This large-scale study identified evidence of positive relationships between school music participation and high school exam scores in English, mathematics, and science using population-level educational records for over 110,000 students in British Columbia, Canada. Participation in school music (especially instrumental music) was related to higher exam scores, and students with higher levels of school music engagement had higher exam scores. The positive relationships between music engagement and academic achievement were independent of students’ previous (Grade 7) achievement, sex, cultural background, and neighborhood socioeconomic status, and were of considerable magnitude: The group differences observed in our study were greater than average annual gains in academic achievement during high school. In other words, students highly engaged in music were, on average, academically over 1 year ahead of the peers not engaged in school music. In light of this study (the largest of its kind to date), as well as supporting evidence suggesting music learning in childhood may foster competencies (e.g., executive functioning) that support academic achievement, educators may consider the potential positive influence of school music on students’ high school achievement.
Arts Education/Youth
Music Education as a Path to Positive Youth Development: An El Sistema-Inspired Program
The El Sistema music education philosophy links positive individual and social development through musical education. This study is a longitudinal examination of the impact of participation in an El Sistemainspired program, the Miami Music Project, on positive youth development. We hypothesized that over the course of a school year, participation in ensemble-based after-school music programming would significantly enhance factors associated with positive youth development. Specifically, we evaluated social emotional constructs aligned with the 5 Cs of Positive Youth Development: Competence, Confidence, Caring, Character, and Connection. Results revealed that participants showed significant increases across all 5 Cs over the course of the year. Additionally, findings showed that Miami Music Project students showed greater enhancements over time in Character, Competence and Caring when compared to a group of youth who did not participate in music education. This study presents empirical documentation of the numerous meaningful social and emotional enhancements that participation in an El Sistemainspired program is engendering among youth. In this type of rigorous orchestral model of musical instruction, youth seem to acquire not only cognitive benefits but also a host of social and emotional
enhancements, ostensibly from learning in an environment that requires disciplined social cohesion.
These findings provide insight into the holistic approach foundational to the El Sistema philosophy and adds to our overall understanding of musical instruction in important ways.
There is growing empirical evidence that youth who receive music education demonstrate lower rates of substance use, greater academic performance, enhanced executive functioning, and improved conduct (e.g., Devroop, 2012; Hallam, 2010; Sachs, Kaplan, Der Sarkissian, & Habibi, 2017). Music education, particularly when ensemble-based, appears to engage a range of
positive youth development (PYD) skills, and (a) leads to self-awareness, (b) fosters selfexpression through creating music, (c) strengthens self-regulation through learning to read and play music, and (d) promotes social awareness and collaboration through ensemble performance (Edgar, 2013; Pellitteri, 2006). Despite the foregoing, empirical investigations of ensemble-based music education impacts on positive youth development constructs are scant (Hospital et al., 2015).
The primary objective of this study was to determine if involvement in an ensemble-based after-school music program leads to enhanced positive youth development. Specifically, we valuated whether or not program participation impacted the five Cs of positive youth development: competence, confidence, caring, character, and connection (Lerner, 2004; Lerner, Lerner, Urban, & Zaff, 2016).
Policy Considerations for STEAM Education
Education in science, technology, engineering and mathematics has captured the attention of state policymakers who are concerned about preparing students for an evolving workforce. By 2030, Institute for the Future estimates that 85 percent of the jobs that today’s K-12 learners will be doing haven’t been invented – demanding a workforce that is creative and prepared to respond innovatively to real-world problems.2 Including the arts in STEM learning can further enhance teaching and student achievement, and build upon existing approaches to STEM that encourage students to apply creativity to solving real-world problems. As a response to changing workforce demands, policymakers across the country are increasing their focus on the role of the arts in STEM and exploring opportunities to create and implement STEAM (science, technology, engineering, arts and mathematics) programs. This report highlights state policies and practices that can help states to increase student access to STEAM education.
Visual Arts Matter
The Arts Education Partnership reviewed multiple research studies identified within ArtsEdSearch – a national clearinghouse of rigorous arts education research – to better understand the role visual arts play in student success. This resource explores how visual arts support students’ academic success both within and outside of school settings by cultivating learning skills, boosting academic achievement and enhancing the educational experience of traditionally underserved students.
The Effects of Facilitated Single-Visit Art Museum Programs on Students Grades 4-6
Spearheaded by the Museum Education Division of the National Art Education Association (NAEA) and the Association of Art Museum Directors (AAMD) with funding from the Institute of Museum and Library Services (IMLS) and the Samuel H. Kress Foundation, RK&A conducted a national study of the effects of facilitated single-visit art museum programs on students in grades 4-6. The results of this study are critical. Facilitated single-visit programs are the most common way art museums serve K-12 students; yet, there is a dearth of rigorous research about the effects of these programs.
In this study, facilitated single-visit programs are defined as one-time museum field trips in which students engage with original works of art within the physical setting of an art museum. Students are led by a representative of the museum (trained volunteer docent or staff member) who uses
inquiry-based pedagogies to guide students in discussions about works of art. The study team hypothesized that “though short in duration, single-visit programs affect students in complex, multi-dimensional ways; there is not one direct effect, but rather potentially multiple, interrelated
effects that are central to the education of young people in particular: creative thinking, critical thinking, sensorial and affective responses, human connections, and academic connections.”
Through a quasi-experimental study, we measured the effects of facilitated single-visit art museum programs on students. Ultimately, we found that a facilitated single-visit program in an art museum affects students in grades 4-6 in four ways:
- QUESTIONING: Students ask more complex questions about works of art
- MULTIPLE INTERPRETATIONS: Students are more accepting of multiple interpretations of a work of art
- PHYSICALITY OF ART: Students are more likely to think about art in terms of its material properties
- EMOTIVE RECALL: Students experience greater emotive recall of the program
The above benefits are the result of a facilitated single-visit program in an art museum; please note we did not find these same benefits for students who received a similar one-time classroom program. A close examination of the data, which are elaborated upon in this document, reveals the nuances and complexity inherent in these results. The graphic on the next page begins to clarify the relationship between teaching and learning during facilitated single-visit art museum programs, although further discussion is necessary to identify its many implications.
Arts Education and Social-Emotional Learning Outcomes Among K-12 Students
In Arts Education and Social-Emotional Learning Outcomes Among K-12 Students: Developing A Theory of Action, the authors describe how arts learning experiences have the potential to promote the development of socialemotional competencies and suggest that these developmental processes can be replicable across subject areas.
Evidence suggests that practices traditionally found in arts education can play a critical role in developing college- and career-ready skills, such as innovation and collaboration. Participation in arts education processes and practices can translate into the development of both artistic and social-emotional competencies, including self-management, self-discipline, interpersonal skills, and self-expression, that extend beyond arts.
