Arts Involvement and School Climate

Attribution

Judith Burton, Robert Horowitz, and Hal Abeles (1999), "Learning In and Through the Arts: Curriculum Implications," Champions of Change: The Impact of the Arts on Learning, Arts Education Partnership.

Item Text

Studying over 2000 public school students in grades 4-8, a group of researchers from Teachers College Columbia University found significant relationships between rich in-school arts programs and creative, cognitive, and personal competencies needed for academic sucess. They found,

• "Schools with strong arts programs had supportive administrators who played a central role in ensuring the continuity and depth of provision. They encouraged teachers to take risks, learn new skills, and broaden their curriculum."
• "Children in arts-rich schools are more likely than children in low-arts schools to have good rapport with their teachers."
• "Teachers in arts-rich schools demonstrate more interest in their work and are more likely to become involved in professional development experiences. These teachers work in schools that favor change and experimentation. They also are more likely to be innovative in their teaching."

Study results were more firmly tied to rich arts provision than to high economic status.

Links

www.aep-arts.org (under Publications)

Submitter Information

• Name: MENC Staff
• Email: advocacy@menc.org