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ERIC Number: EJ927287
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1063-2913
Cognition and Student Learning through the Arts
Melnick, Steven A.; Witmer, Judith T.; Strickland, Martha J.
Arts Education Policy Review, v112 n3 p154-162 2011
In recent years, an increasing number of studies have suggested connections among cognition, social and emotional development, and the arts. Some of this research indicates that students in schools where the arts are an integral part of the academic program tend to have an academic advantage over students for whom that is not the case. This study examines factors in schools and at home that contribute most to the variance in student learning and achievement, particularly as they relate to the arts, using a sample of more than 8,000 students in grade 5. The findings suggest that in-school arts programs alone may have less of an impact on student achievement than previous research has proposed. Parental influences likely have more of an effect than school on most children, and efforts to involve parents in the arts with their children may be more productive than simply providing arts programs in schools. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey