The arts and self-discipline

Attribution

Debra S. O'Connell (2005), "The Impact of Music Education on Aspects of the Child's Self," Sounds of Learning, The University of North Carolina at Greensboro (p. 4.5).

Item Text

"In a study of the role of the arts in high school dropout prevention by the Florida State Department of Education (1990), researchers conducted on-site field observations and interviews of at-risk students.

• Through these observations, researchers found more consistent on-task behavior during arts classes (83.9%) than non-arts classes (73.3%).
• The highest level of on-task behavior occurred when the students were actively involved in a “hands-on” creative activity.
• The researchers reported that at-risk students were aware of the amount of discipline required in the arts quoting one student, “It [dance] gave me self-discipline, responsibility, self-confidence and also how to budget my time” (p. 13). 
• Another at-risk student was quoted, “It [music] has taught me that anything is possible, it may just take a greater amount of work and a greater commitment” (p. 40).

The researchers concluded “that the arts can be a powerful vehicle for motivating the student at-risk to remain in school” (p. 27). Additionally, they recommend that administrators find ways to incorporate the arts into dropout prevention programs.

"Learning through an Expanded Arts Program (LEAP) is a curriculum that helps students learn academic subjects through the use of hands-on experience with art and music (Dean and Gross, 1992). Standardized evaluations of LEAP projects have shown that they are successful. Of students who participated in the program 93.4% developed a better understanding of the subject matter. Also, teachers reported that 93% of the students gained self-discipline, and 97% had a more positive attitude toward school."

Links

www.uncg.edu/mus/SoundsOfLearning/soundsoflearning.html

Submitter Information

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