Arts education helps students achieve educational and personal potential

Attribution

Barry Oreck, Susan Baum, Heather McCartney (1999), "Artistic Talent Development for Urban Youth: The Promise and the Challenge," Champions of Change: The Impact of the Arts on Learning, Arts Education Partnership.

Item Text

The authors followed 23 students (aged 10-26) in a performing arts program in music and dance in the New York City Public Schools. A high percentage of students in the program were from economically disadvantaged circumstances and attended schools with no arts specialist. Over half of them had been labeled at-risk due to poor grades, absences, behavioral or family issues.

"The effect of sustained study in an art form on these talented young people provides powerful evidence for the crucial role of arts education in helping students achieve their educational and personal potential."

This is one participant's story:

Gloria's fourth-grade classmates described her as tough, her teachers, as a bully with low self-esteem and an aggressive attitude. When she began the Arts Connection music program, she had repeated third grade, was in the lowest reading group, and was on the verge of repeating fourth grade.

In third grade, Gloria became part of the Arts Connection music program. Her music teacher said, "She could be brutal at times, but I saw an energy for leadership." He gave her responsibilities and leadership roles within the music group, and he purshed her to open up and achieve.

In fifth grade, Gloria's academic performance improved dramatically. "She went from the bottom reading group in the fourth grade to the top in grade five," her fourth grade teacher explained. "She seemed to feel better about herself. Somehow she got the message that she was special and a good person. I honestly don't think this would have happened if it weren't for the music program."

Gloria also begin to have a group of friends for the first time in her life, saying that when a girl she disliked started ArtsConnection with her, they became friends because of the common link with music.

As her talent developed, Gloria was placed in more demanding situations. She became part of the student performing ensemble, which performed at school, in the community, around the city, and at President Clinton's 1992 Inauguration.

Gloria's grades continued to improve during intermediate school, where she was placed in the top academic classes, was consistently on the honor roll, and was valedictorian of her intermediate school class. She went on to study fashion and music at a New York City arts magnet high school.

Links

www.aep-arts.org (under Publications)

Submitter Information

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