1. The Brain and the Arts Sousa Ch. 6 “We have never discovered a culture on this planet-past or present-that doesn’t have music, art and dance (Sousa p. 214).”

2. Why teach the arts? Learning songs, rhymes, drawing and painting can help enhance cognitive development. Dancing and playing can help develop gross motor skills.

3. Impact/Research of the Arts in Schools SAT Scores Higher Math, Verbal and composite SAT Scores More art classes taken, higher scores became 4 + years of art correlated with higher SAT scores Disaffected Students Many students that are not academically inclined stay in school because of their interests in arts courses. Different Learning Styles Students bored with typical teaching styles may find outlets in the arts that allow expression of pent up feelings creating better self concept and help with classroom disposition. Personal and Interpersonal Connections Forces a deeper connection with feelings and emotions Allows creativity, positive attitudes and academic self-concept

4. Impact/Research of the Arts in Schools (cont.) Working World Challenges people to think outside of the box and come up with new and innovative ideas necessary in the business world. Gifted and Talented Students Provides a challenge for students that are labeled gifted due to academic success in core content areas. School and Classroom Climate Can improve culture of the school Can integrate subject areas Can make the school a more aesthetically pleasing place to work and learn

5. Music Listening vs. Creating Listening Both sides of the brain respond to music, but the right has areas specifically devoted to music Cochlea auditory cortex frontal lobe ( inner ear ) ( pitch, melody,harmony ) ( emotions/past experiences)

6. Music Listening (cont.) Therapeutic Benefits Reported effects: Relieve stress, help with pain, boost immunity of children Research Influence blood pressure, pulse and muscle activity Strengthen brain cell an cortex connections (rehabilitation) Educational Benefits Stimulates recall sections and visual imagery parts of the brain. Creates more efficient workers Mozart Effect – Is it True??? Mozart sonata – activated auditory and frontal cortex Helps with spatial and temporal reasoning (sequencing mental images and reassembling objects)

7. Music Creating Music Auditory Cortex, motor cortex, cerebellum and corpus callosum are larger in musicians. Benefits Studies music increase in spatial temporal reasoning – Primarily in non-electronic instruments Increase verbal memory skills (Broca and Wernicke’s areas) even after dropping out of music classes. Increase in standardized test scores Increased self-esteem, discipline and parental involvement

8. Music Creating Music Music and Math relations PatternsCountingGeometrySequencingRatios Proportions Fractions Activate same parts of the brain when creating music and math processing Music and Reading relations Strong relationship between music and reading scores Both need decoding and comprehension skills Assists phonological awareness and reading development

9. Visual Arts Imaging vs. Imagining Imagery is a survival skill Creating mental images can be taught and help with retention and Learning Electronics diminish the ability to practice imagery skills Sports Imagery can enhance performance Visual imagery can also be related to creativity

10. Movement Old Version vs. New Version Old – Cerebellum only involves movement New – Cerebellum involves movement and supports limbic system (impulse control and attention), cognitive function, long-term memory and spatial perception Physical Exercise Assists blood movement and oxygen in the blood Increase brain function and learning Implications Kids need to move more, especially in secondary schools Increase cognitive functions Get out energy Get attention and keep interest

11. Research Article 1 The Impact of the Arts on Learning 1 st Study– More broad stud of 2500 students comparing low SES students to higher SES students to see impact of arts classes  Dr. Catrell – UCLA  Arts than music and theater in grades 8-12  Results Low SES showed significant increases Instrumental music and math relationship Low SES scored higher than non music Low SES and average students Can’t say this causes improvements, but there is a reason to suspect that it helps “children are more engaged and cognitively involved in schools when arts are integrated into curriculum”

12. Research Article 1 The Impact of the Arts on Learning 2 nd Study - Chicago Arts Partnership in Education (CAPE)  Dr. Catrell - UCLA  Professional local artists help plan lessons in core content to include arts in 37 schools  Results 6 th grade Math and Reading scores came out higher than other schools with same economic and structural backgrounds 9 th graders achieved a full grade level of proficiency above non CAPE schools Enrichment program, not substitute for regular arts program Can’t replace core content with the arts and can’t replace normal arts classes just by integrating into core subjects as this program does.

13. Research Article 1 The Impact of the Arts on Learning 3 rd Study - Learning in and Through the Arts  Columbia University  Basic intellectual processes, personal attributes that are foundations to cognitive development and result in enhanced test scores  Arts effect on teachers and student interactions  Standardized, creative thinking, self concept and school atmosphere tests and tests on the teacher view of the students  Results Benefits in all areas (thinking abilities, approaches to problems, attitudes toward learning, perception of themselves, school climates, teacher involvement in all subjects with significant finding in Low SES students not higher SES students)

14. Research Article 2 Learning in and Through the Arts: The Question of Transfer Pre-Study Information  More effect of arts on other subjects than other subjects on art  Contents share core elements necessary for learning and achieving  Improvements in everything from creativity to critical thinking and elaborate and express ideas  Cross discipline learning is most effective in transfer  Outside artists help create more excitement  Relieve social issues such as prejudices in students  Teachers are more of expertise do to excitement in work and new insights on students Remaining Questions  Researchers give incomplete pictures of effects, how they occur and circumstances in schools  Questions of transfer and direct relationship

15. Research Article 2 Learning in and Through the Arts: The Question of Transfer Purpose of the Study Determine cognitive skills developed by art Assuming relationship between arts and core content based on transfer due to interactive relationship between the areas Examine relationship with social issues and everyday occurrences 12 diff types of schools with over 200 students

16. Research Article 2 Learning in and Through the Arts: The Question of Transfer Phases 1 and 2 – Choosing Schools  Reviewed methods of teaching, arts programs, and potential positive effects  28 schools observed and interviewed  Invited 18 schools to participate that varied in: 1. Forms of art taught 2. Teaching approaches 3. Who taught art (outside pros or inside art teachers) 4. Whether integrated or focused separately 5. Art rich and art poor schools

17. Research Article 2 Learning in and Through the Arts: The Question of Transfer Phase 4 and 5 - Quantitative Analysis  Created tests to measure potential areas of achievement with the arts  Realized a lot of things may not be measurable by quantitative tests  Students Creativity tests Self concept test Questionnaire of arts experience  Teachers Rating scale of their perception of students improvements Index of school climate Arts teaching and learning inventory questionnaire

18. Research Article 2 Learning in and Through the Arts: The Question of Transfer Phase 5 – Qualitative Analysis  Only looked at existing programs and did not introduce new programs  Interviews and observation transcripts Phase 6 – Results  Arts rich schools and students had much higher scores in all areas  Shows relationship between arts and other disciplines