Capstone Thesis-

Running head: IMPORTANCE OF ART EDUCATION 1

VISUALIZING THE BIGGER CANVAS:

The Value of Education in the Arts

Pilar Espinosa

Capstone II

Jim Silliman

April 25, 2016

IMPORTANCE OF ART EDUCATION

The Importance of Art Education

The purpose of this capstone project was to bring attention the importance of education in

the arts and how the benefits will help young adults become more successful in the future and

better critical thinkers. The design of this study was a qualitative research project using a survey

to gather data. Polish sculptor Magdalene Abakanowicz once said “Art does not solve problems,

but makes us aware of their existence.” Art shows us the problems in education, Other than doing

well in math, reading, and along with other areas of study, the arts can improve motivation,

concentration, and enhance teamwork. It also connects people to seeing the world differently,

forging social bonds and community cohesion (Smith, 2009). These programs help close a gap that

has left many children behind. Participation in art programs will enhance young adults

academically, socially, and prepare them to become better critical thinkers for the future.

For decades, education in the arts has been declining due to tightness of budget cuts among

school districts and the pressure to raise their test scores. School administrators feel that though

the arts enhance the school program, but to many they are not essential enough to keep in a modern

day curriculum. What they do not understand is that they are diminishing the student’s learning

abilities and potential to grow. Years of research show that art education is linked to every aspect

of academic achievement. It also goes to show that education in the arts help in improving

standardized test scores (2009).

An analysis conducted by the Americans for the Arts, concluded that 18 percent of SAT

test takers with four years of high school arts and music tend to have higher scores then those

students with only one-half year or less. Referring to graphs A and B on the next two pages, in

2013 students who took four years of arts and music scored an average of 95 points better on the

SAT. The scores were calculated at 1061 v. 966. The data of these scores reflects more on the


Critical Reading and Mathematics portion of the test rather than the writing portion. The writing

portion was excluded from this analysis for year-to-year comparison, yet however, research also

showed that students still active in music and arts scored an average of 520 in writing compared

to those non-active students who scored a 461 which was 59 points higher.

Graph A: Art Students Outperform Non-Art Students on SATs


Graph B: Succeed in School Source: www.americansforthearts.org

Certain forms of art instruction both enhance and complement basic reading and writing

skills, as well as language development. For example, drama helps in developing literacy skills,

reading comprehension, and topical writing skills, while music provides a context for teaching

language and math skills. Researchers from the National Assembly of State Arts Agencies

provided studies of how teachers help their students improve on these abilities. A study by these

researchers showed that teachers who read out loud to their class and use a dramatic approach for

instance, letting the class act out their favorite story, not only nurture their ability for reading

readiness, but also motivated them to learn, making the classroom environment more enjoyable.


The teachers also used drama instruction as a method of improving student’s narrative

writing by using poetry, games, movement, and improvisation as warm-up exercises. The

connection between music and mathematic achievement has sparked much research interest.

Researchers have found over 4,000 published and unpublished references on this topic alone. They

link student involvement in music to high school math proficiency in two large-scale studies:

Multiple studies confirm that students who take music classes in high school, are more likely to

score higher on standardized math tests (i.e. SAT or ACT). Musical training in rhythm emphasizes

on proportion, patterns, and ratios as mathematical relations. Students involved in orchestra or in

marching band during middle and high school years performed better in math during senior year.

These students were more than twice more likely to perform at highest math levels than that of

their peers who were not involved in music (National Assembly of State Arts Agencies,

2006).When working in high school art classes, researchers have found that art programs teach a

specific set of thinking skills. They call them “studio habits of mind”. (Evans, 2008). For example,

one key habit that is mentioned is “learning to engage and persist”. This means that the arts teach

students how to learn from their mistakes and to keep moving forward. Karin Evans, author of the

article “Arts and Smarts” quotes “Students need to find problems of interest and work with them

deeply over sustained periods of time.” Another key habit that researchers have found is that arts

education help students to “envision”; how to think about what they cannot see. For instance,

envisioning can help a student create a hypothesis in science, or imagine past events in a history

class (Evans, 2008).

