Altered Attitudes and Actions: Social-Emotional Effects of Multiple Arts Field Trips

Watson, Angela; Greene, Jay P.; Erickson, Heidi Holmes; Beck, Molly I.

doi:10.2139/ssrn.3340163

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…Our chosen proxy to measure cultural consumption does not convey any information on the "quality" of the cultural events attended by people. This issue is a potential limitation for our results since experimental evidence on the effect of cultural consumption on hate reduction outlines that cultural products targeting tolerance have a greater impact in offsetting hate (Bond, 2021;Vezzali et al, 2015;Waston et al, 2019). We address this issue referring to extensive qualitative evidence showing that in our considered timespan cultural production in Italy was actively engaged in projects targeting inclusiveness and tolerance across the whole territory.…”

Section: Discussionmentioning

confidence: 99%

Knocking on Hell’s door: dismantling hate with cultural consumption

2022

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How local cultural activities influence development and human behaviour is gaining popularity. Experimental evidence shows that cultural consumption is effective in countering hate. This is crucial, as hate, in turn, has a negative influence on the socioeconomic performance of places. Still, little is known on this, outside few more qualitative case studies. This paper provides a quantitative analysis of the impact of cultural consumption on hate events in the Italian NUTS3 regions. IV estimation using a unique longitudinal database, with georeferenced hate manifestations and a population-based measure for cultural consumption, shows that cultural consumption determines a reduction in hate events. Our findings support the idea that cultural change acts as key enabling factor for people open-mindedness and place inclusiveness. Our results hold after various robustness checks, suggesting the need for policy interventions promoting cultural consumption also to accomplish more tolerant communities.

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Section: Discussionmentioning

confidence: 99%

Knocking on Hell’s door: dismantling hate with cultural consumption

2022

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“…There is also increasing evidence that there are measurable non-cognitive impacts of attending an arts field trip, as well as the generation of social and cultural capital (Bourdieu, 1986) for students who may need it most (Adams, Foutz, Luke, & Stein, 2006;Goldstein & Winner, 2012;Kisida, Bowen, & Greene, 2016;Greene et al, 2018). In Watson et al (2019), I report evidence of increased social-emotional skills, as well as the first experimental evidence of compounding benefits from attending multiple arts field trips over time.…”

Section: Academic Benefitsmentioning

confidence: 96%

“…While Watson et al and Erickson et al (2019) are the first to document the academic and social-emotional benefits of arts field trips in an experimental study for economically disadvantaged urban minority students, there is prior literature about the importance missiondriven charter schools such as KIPP and YES Prep place on field trips in the curriculum of schools of choice. Comprised of urban, African American students at risk, a population similar to the population in this study, these charter schools view field trips as a fundamental part of education and preparation for a successful life in society (Matthews, 2009;Maranto, 2015).…”

Section: Equity Of Accessmentioning

confidence: 99%

Inside the Black Box: Stakeholder Perceptions on the Value of Arts Field Trips

Watson

2019

SSRN Journal

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Reform (EDRE) working paper series is intended to widely disseminate and make easily accessible the results of EDRE faculty and students' latest findings. The Working Papers in this series have not undergone peer review or been edited by the University of Arkansas. The working papers are widely available, to encourage discussion and input from the research community before publication in a formal, peer reviewed journal. Unless otherwise indicated, working papers can be cited without permission of the author so long as the source is clearly referred to as an EDRE working paper.

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“…These hypothesized transfer effects comprise cognitive side effects regarding general academic achievement and intelligence development ( Bastian et al, 2000 ) but also more specific abilities such as problem-solving, critical thinking, memory, or spatial and geometrical thinking ( Winner et al, 2013b ). Moreover, beyond these cognitive aspects expected transfer effects also cover creativity outcomes, motivational benefits, or even improvements in socio-emotional skills ( Winner et al, 2013b ; Watson et al, 2019 ). Based on these expectations, arts education has been seen by many as a valuable contribution to the development of several overarching and domain-general skills or competencies usually referred to as “21st-century skills” ( Dede, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

Designing Visual-Arts Education Programs for Transfer Effects: Development and Experimental Evaluation of (Digital) Drawing Courses in the Art Museum Designed to Promote Adolescents’ Socio-Emotional Skills

et al. 2021

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An active engagement with arts in general and visual arts in particular has been hypothesized to yield beneficial effects beyond arts itself. So-called cognitive and socio-emotional “transfer” effects into other domains have been claimed. However, the empirical basis of these hopes is limited. This is partly due to a lack of experimental comparisons, theory-based designs, and objective measurements in the literature on transfer effects of arts education. Therefore, the aim of the present study was to design and experimentally investigate a theory-based visual-arts education program for adolescents aged between 12 and 19 years (Mage = 15.02, SDage = 1.75). The program was delivered in a museum context in three sessions and was expected to yield specific and objectively measurable transfer effects. To conduct a randomized field trial, three strictly parallelized and standardized art courses were developed, all of which addressed the topic of portrait drawing. The courses mainly differed regarding their instructional focus, which was either on periods of art history, on the facial expression of emotions, or on the self-perception of a person in the context of different social roles. In the first and more “traditional” course portrait drawing was used to better understand how portraits looked like in former centuries. The two other courses were designed in a way that the artistic engagement in portrait drawing was interwoven with practicing socio-emotional skills, namely empathy and emotion recognition in one course and understanding complex self-concept structures in the other. We expected positive socio-emotional transfer effects in the two “psychological” courses. We used an animated morph task to measure emotion recognition performance and a self-concept task to measure the self-complexity of participants before and after all three courses. Results indicate that an instructional focus on drawing the facial expressions of emotions yields specific improvements in emotion recognition, whereas drawing persons in different social roles yields a higher level of self-complexity in the self-concept task. In contrast, no significant effects on socio-emotional skills were found in the course focussing on art history. Therefore, our study provides causal evidence that visual-arts programs situated in an art-museum context can advance socio-emotional skills, when designed properly.

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Altered Attitudes and Actions: Social-Emotional Effects of Multiple Arts Field Trips

Cited by 4 publications

References 13 publications

Knocking on Hell’s door: dismantling hate with cultural consumption

Knocking on Hell’s door: dismantling hate with cultural consumption

Inside the Black Box: Stakeholder Perceptions on the Value of Arts Field Trips

Designing Visual-Arts Education Programs for Transfer Effects: Development and Experimental Evaluation of (Digital) Drawing Courses in the Art Museum Designed to Promote Adolescents’ Socio-Emotional Skills

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