Few empirical studies were found about the use of poetry for school-aged children, especially for pre-school and primary school children. Although rhymes and rhythms are routinely taught in preschool, its impact on children’s literacy has not been evaluated. Most studies about poetry were about the beneficial effects of poetry in general or for older pupils and undergraduates or about the methods of teaching poetry, or about the author’s or pupils’ experience with poetry. The majority of empirical work about poetry in schools was conducted pre 1980 and was largely about the teaching and assessment of poetry Few studies have been conducted on creative writing as an activity to support general literacy at school. Most research in this area was either on creative writing as an outcome or for older students in higher education.
Second, interviews with students and teachers in intervention and control groups can help to understand the complex experiences in and outside the respective classroom. For example, in an evaluation of the impact of a music orchestral program on collaborative skills, students may be asked about how they like collaborative work and to comment on experiences that created their like or dislike. Further, they could be asked questions about their collaborative relationships with peers at school and to give examples of when they feel collaboration went well or not so well. Interviews also enable a wider exploration of outcomes than what has been pre-specified in the quantitative data collection method. Therefore, rich data from qualitative research can help to support quantitative research by illuminating important program characteristics, experiences, pathways and outcomes which are difficult to uncover in exclusively quantitative group level analysis.
The current review aims to reduce some of the above heterogeneity by synthesizing effects from quasi-experimental or experimental pre-test post-test designs on the impact of arts education on a range of competencies. It seeks to evaluate programs which involve active involvement in the arts and teaching of the arts per se. Further, it aims to critically evaluate the strengths and limitations of the included studies. A wide range of outcomes will be included, and a framework of educational outcomes, the OECD’s Definition and Selection of Competencies (DeSeCo; Rychen and Salganik, 2003) will be used to group outcomes into broader categories.
We began the Learning About Culture project in 2017, interested to discover if we could help improve access to the arts by demonstrating how they make a difference to academic attainment. Improving attainment isn’t always the focus of arts-based learning, but it is claimed by many advocates, and practitioners often expect it to happen, even if it is not the specific intention of their activity. As a MAAL alumna, you’ll continue to research and engage in the presentation of your practices through practice, exhibitions, socially-engaged projects, international conferences and international journals.
When not attending lectures, seminars, workshops or other timetabled sessions you will continue learning through self-study. Typically, this involves reading journal articles and books, undertaking research in the library, working on projects, and preparing for coursework assignments/examinations, workshops and seminars. On this course, you’ll be able to apply your passion and enthusiasm for the arts to academic and practical scenarios.
- Find out everything you need to know about being a student at BCU, including accommodation, Open Days and how to apply.
- Likewise, the evidence for effects of dance and drama on interpersonal outcomes was uncertain due to a small number of studies and contrasting or trivial effect sizes.
- The course facilitates innovative thinking and practice through crossing conceptual boundaries between the arts and education, as well as supporting the use of the arts as a method of inquiry.
- The majority of empirical work about poetry in schools was conducted pre 1980 and was largely about the teaching and assessment of poetry Few studies have been conducted on creative writing as an activity to support general literacy at school.
- As illustrated in the introduction, the choice of exclusively instrumental outcomes has been critiqued as it disregards the intrinsic outcomes of the arts.
However, a small effect size corresponding to greater improvement among music students was found for measures of immediate recall. When comparing a group of music students to a painting group, music training affected speech segmentation processes with a large effect size (François et al., 2013). Regarding non-verbal intelligence, a large extracted effect size indicated that students receiving increased music compared to increased drama classes exhibited greater improvement (Rickard et al., 2012, Study 1). Finally, Hogenes et al. compared the effects of a music composition to a music performance intervention. A medium effect size for the between-group differences on post-test reading comprehension was due to a larger decrease among students in the music performance group when controlling for pre-test scores.
Applicants And Students
In the final stage of the course, for the Faculty wide Major Project, you will write either a dissertation of 10,000-12,000 words or you will develop work for exhibition at the end of year MA show supported by a smaller amount of text. The Arts and Education Practices course consists of two core modules ; two common core modules and an option module which you chose to undertake one in Stage One. Optional modules will vary from year to year and the published list is indicative only. In order to complete this course you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
This programme gives artists, practitioners, and teachers the opportunity to enrich and consolidate theories of contemporary art and learning. Engage with practice and theory, develop innovative research approaches, and critically debate the changing nature of contemporary art. As you immerse yourself in the creative aspects of education both academically and in practice by working in arts education organisations, you’ll explore why the arts are integral to all human societies, and why creativity and imagination are important within a culture.
Arts engagement can further involve social interaction and collaboration and allow for an exploration of the self in an environment removed from the binary evaluation of performance as either right or wrong. The arts may therefore be well positioned to stimulate the development of intra- and interpersonal outcomes. For example, as McLellan et al. argue using the theoretical framework of the self-determination theory , the arts may offer opportunities for experiences of competence, autonomy and relatedness which in turn promote motivation and wellbeing. Our graduates are leaders in the field of the arts, as artists, arts education leaders, teachers, policy makers and educational practitioners across a range of arts disciplines. They have a wide choice of career options, including further doctoral study, advanced teaching opportunities in the arts, community arts partnerships, media, technology and communication, cultural studies and museum and gallery education.