In addition to academic achievement, studies have found that education in the arts help

improve social skills as well (National Assembly of State Arts Agencies, 2006). Certain activities

help promote the growth in self-confidence, self-control, teamwork, empathy, conflict resolution,


and social tolerance, especially in at-risk youths which society believes is at a greater risk for not

completing their education. NASAA researchers also found that a group of boys ages 8-19 that

were living in residential homes and juvenile detention centers, discovered activities such as

learning to play guitar and performing for their peers. Such activities boosted their confidence and

self-esteem, providing opportunities for them to overcome their fears and acknowledging their

success. Another study showed that dance can affect how juvenile offenders feel about themselves.

A group of 60 adolescents between the ages of 13-17 participating in jazz or hip hop dance classes

twice a week for ten weeks showed significant gains in confidence, tolerance, and persistence

(2006).

According to National Endowment for the Arts (NEA) research, at-risk youth students who

have access to the arts both in and out of school environments, are more civically engaged in their

communities and have better workforce opportunities. Key findings of their research show that 30

percent of low socioeconomic status (SES) college students who had high involvement in the arts,

had the highest rates of choosing a major that affiliates with a professional career. (i.e. nursing,

accounting, education, social sciences etc.…) compared to the 14 percent of low socioeconomic

status students who had low involvement with arts programs. Also, half of all low socioeconomic

adults with art-rich backgrounds expected themselves to be working in professional fields such as

law, medicine, education, or management compared to the 21 percent of low arts among low

socioeconomic status. As far as community engagement, NEA researchers again found significant

data comparing the percentages of young adults from low socioeconomic status involved in arts

programs to those with low levels of arts experience, concluding that these young people are more

likely to show civic-minded behavior, become involved more with volunteer work, voting, and

engagement with school or local politics.


High-arts, low SES eighth graders, low SES young adults reported a 47 percent higher

volunteer rate than the overall sample of low-arts, low SES at 43 percent. As far as voting, high-

arts, low SES young adults voted in the 2004 national election at a rate of 45 percent then that of

the 31 percent of low-arts, low SES young adults (Giford, 2012).

Does science measure the effect art has on us as a whole? Can it help build a healthy mind

and body as well? Arts writer, Gabe Bergado explains in his article Science Shows Art Can Do

Incredible Things for Your Mind and Body how evidence proves that experiencing art can actually

do the brain and the body some real good. He writes that a study conducted by the University of

Westminster found that experiencing art decreases stress levels after a lunch time visit to an art

gallery or museum. The participants self-reported their stress levels before entering a gallery and

then spent approximately 35 minutes exploring the space however they wanted. Upon exiting the

gallery, there were expressions of reduced stress levels and lower concentrations of “cortisol”

which is known as the stress hormone. However, the only catch was the participating visitors

reported HIGH levels of stress, but that’s not to say that everyone experiences the same types of

stress (2014).

The brain is also hardwired to process art. Neuroscientist, Oshin Vartanian explained after

analyzing 15 different studies that had people looking at art for many reasons that areas of the

brain involved in processing emotion and that activate our pleasure and reward systems are also

being engaged. Parts of the brain that help with contemplation are automatically being sparked

when viewing pieces of art even if the viewer is not thinking about it critically. Many studies used

fMRIs to look at neural systems while responding to paintings. Two sectors of the brain were

triggered when viewing art; the interior insula which is connected to pleasant emotions and the


putamen which ties to experience of reward, but the biggest benefit people can experience is

actually producing art themselves whether it is painting, drawing, sculpting, etc.…

