An increasing number of recent research studies suggest connections between cognition, social and emotional development, and the arts. Some studies indicate that students in schools where the arts are an integral part of the academic program tend to do better in school than those students where that is not the case. This study examines home/school factors that contribute most to variance in student learning and achievement and the arts from over 8,000 students in grade 5.The findings suggest in-school arts programs may have less of an impact on student achievement than proposed by previous research. Cognition and Student Learning through the Arts 3For as long as humankind has been able to think logically, we have thought about thinking: What is it that enables us to learn and what is happening physiologically, psychologically, and educationally? As a modern society we have been trying for more than a hundred years to understand "how the brain works," and the renewed interest during the last thirty years in formalizing cognition has intrigued both practitioners and researchers who believe that there are positive effects on the academic achievement of students engaged in the arts. It has taken centuries for thinkers to uncover evidence of arts cognition, the "emotive" part of who we are. The objective of this research is to explore the relationships among school and home-based characteristics related to involvement in the arts and its impact on student learning. Background
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