Arts Advocacy

Dr. G. W. Sandy Schaefer

Chadron State Collegesschaefer@csc.edu

SAT & Four Years Of Arts

Central ProblemArgument: Smart Kid Are

Predisposed to Participate in the Arts

We Need Research To Help Show Correlation and Causation

Best Research is Longitudinal With Compatible Variables (Age, SES, Gender)

Pre & Post Testing Helps

FYI 169S Without The Arts…..Chadron State College, First Year

InquiryStudy Relevant Research StudiesLearn Digital Manipulation of

Image, Sound, Movies, WebsitesCreate Advocacy, Website,

Poster, Meme, Radio Commercial, YouTube Video

Collaboration, Creative Thinking, Digital Skills

Your Advocacy TeamKennedy

Center KCAAEN Arts Advocacy Toolkit

Meet With Your Music Parents Include Arts and TheaterTalk About the Research StudiesLeaders Attend A School Board

MeetingRequest Time to Present

Research

Your Advocacy TeamHave Someone at Every MeetingBe Aware of the Cycle of Budget

TalksKnow who speaks Against Arts

FundingTarget Them Next Election Cycle

Where To Find ResearchNAMM FoundationNational Endowment For The ArtsArts Education PartnershipAmericans For The ArtsNAfMENational Assembly of State Arts A

genciesPresident’s Council on Arts and th

e Humanities

Advocacy ResearchCatterall

James Catterall UCLAThe Arts and Achievement in At-R

isk Youth: Findings From 4 Longitudinal Studies

3 Studies US Dept. of Education1 US Dept. of Labor

Catterall: At RiskNational Educational Longitudinal

Study: Data 8th grade- Age 26Early Childhood Longitudinal

Study: K-8Educational Longitudinal Study

10th grade- 20 yrs oldNational Longitudinal Survey of

Youth: 12-16 yrs with Data collected through mid-20s

Catterall: Arts & Socio-Economic Status (SES)

Population = 25,000 StudentsTop & Bottom Quartile: High SES

& Low SESThat Population Divided High Arts

vs Low Arts (12.5% each)High-Art-Low-SES; Low-Art-Low-

SES; High-Art-High-SES; Lo- Art-High-

SES

Catterall: AssumptionsHigh SES Expected to Do Well,

Easy Access to the Arts, Encouragement

Low SES At-Risk, Expected to Have Fewer Advantages

Question: Does High Arts Involvement Change the Expected Outcomes?

Catterall: StatisticsAll Reported % are Statistically

Significant

Too Many Variables To Show Causation

Long-Term Nature of the Data Shows “Arts Are Associated” With Improved Outcomes

Catterall: Average Writing 8th Grade Test Scores (2007)

Catterall: Mean Math GPA High School Students (2005)

Catterall: Mean GPA of High School Students (2004)

Catterall: Mean GPA High School Students (2005)

Catterall: Did Not Graduate Rates

Catterall: 8th Graders Who Read A Newspaper

Catterall: 12th Graders Who Participated in Student

Government

Catterall: Young Adults: Civic & Community Volunteering

Catterall: Voted in the 2004 Election

Catterall: Occupations: 2008

Catterall: ConclusionsSocially and Economically

Disadvantaged Who Have High Levels of Arts Engagement Show More Positive Outcomes Than Their Low-Arts Peers.

Catterall: ConclusionsAt-Risk Students With A History

of Intensive Arts Experience Show Achievement Levels Closer to, Some Cases Exceeding, The General Population

Catterall: ConclusionsPositive Relationships Exist

Between Arts and Civic Engagement.

Schellenberg: Music Lessons Enhance IQ

E. Glenn Schellenberg Music Lessons Enhance IQ (2004)

144 Six-Year Olds into 4 GroupsPiano LessonsVoice Lessons (Kodaly)Control: Drama LessonsControl: No Lessons36 Weeks of LessonsPre-Tested & Post Tested12 Dropped Out of the Study

Schellenberg: Music Lessons & IQPre & Post Test Longitudinal

ResearchTests:Wechsler Intelligence Scale for

Children (3ed)Kaufman Test of Educational

AchievementBehavioral Assessment System

for Children

Schellenberg: IQ Results

Schellenberg: IQ ResultsMusic Groups 7.0 Average

IncreaseControl Groups 4.3 Average

IncreaseDrama Group Changes in Social

Behavior

Hyde: Brain PlasticityKrista Hyde (2009),

Musical Training Shapes Structural Brain Development

1st Longitudinal Research To Correlate Changes in Brain Structure

Pre & Post Test Research

Hyde: Brain Plasticity15 month study with 6 year oldsNo Previous Musical TrainingMatched: Age, Gender, SESTwo Groups: Treatment - ½ hour Piano lessons Control - 40 min general music class

Hyde: Brain PlasticityTests: BehavioralNear Transfer: Fine Finger Motor Skills, Melodic-Rhythmic Discrimination

Far Transfer: Object Assemble, Block Design, Verbal IQ etc.

Tests: MRI Scan for Voxel Changes

Hyde: ResultsSignificant Differences in Near

Transfer Behavior TestsNo Significant Differences in Far

Transfer TestsMRI: Significant Differences Voxel

Size (3-5mm 3-D Volume) and in Corpus Callosum p<0.05

Gasser & Schlaug: Brain Structures Differences

Brain Structures Differ Between Musicians and Non-Musicians (2003)

Cross-Section MRI ResearchMeasure Gray Matter Volume20 Professional Musicians20 Amateur Musicians40 Non-Musicians

Gasser & SchlaugStatistical Model Assumed

Amateur Musicians Would Fall Between Professionals and Non-Musicians

Significant Positive Correlation Between Gray Matter Volume and Degree of Musical Expertise

ConclusionArts Research ContinuesArts Research Can Provide DataYou Can Help Keep Your Public

Officials Informed.

Dr. G. W. Sandy SchaeferChadron State College

sschaefer@csc.edu