A 2014 study conducted by Bergado showed that producing visual art improved

psychological resilience and brain activity by the end of the experiment. The study had two groups

which had their brains scanned before the start of the project. Group 1 was given lessons by an art

educator and the participants actively created pieces of visual art that displayed their personal form

of artistic expression. Group 2 was involved in more of a discussion class that interpreted and

talked about certain paintings and sculptures. 10 weeks later, both groups had their brains scanned

again to show the results after the period of courses. The graph showed that Group 1 appeared to

reap most of the benefits than Group 2. They showed an increase in cognitive ability such as self-

monitoring and memory. Researchers concluded they gained more because of combinations of

motor and cognitive processing. The visual art production involved the development of personal

expression and attentional focus on self-related experience during art creation (2014). The

participants in this study were utilizing motor skills and thinking about art together instead of doing

it separately.


Graph C: The brain scans of the two groups before the classes (T0) and after 10 weeks (T1)

Jonathan Fineberg, the author of Modern Art at the Boarder of Mind and Brain stated

“Looking at art is like sending your brain to the gym. Seeing is a creative act and one is always

revising what they think they see. The more complex the image, the more the brain works to

decipher it.” The author goes on to say that one does not need to be an elitist to appreciate art or

understand it, but to better one’s experience in a museum or gallery simply pick one or two things

you really want to look at and spend time trying to figure out what kind of feelings it brings to you.

In 1965, The Elementary and Secondary Education Act was created to ensure a good

education for all American students regardless of their race, gender, religion, or class. In 2002,


President George W. Bush and Senator Ted Kennedy reauthorized the ESEA Act and ensured the

No Child Left Behind Act. (NCLB) Its main intent was to grant fair and equal opportunity access

to a high quality education for children. It aimed to close achievement gaps between high and low

performing students, minorities and non-minorities, along with disadvantaged and advantaged

students. (Sabol, 2010) All states are to set proficiency levels on reading and mathematics tests in

order to determine student’s grade level performance. By 2007-2008, students were to begin

testing in areas of science. Schools must demonstrate progress and show goals are being met for

state standards for grade-level work. Which is also known as an “Adequate Yearly Progress” or

an AYP (2010).

Robert F. Sabol, a professor of Visual and Performing Arts from Purdue University,

conducted a study on how NCLB has affected fine arts programs in the public school systems both

in positive and negative ways. Throughout his study data was collected via a questionnaire of open-

ended questions. A total of 3,412 people responded to his questionnaire both online and mail

versions. A random selection of 3,050 arts educators from different divisions such as elementary,

middle, secondary, higher education, administration, and museum education made up 89 percent

of the total number of respondents as shown in Graph D. The NCLB law stated that arts education

should be included in the core curriculum in all American schools. It seemed that art education

was finally being recognized as an equal subject of importance. In reality however, it did not appear

that way. Results from NCLB according to The Center for Education Policy, 62 percent of schools

increased time for English by 46 percent and Math by 37 percent. About 44 percent of schools cut

time for art, music, physical education, and social studies at elementary level. The cuts averaged

30 minutes per day in total amount of 31 percent of instructional time for these subjects. Evidence


may suggest that art education has not geared toward the core of education. Some even suggest

that because of NCLB, art education may be furthering away from the core of academics.

Graph D: Divisions of Respondents of Dr. Sabol’s NCLB survey. (Sabol, The AEP Wire, 2010)

Throughout some of Dr. Sabol’s findings, he came across a number of respondents that

said NCLB has had negative effects on art education programs such as scheduling, workloads, and

funding for their programs. 84 percent of the respondents stated that because of the act, schedules

in their particular program have had increased interruptions, and other complications. 43 percent

reported that funding had decreased in either all or some areas of their programs, particularly in

funding for studio/ classroom supplies.

Another negative effect shows in the report that art educators tend to have negative

attitudes toward the overall impact NCLB has had on art education programming. 73 percent of

the respondents offered statements about their position as an art educator. They feel they are being


marginalized and devalued by their colleagues, students, and administrators. 89 percent of the

respondents disagreed that NCLB has had positive reactions on faculty morale for instance,

competition with non-arts educators, decreased work ethic among new teachers, and increased

disagreements with administrators. 67 percent of the respondents felt that NCLB did not make

students better learners. Educators believe that a narrowing pattern has developed among the

student’s interest in learning and exploring a broader range of content. Causing a decline in the

quality of the student’s work. They only want to know what exactly they will be tested on, and

what the simplest answers to the questions will be.

