Research Context

Improved learning outcomes including:

• Concentration
• Language
• Reading skills
• Cross disciplinary skills

Enhanced social outcomes, including:

• Communication
• Teamwork
• Attitudes towards education
• Classroom participation
• School retention rates

Personal development, including:

• Self esteem
• Confidence
• Self directed learning

Australian National Education And The Arts Statement

In response to the National Review of School Music Education, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) recently issued the National Education and the Arts Statement. This Statement was underpinned by three key principles:

1. All children and young people should have a high quality arts education in every phase of learning:

Arts experiences enhance all phases of learning, an arts experience can be the first meaningful point of engagement in the education system for many children and young people. School based arts experiences should be diverse, based on models of effective practice and embedded from the early years through to graduation in order to unlock the creative potential of children and young people.

2. Creating partnerships strengthens community identity and local cultures:

Community based arts and education partnerships build social cohesion, respect, community spirit and active local citizenship. Creative partnerships increase community awareness of educational issues, can help mobilize communities’ local arts and cultural resources and build community capacity and capability. Communities with schools as hubs for creative engagement can achieve intergenerational understanding and belonging, enhance social cohesion, improve quality of life and promote active community engagement.

3. Connecting schools with the arts and culture sector enriches learning outcomes:

There is great potential for the education, arts and cultural sectors to better work together to share resources, expertise and knowledge held in existing infrastructure. Connections and collaborations between artists, creative organisations, teachers, schools and educational institutions must be strengthened to allow students to realise their full potential.

Click here to view the full: Ministerial Council on Education, Employment, Training and Youth Affairs’ National Education and the Arts Statement

Sustained Arts & Education Partnerships - Literature Review

On behalf of Arts Victoria, the University of Melbourne’s Dr Christine Sinclair completed a substantial Literature Review on Sustained Arts and Education Partnerships:

“There is a growing body of International and Australian research documenting evidence of links between arts participation and improved cognitive and social learning outcomes; of the significance of meaningful arts experiences to children and young people; of enhanced motivation, engagement and connectedness through meaningful arts experiences for young people at risk; and, of benefits to community in terms of cohesiveness, identity, tolerance and diversity related to successful school and community based arts programs.”

“Recent research is beginning to indicate that it is the sustained nature of a partnership (years rather than months, or a long-term relationship rather than a ‘one-off’ drop-in model) that is the critical factor in maximising the potential positive impacts of the arts on young people (Elster 2001, Roberts 2006, Dept of Culture & Arts/ Ed &Training 2004, O’Rouke et al 2002).

While there is a growing body of research documenting the impact of the arts on young people, the body of research into the nature and efficacy of possible partnerships between young people in schools and artists, artistic mentors or arts bodies while substantial, is less coordinated and as a result, less accessible for policy makers, practitioners and arts and education agencies. This literature review is intended to identify the developing trends in this burgeoning field and to signpost key research and current thinking in the practice of arts education partnerships [3]".

Chicago Arts Partnerships In Education (CAPE)

CAPE advances the arts as a vital strategy for improving teaching and learning by increasing students’ capacity for academic success, critical thinking and creativity.

Founded in 1992, the Chicago Arts Partnerships in Education has become recognised as a leader in the field of school improvement though the arts.

Chicago Arts Partnerships in Education (CAPE)

Creative Partnerships UK

Creative Partnerships focuses on the most deprived communities in England by enabling schools to work with creative practitioners to develop a broad, balanced and relevant curriculum. It does so by supporting a range of creative practitioners to work in partnership with schools in long term sustained relationships.

It aims to develop:

• The creativity of young people, raising their aspirations and achievement;
• The skills of teachers and their ability to work with creative practitioners;
• Schools' approaches to culture, creativity and partnership working;
• The skills, capacity and sustainability of the creative industries.

Creative Partnerships UK

Arts Advocacy

Get an arts program into your school, or improve the one you already have. If you are a parent or a teacher, this kit from Music: Play For Life helps arm you with arguments to strengthen your case.

Go into bat for an arts program at your school! Click her to download a Lobby Kit for Schools

References

Research around the world supports the value of the arts in further and enhanced learning skills. The links below show some recent statements and programs from national and international sources.

1. Fiske, E (Ed) (1999), The Champion of Change, The Impact of Arts on Learning.

2. Deasy, R ( Ed) (2002), Critical Links: Learning in the Arts and Student Academic and Social Development, Arts Education Partnerships

3. Sinclair, C ( 2006), Sustained Arts and Education Partnerships – Literature Review, Arts Victoria