There are very few texts, research reports based on the follow-up of art interventions. In fact I only know one “The art of inclusion” prepared by Helen Jermyn for the British Arts COuncil in 2004.
there is a report about the using of works of art to strengthen students’ thinking and learning. It is based on (a) observations of arts classes (music, visual arts) and general classes (ELA, Science and Math) (b) surveys of teachers, parents and students and (c)interviews of teachers and administrators.
The report was prepared by Ching Ching Yap, office of Program Evaluation at the College of Education, University of South Carolina.
The report is a summary that contains key findings and recommendations based on a four-year Arts Education Research Project. Yearly reports and additional information of the Arts Education Research Project and it can be obtained at:
There is also another study on the “Role of Arts Education in Enhancing School Attractiveness in the European context: Literature Review”, the study was published by European Expert Network on Culture (EENC) in April 2012.
Whilst the focus has been on literature within the EU, relevant documents from elsewhere in the world have been included where their results have bearing on the European school context.
This paper concludes that there is strong evidence which suggests:
1) The arts improve the social climate of the school and reduce negative social interactions and anti-social behaviour. This directly improves pupils’ perceptions of school and increases the likelihood of the school being seen as being and attractive place by the pupils and teachers.
2) The inclusion of the arts in the school day provides opportunities from communication and emotional development not generally part of other school subjects. An improved emotional connection between pupils and teachers is shown to improve school attractiveness to pupils.
3) Including the arts and culture in a sustained, high quality manner promotes a core ‘liberal’ and broad curriculum; and this leads to improved academic attainment which can increase school attractiveness to parents and policy makers.
Some evidence was found which suggested that an arts-rich school may have: improved quality of teaching and leadership (including cultural sensitivities); and more effective practice for working with pupils with special educational needs
The full study can be obtained at:
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