Though negativity is highly expressed throughout Dr. Sabol’s report, however, it cannot

be ignored that some art education programs have experienced positive aspects of NCLB. When

subjects were asked in an open-ended questionnaire to identify any benefits for their programs or

schools, 84 percent of the respondents said “No benefits”. However, other respondents commented

that they were able to identify 30 different aspects of their art programs that were affected in

positive ways. He found that the two most cited benefits were improved credibility for art

education (in which 11 percent respondents stated) and improved art curriculum (10 percent

respondents stated). Among these responses, others included better assessment tools, improved art

instruction, Subjects also commented on the actions they took to improve their curriculum. The

most cited action reported was to increase emphasis and focus on state and national standards

which was stated by 60 percent followed by increase time spent on curriculum building and

revision stated by 43 percent. It goes without showing that a smaller group of respondents 23

percent agreed that NCLB has improved the quality of education in their school systems.

The study population for this research project consisted of art teachers in Catholic high

schools across the Archdiocese of Louisville, Kentucky. After first contacting the principals of


these schools to gain permission to interview, (see Appendix A for official consent letter) a survey

of 10 open-ended questions (see Appendix B) was sent out via email to the teachers. Out of the

nine high schools in the dioceses, five responded. Findings concluded both positive and negative

responses. Positive responses as far as the benefits art education has on students both in a

classroom environment and in their local community. All respondents stated that art education

challenges students to become better critical thinkers, problem solvers, innovators, and are more

goal oriented. As far as subjects for standardized testing, the respondents stated that students tend

to score higher in areas that involve processing skills, and memory such as math, science, reading,

writing, and history. As far as the No Child Left Behind Act, the teachers could not answer on this

topic because NCLB does not pertain to private schools, but mainly spoke of their personal opinion

rather than first-hand experience. When talking about the budget cuts, responses deemed more

negative. The teachers stated that there is a lack of understanding from parents and school

administrators with little to no previous art learning. They do not see the correlation between arts

education and academic success, saying that art has an integral part of the Science Technology

Engineering Mathematics (STEM) focus in the school systems. Naturally, it becomes labeled as a

“special” class or an elective. Another negative response was that art classes are non-essential, and

supplies along with other resources become costly so this gives the schools reason to cut these

“unnecessary” classes.

“Creativity, imagination, and innovation are essential skills for the future workforce and

those skills are developed and nurtured through the Arts” says Christen Boone, President and CEO

of Fund for the Arts in Louisville, Kentucky. She also goes on to say that art is accelerating

opportunity for our children. Much of the 21st century workforce especially in the science and

technology fields are looking for individuals with just that. How do we as a society expect today’s


generation of young minds to become more developed in the STEM focus or STEAM as art

educators would say, and to grow as diversely challenged individuals, if the classes that are

supposed to enhance these subjects are taken away? In concluding this capstone project, to quote

Ghislain d’Humieres, Chief Executive Officer for the Speed Art Museum in Louisville, Kentucky

“Creativity is a medium to stimulate the brain and gives energy for expression and vision. It is a

seed that will help you grow for the rest of your life.”


References

Americans for the Arts. (2013). Retrieved from www.americanforthearts.org:

http://www.americansforthearts.org/sites/default/files/pdf/get_involved/advocacy/researc

h/2013/artsed_sat13.pdf

Americans for the Arts and Vans Custom Culture. (2013). Facts & Figures. Retrieved from

americansforthearts.org: http://www.americansforthearts.org/by-program/networks-and-

councils/arts-education-network/tools-resources/arts-ed-navigator/facts-figures

Bergado, G. (2014, December 15). Art.Mic. Retrieved from

http://mic.com/articles/106504/science-shows-that-art-is-having-fantastic-effects-on-our-

brains-and-bodies#.p1fmL7IFU

Boone, C. (2015, September). Arts in Education is Accelerating Opportunity. Retrieved from

Fund for the Arts: http://fundforthearts.com/arts-in-education-is-accelerating-opportunity/

d'Humieres, G. (2016, April 22). Chieft Executive Officer of the Speed Art Museum. (P.

