By Ellen Winner; Thalia R. Goldstein ; Stéphan Vincent-Lancrin
Arts schooling is usually stated to be a method of constructing severe and artistic pondering. Arts schooling has additionally been argued to augment functionality in non-arts educational topics reminiscent of arithmetic, technological know-how, studying and writing, and to bolster scholars' educational motivation, self-confidence, and skill to speak and co-operate successfully. Arts schooling therefore turns out to have a favorable effect at the three subsets of talents that we outline as ""skills for innovation"": subject-based talents, together with in non-arts matters; abilities in considering and creativity; and behavioural and social skills. Read more...
Foreword; Acknowledgements; government precis; bankruptcy 1. The effect of arts schooling: From advocacy to facts; Context of our examine: schooling for innovation, arts advocacy and humanities schooling; Arts schooling and the hunt for innovation and creativity; Arts schooling projects; the humanities are really peripheral in colleges world-wide; Arts advocacy and claims approximately move results of the humanities; Assessing the impression of arts schooling on non-arts results; What can we suggest via transfer?; strength causal mechanisms underlying move from the humanities. Non-causal reasons for arts-academic correlationsMethods of this document; Arts as stand-alone periods vs. Arts built-in periods; Preview of our conclusions; Conceptual concerns; Methodological concerns; hazards of instrumental claims; bankruptcy 2. Cognitive results of multi-arts schooling; gain meta-analyses of multi-arts schooling and common educational fulfillment experiences; Correlational reports of multi-arts schooling and basic educational fulfillment (from REAP); believable non-causal causes for correlational findings. Experimental reports of multi-arts schooling and common educational fulfillment (from REAP)Effect sizes in correlational vs. Experimental experiences; different experiences on multi-arts and common educational fulfillment pointed out through acquire; Post-REAP quasi-experimental stories of multi-arts schooling and basic educational success; end; bankruptcy three. Cognitive results of track schooling; track schooling and normal educational success; obtain research of tune schooling and common educational success; submit attain stories of song schooling and basic educational success. tune schooling and intelligence quotient (IQ)Music schooling, analyzing, and the reading-relevant ability of phonological expertise; grownup musicians; achieve meta-analyses of song schooling and analyzing; Post-REAP reports of song schooling, interpreting phonological understanding; song schooling and non-native language studying; Quasi-experimental reports; tune schooling and maths; acquire meta-analyses of song schooling and maths reviews; Post-REAP reviews of song schooling and arithmetic; track schooling and visual-spatial talents; gain meta-analyses of song schooling and visual-spatial abilities reviews. Post-REAP stories of song schooling and visual-spatial skillMusic schooling and a spotlight; track schooling and reminiscence; Concluding options approximately track schooling and cognitive functioning; bankruptcy four. Cognitive results of visible arts schooling; visible arts schooling and common educational fulfillment; obtain analyses of visible arts schooling and basic educational success; Post-REAP quasi-experimental experiences of visible arts schooling and normal educational success; visible arts schooling and examining; attain meta-analyses of visible arts schooling and interpreting.
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Extra resources for Art for Art's Sake? : the Impact of Arts Education.
Competences are defined as the combination of knowledge, skills and attitudes appropriate to the context. The eight key competences are: 1) communication in the mother tongue; 2) communication in foreign languages; 3) mathematical competence and basic competences in science and technology; 4) digital competence; 5) learning to learn; 6) social and civic competence; 7) sense of initiative and entrepreneurship; and 8) cultural awareness and expression. The Recommendation notes that “the key competences are all considered as equally important, because each of them can contribute to a successful like in a knowledge society”.
J. 99-167, Norwood, NJ, Ablex. F. (1998). 449-455. Hetland L. 179-238. Hetland, L. and E. 3-6. 46 ART FOR ART’S SAKE? THE IMPACT OF ARTS EDUCATION © OECD 2013 1. THE IMPACT OF ARTS EDUCATION: FROM ADVOCACY TO EVIDENCE Hetland, L. and E. Winner (2004), “Cognitive transfer from arts education to non-arts outcomes: Research evidence and policy implications” in E. Eisner and M. 135-161. , E. Winner, S. Veenema and K. Sheridan (2013), Studio thinking 2: The real benefits of visual arts education, 2nd edition, Teachers College Press, New York City.
In the present book, we summarise the findings of each of these meta-analyses and then review studies on each of these topics that have appeared since 1998. We have also included studies examining cognitive outcomes not considered in the Winner and Hetland report, as well as studies examining the effects of education in specific art forms on creativity, academic motivation, social skills, and the brain. For each topic meta-analysed by the 2000 Reviewing Education and the Arts Project (REAP) report, we include two major sections: first the conclusions of the relevant meta-analysis, and then a narrative summary of the studies located since 2000 on the outcome in question.
Art for Art's Sake? : the Impact of Arts Education. by Ellen Winner; Thalia R. Goldstein ; Stéphan Vincent-Lancrin