTH 146SOUTH 146

NORTHEAST 160NORTHEAST 160

Number of states by region


2008 NAEP Arts Assessment: Visual Arts Scale Scores

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2008 Grade 8 Student Populations 2008 Grade 8 Student Populations by Region and Type of School by Region and Type of School

LocationLocation

Common Core of Data (CCD), "Public Elementary/Secondary School Universe Survey" , 2007-08 v.1a

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Average Scale Score Results by Location of School

CITY MUSIC = 139CITY MUSIC = 139CITY VISUAL ARTS = 141CITY VISUAL ARTS = 141

SUBURB MUSIC = 154SUBURB MUSIC = 154SUBURB VISUAL ARTS = 154SUBURB VISUAL ARTS = 154

TOWN MUSIC = 156TOWN MUSIC = 156TOWN VISUAL ARTS = 149TOWN VISUAL ARTS = 149

RURAL MUSIC = 149RURAL MUSIC = 149RURAL VISUAL ARTS = 152RURAL VISUAL ARTS = 152


Does your district or state have a curriculum in any of the following subject areas that your school is expected to follow? Music (school-reported)

Percent by Region answering Yes:Percent by Region answering Yes:•Northeast – 87%•Midwest – 65%•South – 78%•West – 60%

Total Grade 8 Students Without Total Grade 8 Students Without Music In Their Curriculum: Music In Their Curriculum:

1,030,5671,030,567


How often does a typical eighth-grade student in your school receive instruction in each of the following subjects? Music (school-reported)Values: 3-4 Times A Week


Total Grade 8 Students Not Receiving Total Grade 8 Students Not Receiving Music Instruction 3-4 Times Per Week: Music Instruction 3-4 Times Per Week:

2,893,1452,893,145


In the last year, did your school sponsor eighth-grade field trips in connection with any of the following subject areas? Music (school-reported)


Total Grade 8 Students Without The Total Grade 8 Students Without The Opportunity To Participate in a Music Opportunity To Participate in a Music

Field Trip: Field Trip: 1,008,7351,008,735


Does your district or state have a curriculum in any of the following subject areas that your school is expected to follow? Visual arts (school-reported)


Total Grade 8 Students Without Total Grade 8 Students Without Visual Arts In Their Curriculum: Visual Arts In Their Curriculum:

1,012,4471,012,447


How often does a typical eighth-grade student in your school receive instruction in each of the following subjects? Visual Arts (school-reported)Value: 3-4 Times A Week


Total Grade 8 Students Not Receiving Total Grade 8 Students Not Receiving Instruction In Visual Arts 3-4 Times a Instruction In Visual Arts 3-4 Times a

Week:Week: 3,049,9983,049,998


In the last year, how many times did you go with your class to an art museum, gallery, or exhibit? (student-reported)Value: 1 or 2 times


Total Grade 8 Students Without The Total Grade 8 Students Without The Opportunity To Go To a Museum: Opportunity To Go To a Museum:

3,115,7943,115,794


NORTHEAST

NORTHEAST

SOUTH

MIDWEST

WEST

WEST

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In the last year, did your school sponsor eighth-grade field trips in connection with any of the following subject areas? Visual arts (school-reported)


Total Grade 8 Students Without The Total Grade 8 Students Without The Opportunity To Go On a Visual Arts Opportunity To Go On a Visual Arts

Field Trip: Field Trip: 2,233,5972,233,597


Out of 50 states only six do not have state statutes requiring Arts Education

Source: Education Commission of the States 700 Broadway, Suite 810 Denver, CO 80203-3442 303.299.3600 Fax: 303.296.8332 www.ecs.org

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CONTACT INFORMATION:CONTACT INFORMATION:

Angie Mangiantini, NAEP State CoordinatorAngie Mangiantini, NAEP State CoordinatorOffice of Superintendent of Public Office of Superintendent of Public InstructionInstruction600 Washington Street SE600 Washington Street SEOlympia, WA 98504Olympia, WA [email protected]

angie mangiantini. are we doing enough? 2 adm062010

Documents

arts training

years of arts

arts theorythere

arts lead

general factor of arts

art training

specific links

specific art form