Espinosa, Interviewer)

Evans, K. (2008, December). Greater Good The Science of a Meaningful Life. Retrieved from

www.greatergood.berkeley.edu: http://greatergood.berkeley.edu/article/item/arts_smarts

Giford, S. (2012, March 30). National Endowment for the Arts. Retrieved from www.arts.gov:

http://arts.gov/news/2012/new-nea-research-report-shows-potential-benefits-arts-

education

National Assembly of State Arts Agencies. (2006). Retrieved from www.nasaa-arts.org: NASSA-

ARTS.ORG/Research/Key-topics/Arts-Education/Critical-Evidence.pdf

Sabol, R. F. (2010, September). The AEP Wire. Retrieved from www.aep-arts.org: www.aep-

arts.org/wp-content/.../AEP-Wire-09-2010-Sabol-NCLB.pdf

Sabol, R. F. (February 2010). No Child Left Behind: A Study of Its Impact on Art Education.

Purdue University. West Lafayette: National Art Education Foundation.

Smith, F. (2009, January 28). Edutopia. Retrieved from www.edutopia.org:

http://www.edutopia.org/arts-music-curriculum-child-development

Steadman, R. (2015, August 08). Observer Culture. Retrieved from www.observer.com:

http://observer.com/2015/08/why-looking-at-art-makes-you-smarter/


Appendix A

Official Letter of Consent

Dear Participant,

I am pleased to invite you to take part in a very important Fine Arts study! This study is

part of the capstone requirement for my Master’s degree from St. Catharine College.

By taking the time to complete a survey, you will be asked to provide your beliefs and

opinions regarding how the fine arts effect your students beyond the art program. I am interested

in how you feel your program effects your students in their other classes and later in life. Be

assured that your responses will not and cannot be tied to you in any way. Please respond as

honestly and openly as possible. There are no right or wrong answers.

By participating in this survey, you are consenting to have your responses entered for

consideration in this study. The survey should take you between 10-15 minutes to complete.

If you have any questions or concerns about this survey, please feel free to contact Jim

Silliman, Associate Professor of Community and Regional Studies and Coordinator of the Master’s

level Community & Regional Leadership Program at St. Catharine College. Jim can be reached by

email at [email protected] or by telephone at (859) 336-5082, extension 1097.

If you would like to know the results of the survey and my findings, please let me know

and I will see that you receive of copy of the final draft.

Thank you in advance for your participation!

Pilar Espinosa Maters Candidate

Community and Regional Leadership

St. Catharine College

mailto:[email protected]


Appendix B

Questionnaire

1. What is it about an art class that helps students perform better both in/out of a regular

classroom environment?

2. What do you as the teacher, hope your students will gain from taking an art class?

3. It is said that different elements of Fine Arts are supposed to help enhance other areas of

academic study. (For example, music tends to strengthen an individual’s math skills.) In

which academic areas do you feel the Visual Arts strengthen?

4. How do the arts prepare students for life?

5. If the arts are supposed to help students in other areas of study, why are they always first

for budget cuts in schools?

6. What can the art students of (your school’s name) bring to the community as a whole?

7. How does studying in the arts affect students taking standardized tests? In what area(s) do

art students tend to score higher?

8. How does “No Child Left Behind” affect the requirements for arts education in schools?

9. Do you feel that studying art has an impact on how students learn?

10. How do low socioeconomic students who are involved in arts education differ from

those low socioeconomic students who are not?


Capstone Thesis-

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