Does Experience in the Arts Boost Academic Achievement? A Response to Eisner

Catterall, James S.

doi:10.2307/3193703

Cited by 39 publications

(29 citation statements)

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“…to learn to play an instrument, to sing in a choir, or to compose music*/ are skills that are transferable to other academic endeavors, such as doing mathematics. This is in line with Catterall's (1998) assertion that claims that arts subjects are great potential partners in academic learning, especially when we consider the general role of representation in how we learn and how we express our understandings (p. 9). Empirical support for this notion stems from a study involving over 2000 students (Burton et al, 1999), in which both quantitative and qualitative evidence supported the idea that there is evidence that the arts impact upon numerous social and cognitive dimensions across many academic disciplines.…”

Section: Introductionsupporting

confidence: 80%

The predictive relationship between achievement and participation in music and achievement in core Grade 12 academic subjects

Gouzouasis

Guhn

Kishor

2007

Music Education Research

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The relationship between musical training and general intellectual capacity as well as academic achievement has been discussed in numerous contexts. In our study, we examined the relationship between participation and achievement in music and achievement in academic courses, based on data from three consecutive British Columbia student cohorts. Across the three cohorts, we consistently found that music participation was associated with generally higher academic achievement, and that Grade 11 music course scores predicted Grade 12 academic achievement scores in linear regression analyses. Our results support the notion that the time dedicated to music participation does not impede, but rather goes hand in hand with or even fosters academic excellence in other 'core' subjects.

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Section: Introductionsupporting

confidence: 80%

The predictive relationship between achievement and participation in music and achievement in core Grade 12 academic subjects

Gouzouasis

Guhn

Kishor

2007

Music Education Research

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“…Others see it as the start of a gradually accumulating but inconclusive body of knowledge. We are seeing today considerable debate over the value of this premise, as well as the c mclusions that can be drawn from the research that already addresses this vision of "transfer" (Catterall 1998;Teachers College 1999;Eisner 1998).…”

Section: The Meaning Of Systemic Reformmentioning

confidence: 97%

Evaluating Systemic Educational Reform: Facing the Methodological, Practical, and Political Challenges

Frechtling¹

2000

Arts Education Policy Review

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“…Furthermore, there is evidence that these kinds of results are independent of socio-economic factors. For example, a longitudinal study of 25,000 American middle school students showed robust associations between involvement in the visual and performing arts during middle and high school and subsequent achievement, after controlling for students' family income and education levels (Catterall, 1998).…”

Section: The Professional Development Programme and Related Researchmentioning

confidence: 99%

Teachers as Artists: Producing an 'instant opera'

Upitis¹,

Smithrim²,

Clair³

2001

Music Education Research

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All 10 of the teachers and the principal of a small elementary school (pupils from 5 to 13 years of age) in a mid-sized city in Ontario, Canada, have been participants in a professional development and research project aimed at increasing teachers' artistic sensibilities, using the resources available in the school and in the community. The programme involves a combination of workshops and individual projects through which teachers explore various arts media and learn to play musical instruments. This paper focuses on a workshop involving the creation of an 'instant opera' that took place partway through the third year of the 4-year programme. Responses to the workshop, based on eld notes and on a short questionnaire, are described. Participants claimed that the experience gave them a greater appreciation for music ensemble, increased their con dence in tackling areas they found dif cult, and enhanced their appreciation for how such an experience heightens a sense of community. The paper explores the value of this kind of activity for teachers responsible for music education and for educational communities in general. The importance of ongoing professional development and school-based activities are also discussed.

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Does Experience in the Arts Boost Academic Achievement? A Response to Eisner

Cited by 39 publications

References 0 publications

The predictive relationship between achievement and participation in music and achievement in core Grade 12 academic subjects

The predictive relationship between achievement and participation in music and achievement in core Grade 12 academic subjects

Evaluating Systemic Educational Reform: Facing the Methodological, Practical, and Political Challenges

Teachers as Artists: Producing an 'instant opera'

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