Benefits of art and music education

Childhood Education, Fall 1999 by Cesarone, Bernard

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VALUING IDEAS AND CULTURES. John Brademas. Phi Delta Kappan, Vol. 76, No. 10 (June 1995): 804-806. Arts education instills creativity, a facility for problem solving, discipline, and cooperation in young performers. Competencies learned in one art form are in some sense generic and transferable to other subjects. Championing schooling in the arts on utilitarian grounds, however, is misguided, the author says.

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MUSIC STUDENTS AND ACADEMIC GROWTH. Steven J. Morrison. Music Educators Journal, Vol. 81, No. 2 (September 1994): 3336. Proponents of music education have claimed that student participation in music activities has a positive effect on everything from academic achievement to selfdiscipline. Studies have found that music participants more often are elected to class offices, receive academic honors, and achieve higher grades than non-music participating students.

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MUSIC AS AN ACADEMIC DISCIPLINE: Breaking New Ground. Dorothy A. Straub. NASSP Bulletin, Vol. No. 561 (April 1994): 30-33. Through participation in school music programs, students gain a sense of discipline, self-esteem, and pride of accomplishment, and they learn to excel in teamwork, problem solving, leadership, and creative thinking. Education Secretary Richard W. Riley and President Bill Clinton are among those advocating for enriched arts education for every child. The newly developed National Standards in the Arts approach music as an academic discipline.

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AN ART APPRECIATION CURRICULUM FOR PRESCHOOL CHILDREN. Kim Aylward, Scott Hartley, & Tiffany Field. Early Child Development and Care, Vol. 96 (1993): 35-48. This study examined the effects of a 10-week art appreciation curriculum on 17 preschool children's levels of self-esteem, art involvement, and art appreciation. Pre- and post-intervention tests demonstrated that, as a result of the curriculum, the children's selfesteem increased and they displayed greater interest and knowledge of art.

Resources on the World Wide Web

The ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/ EECE) contributed this column. ERIC documents are abstracted in the monthly index Resources in Education (RIE) and in the ERIC database online or on CD-ROM. Most ERIC documents (EDs) can be read on ERIC microfiche, which are available in many libraries. In addition, most documents can be ordered in paper copy or on microfiche, and many recent documents can be ordered on the Internet, from the ERIC Document Reproduction Service (EDRS), 7420 Fullerton Rd., Suite 110, Springfield, VA 22153-2852 (1-800-443-3742); URL: http:l /edrs.com/. For complete ordering information, contact EDRS or consult the most recent issue of RIE. An availability source is indicated for those documents summarized in this column that are not available from EDRS. For journal articles cited in the column, refer directly to the journal or contact article clearinghouses such as UnCover (800-787-7979), UMI (800-732-0616), or ISI (800-523-1850) for ordering information. Further information on elementary and early childhood education is available from ERIC/EECE, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469; (phone: 217-333-1386 or 800-583-4135; E-mail: ericeece@uiuc.edu); URL: http:// ericeece.orgl.