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For example, arts integration has been found to be beneficial across art domains, ages and outcomes (e.g., Hardiman et al., 2014; Lee et al., 2015; Brown et al., 2018). The distinction between different forms of engagement and degree of integration appears important to take account of the very different experiences and aims. This thematic route provides an interdisciplinary exploration of contemporary arts education and cultural debates in the UK and abroad. 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. It includes contributions from specialists in a range of disciplines, including performing arts, drama, theatre, visual art, design and technology.

  • However, with an education system that sees drama, art, music and other creative disciplines as ‘soft’, the vital life skills that are fostered here get downplayed.
  • Cathy is an artist, writer and academic whose work is concerned with how art can be created and distributed in collaborative partnerships and through the creation of commons.
  • We have a unique art education archive relating to the Arts and Crafts Movement, and Marion Richardson, amongst others.

Finally, with respect to intrapersonal outcomes, the suggested positive effects of music on self-esteem and of visual arts on self-efficacy were based only on single studies, which precludes a general conclusion. One of the key objectives of the current review was to provide an overview of (quasi-)experimental evaluation studies of school-based arts education with pre-test post-test designs in order to identify what can be concluded from the evidence so far. Given the small sample sizes prevalent in this research field, this review focused on available and retrievable effect size estimates and confidence intervals. While the focus on effect sizes has significantly reduced the number of included studies, it allowed for a non-binary interpretation of the results, and the application of caution in consideration of the certainty of evidence. From the narrative synthesis of the included studies, the review was able to summarize the limitations and gaps in the (quasi-)experimental research. The first author screened the articles’ titles, abstracts and full texts against the inclusion and exclusion criteria.

Arts A Levels Need To Be Tougher For Universities To Accept Them

This course recognises that artistic practices can serve as an essential research tool in our respective fields and therefore makes available studio and performance facilities. The limited support for social-emotional outcomes of arts education in this review contradicts a plausible expectation of such benefits, for instance due to the increased opportunities for social interactions and collaboration which are characteristic of performing arts. For example, previous research found some evidence for social and emotional benefits of drama on empathy, perspective taking and emotional regulation, in line with such expectations (Winner et al., 2013). However, the small number of included studies and a number of limitations of these studies discussed below call for caution to draw conclusions. Further, while this review has focused solely on the class level, more subtle individual changes may be missed.

A large effect size on arithmetic skills was extracted from one study of children receiving music composition classes , and a small effect size on computation scores was found among children taking piano lessons (Costa-Giomi, 1999). Processing speed was assessed in three studies, revealing a medium effect of music composition training and trivial (Guo et al., 2018) to small effects of instrumental music training (Roden et al., 2014b). In contrast to auditory functions, visual functions, such as visual attention or memory, were generally not expected to be affected by musical education.

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Second, it seeks to describe and evaluate the methodological characteristics of the included studies and implications on conclusions. Third, a distinction can be made by the consideration of intrinsic (e.g., express communal meaning, McCarthy et al., 2004) vs. instrumental outcomes (e.g., academic outcomes). McCarthy and colleagues note that the former is rarely considered in the literature. In their review of arts and transfer into non-arts domains, Winner et al. critically discuss the sole focus on instrumental outcomes as these promote an evaluation of the arts as a means to an end rather than for their own sake. The Reviewing Education and the Arts Project (Hetland and Winner, 2001; Winner and Hetland, 2001) included a series of meta-analyses to assess the relationship between arts engagement and academic outcomes. The results indicated that, despite some positive correlations, the only significant causal claims concerned the effects of music listening and music instruction on spatial reasoning and of drama on verbal skills .

This module will examine the diverse roles and practices of the arts in educational settings since 2000. It maps contemporary practices through educational and artistic trends and the political and cultural contexts within which art education is located globally. The application of these contexts is considered within formal school-based art education, museum and gallery education, dialogical art practices and participatory community arts.

However, the so-called “gold standard” experimental research designs are rare, and findings on the causal impact on academically relevant outcomes have frequently been limited or inconclusive (e.g., Winner et al., 2013). Yet, experimental designs are often not suitable for educational evaluation studies and their ability to capture the complex experiences in arts learning have been questioned . Further, small sample sizes and short follow-up periods are common in experimental studies and preclude confidence in conclusions. Finally, while the choice of instrumental outcomes such as children’s performances in other subjects may seem attractive, the implications of an exclusive focus on such outcomes have been critically discussed (Winner et al., 2013). The current review therefore seeks, first, to summarize the evidence from quasi-experimental and experimental studies on a range of transferrable skills and competency outcomes in school-based arts education.

This work was presented as my final project and exhibited as part of the end of year Masters degree show, Turn Out. Placements are one of the possible ways of fulfilling your modules and many of our students have chosen this route. There is scope for placements with a number of organisations in the city and beyond, however it is your responsibility to plan and organise your placement with the organisation you wish to work with.

Birmingham City University is fast becoming the leading Midlands-based university for transforming the region and accelerating growth in the local economy, driving innovation, enterprise and skills for the region. Find out everything you need to know about being a student at BCU, including accommodation, Open Days and how to apply. The systematic review was conducted as part of the bachelor thesis of the VS under the supervision of the AR. VS was responsible for writing the initial and final version of the paper, conducting the systematic searches, and completing data extraction. AR supervised the study and contributed to the discussion and during the paper writing process.

It could be valuable to explore if creative writing has any impact in developing literacy for primary and secondary school pupils. For successful implementation, professional training of teachers is needed on how to effectively integrate the arts activities be it drama, visual arts or music in the classroom.  There is some suggestion that the mechanisms or factors that contribute to the learning processes in most arts education are related to elements of enjoyment, engagement and extension (e.g. DeMoss and Morris 2012). Otten et al. reported that the effect of dramatic art on acquisition of history knowledge was mediated by enjoyment. Questions about effects of arts education on outcomes such as academic achievement and competencies have inspired much research in an effort to defend the arts’ position in curricula.

By jimmy