Researching the Social Impact of the Arts Evidence Network for Culture and Sport Centre for Cultural Policy Research, Glasgow University, with the support of the Arts and Humanities Research Council Friday 8 February 2008

Presentation Overview Defining social impact of the arts Determinants of impact Models of causation –Successionist (experimental research) –Generative (realist research/theory- based evaluation)

Social impact of the arts “the transformative power of the arts in terms of personal and social development” Landry et al, 1993 Unit of analysis: individual or group ‘Passive’ and ‘active’ encounters with the arts Positive and negative Policy interest narrower: participative ‘socially oriented’ arts in the context of health, disability, social inclusion, criminal justice, mental health… Presupposes a cause and effect relationship

Determinants of impact: music Traditional ‘transmission’ model A musical stimulus acts on a listener to produce a behavioural response Listener as passive receiver Social psychology model 3 major determinants of an individual’s response to music: The characteristics of The music itself The person involved The social situation in which it occurs

Determinants of impact: all arts AHRC/Arts Council England Fellowship in Social Impact of the Arts: Warwick University (2004 – 2007) All creative arts with a focus on poetry, the novel, theatrical performance Concludes that social, cultural and psychological factors all shape the aesthetic experience Three groups of determinants of impact: intrinsic to the individual, intrinsic to the art, intrinsic to the environmental/social context

Causal explanation: successionist v generative (i)Experimental studies/ traditional evaluation (ii) Realist studies/theory-based evaluation

Experimental research (successionist model of causation) In order to specify a causal relationship alternative causal factors are suppressed. Aim is to produce generalisable findings: but all arts do not affect all people in the same way. Can’t explain change: tells you an association exists but not why. In defence: can accommodate difference – issue is sample size

Realist studies/theory-based evaluation (generative model of causation) Change occurs in particular circumstances: what are the processes or mechanisms that produce it and in which contexts are they triggered? e.g. Theory of Change, Realistic Evaluation What works, for whom, in what circumstances? The ‘whom’, individuals participating in arts, are agents

Realist studies/theory-based evaluation (generative model of causation) Complexity: Individuals: differences in motivations, attitudes, personal history & circumstances, previous knowledge & experience Arts: identifying the processes intrinsic to arts activity, the components of these and how they differ between arts Contexts: aspects of the environment/social situation which influence change. Realist studies/evaluation –begins with a theory – a framework or narrative - about how an arts encounter will affect individuals –Purpose of research design and data collection is to test theory (theory provides the framework for data collection & analysis) –Multi-method research strategy

Appraisal Strengths –Fits with our understanding of determinants of arts impact –Specificity: very useful for policy makers –Explains rather than describes change Caveats –Few theory-based or realist studies of the arts to date –Any closer to ‘proving’ causation? –Common challenges: of measurement, ethics, resource constraints Key issues –Limitations of social research and evaluation –Which types of knowledge are most useful for policymaking?