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SAT & Four Years Of Arts
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Central ProblemArgument: Smart Kid Are
Predisposed to Participate in the Arts
We Need Research To Help Show Correlation and Causation
Best Research is Longitudinal With Compatible Variables (Age, SES, Gender)
Pre & Post Testing Helps
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FYI 169S Without The Arts…..Chadron State College, First Year
InquiryStudy Relevant Research StudiesLearn Digital Manipulation of
Image, Sound, Movies, WebsitesCreate Advocacy, Website,
Poster, Meme, Radio Commercial, YouTube Video
Collaboration, Creative Thinking, Digital Skills
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Your Advocacy TeamKennedy
Center KCAAEN Arts Advocacy Toolkit
Meet With Your Music Parents Include Arts and TheaterTalk About the Research StudiesLeaders Attend A School Board
MeetingRequest Time to Present
Research
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Your Advocacy TeamHave Someone at Every MeetingBe Aware of the Cycle of Budget
TalksKnow who speaks Against Arts
FundingTarget Them Next Election Cycle
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Where To Find ResearchNAMM FoundationNational Endowment For The ArtsArts Education PartnershipAmericans For The ArtsNAfMENational Assembly of State Arts A
genciesPresident’s Council on Arts and th
e Humanities
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Advocacy ResearchCatterall
James Catterall UCLAThe Arts and Achievement in At-R
isk Youth: Findings From 4 Longitudinal Studies
3 Studies US Dept. of Education1 US Dept. of Labor
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Catterall: At RiskNational Educational Longitudinal
Study: Data 8th grade- Age 26Early Childhood Longitudinal
Study: K-8Educational Longitudinal Study
10th grade- 20 yrs oldNational Longitudinal Survey of
Youth: 12-16 yrs with Data collected through mid-20s
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Catterall: Arts & Socio-Economic Status (SES)
Population = 25,000 StudentsTop & Bottom Quartile: High SES
& Low SESThat Population Divided High Arts
vs Low Arts (12.5% each)High-Art-Low-SES; Low-Art-Low-
SES; High-Art-High-SES; Lo- Art-High-
SES
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Catterall: AssumptionsHigh SES Expected to Do Well,
Easy Access to the Arts, Encouragement
Low SES At-Risk, Expected to Have Fewer Advantages
Question: Does High Arts Involvement Change the Expected Outcomes?
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Catterall: StatisticsAll Reported % are Statistically
Significant
Too Many Variables To Show Causation
Long-Term Nature of the Data Shows “Arts Are Associated” With Improved Outcomes
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Catterall: Average Writing 8th Grade Test Scores (2007)
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Catterall: Mean Math GPA High School Students (2005)
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Catterall: Mean GPA of High School Students (2004)
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Catterall: Mean GPA High School Students (2005)
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Catterall: Did Not Graduate Rates
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Catterall: 8th Graders Who Read A Newspaper
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Catterall: 12th Graders Who Participated in Student
Government
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Catterall: Young Adults: Civic & Community Volunteering
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Catterall: Voted in the 2004 Election
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Catterall: Occupations: 2008
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Catterall: ConclusionsSocially and Economically
Disadvantaged Who Have High Levels of Arts Engagement Show More Positive Outcomes Than Their Low-Arts Peers.
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Catterall: ConclusionsAt-Risk Students With A History
of Intensive Arts Experience Show Achievement Levels Closer to, Some Cases Exceeding, The General Population
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Catterall: ConclusionsPositive Relationships Exist
Between Arts and Civic Engagement.
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Schellenberg: Music Lessons Enhance IQ
E. Glenn Schellenberg Music Lessons Enhance IQ (2004)
144 Six-Year Olds into 4 GroupsPiano LessonsVoice Lessons (Kodaly)Control: Drama LessonsControl: No Lessons36 Weeks of LessonsPre-Tested & Post Tested12 Dropped Out of the Study
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Schellenberg: Music Lessons & IQPre & Post Test Longitudinal
ResearchTests:Wechsler Intelligence Scale for
Children (3ed)Kaufman Test of Educational
AchievementBehavioral Assessment System
for Children
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Schellenberg: IQ Results
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Schellenberg: IQ ResultsMusic Groups 7.0 Average
IncreaseControl Groups 4.3 Average
IncreaseDrama Group Changes in Social
Behavior
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Hyde: Brain PlasticityKrista Hyde (2009),
Musical Training Shapes Structural Brain Development
1st Longitudinal Research To Correlate Changes in Brain Structure
Pre & Post Test Research
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Hyde: Brain Plasticity15 month study with 6 year oldsNo Previous Musical TrainingMatched: Age, Gender, SESTwo Groups: Treatment - ½ hour Piano lessons Control - 40 min general music class
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Hyde: Brain PlasticityTests: BehavioralNear Transfer: Fine Finger Motor Skills, Melodic-Rhythmic Discrimination
Far Transfer: Object Assemble, Block Design, Verbal IQ etc.
Tests: MRI Scan for Voxel Changes
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Hyde: ResultsSignificant Differences in Near
Transfer Behavior TestsNo Significant Differences in Far
Transfer TestsMRI: Significant Differences Voxel
Size (3-5mm 3-D Volume) and in Corpus Callosum p<0.05
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Gasser & Schlaug: Brain Structures Differences
Brain Structures Differ Between Musicians and Non-Musicians (2003)
Cross-Section MRI ResearchMeasure Gray Matter Volume20 Professional Musicians20 Amateur Musicians40 Non-Musicians
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Gasser & SchlaugStatistical Model Assumed
Amateur Musicians Would Fall Between Professionals and Non-Musicians
Significant Positive Correlation Between Gray Matter Volume and Degree of Musical Expertise
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ConclusionArts Research ContinuesArts Research Can Provide DataYou Can Help Keep Your Public
Officials Informed.
Dr. G. W. Sandy SchaeferChadron State College