Significant research in art in education

Beaux Arts – the compromise between music, theater, design, painting or sculpture – the way to play the theater’s practice, the part of the program to complete the decorations – this is the case. Today, many schools reduce or abandon their art programs due to budgetary constraints. It is estimated that by the end of the year, more than 25% of the public high schools will be completely dismantled. These statistics are not just bad news for art teachers, such as traditional dance schools or online photography colleges. Numerous studies over the last decade have shown the incredible benefits of such integrated training. Students who do not have access to art courses may not only lose an important creative opportunity, but also find it more difficult to master core studies, higher dropout rates and more disciplinary difficulties.

A report from the Arts Education Partnership from 2002 showed that school children exposed to theater, music and dance are often more proficient in reading, writing and mathematics.

While school districts may be tempted to see art as a junk part of the education system, this report suggests otherwise. It looked at more than 62 different studies from 100 researchers that covered the field of art from dance to art. In 2002, it was the first report of its kind to examine the impact of art on academic achievement. Using these data, the researchers found that students with more art education performed better on standardized tests, improved their social skills, and were more motivated than those with less or no access. While AEP researchers recognize that art is not a panacea for what causes difficulties in schools in difficulty, the study led them to believe that it could be a valuable resource in teaching. For students of all ages, especially those in poor communities or in need of remediation. With so many universities online for design opportunities, students from all walks of life can pursue higher education. The same researcher has prepared an updated report with consistent results for 2010.

A 2006 study of art education at the Solomon R.Guggenheim Museum found a link between art education and improved literacy.

The research is the result of a pilot program on the art of learning implemented through the Guggenheim, which sent artists to schools to teach students and help them create their own masterpieces. Children enrolled in the program did better in six different classes on reading skills and critical thinking than not. Although students did better in the oral exam, they did not take standardized, written reading tests – a difference that researchers say exists because they did not pass the test. Focus on written communication in the program. Program organizers believe that these improvements are the result of students learning valuable critical thinking skills when talking about art, which can then be used to understand and analyze written material. Students can even develop these skills in creative writing or journalism in online schools.

In 2007, Ellen Winner and Lois Hetland published a study that showed that art does not really improve academic performance, but it should have nothing.
The winner and Hetland run an art education program called Harvest School of Education at Harvard College, so they are really not opposed to creative expression. Yet, in their 2000 study, they found little academic improvement in mathematics, science, and reading in enrolled art studies. Although the response to the report was swift and relentless, the researchers remained in their conclusions. And with good reason. They believe that it does not matter whether art classes improve grades or test scores or not, and that art education should be supported by what it offers alone – and not in relation to anything else. Despite their research, art education has major benefits that cannot be easily measured by results.