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English Language Arts and Mathematics - High School
Below is the research linking arts strategies to specific success at the high school level in English Language Arts and Mathematics. Click on any of the study citations to link to a full summary of the study in ArtsEdSearch, the online database of arts education research.
English Language Arts - Reading
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Through instruction in drama, students learn strategies that help them understand complex texts (Seidel, 1999) and build upon their reading comprehension skills (Podlozny, 2000).
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As compared to peers without drama instruction, students in drama programming are twenty percent more likely to be advanced readers by grade twelve and demonstrate improved academic performance on reading assessments (Catterall & Chapleau, 1999).
English Language Arts - Writing
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Participation in arts programming helps high school students hone their creative and explanatory writing abilities (Horn, 1992; Peppler, 2010).
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In addition to strengthening their skills as writers, students in spoken word programs build positive self-identities, develop meaningful relationships with adults, and forge closer ties to their communities (Weinstein, 2010).
English Language Arts - Speaking and Listening
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Students participating in arts programming hone skills for reflection, develop the ability to articulate their ideas, and learn how to collaborate effectively with others (Goessling & Doyle, 2009; Harland, et al, 2000; Kang Song & Gammel, 2011; Weinstein, 2010).
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Within arts programming, students build confidence in their abilities and develop leadership capacities (Heath, Soep & Roach, 1998).
English Language Arts - Language
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Students in arts and arts integrated programs demonstrate command over complex linguistic structures and are able to express their ideas more fully (Heath & Roach, 1999; Podlozny, 2000).
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Music (Dicks & LeBlanc, 2009) and drama programming (Pettito, 2008) promote foreign language learning.
English Language Arts - Skills and Competencies
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Through project-based learning in the arts, students learn skills that transfer to English language arts learning, such as critical thinking, communication, and understanding of other perspectives and cultures (Dewhurst, 2009; Heath, Soep & Roach, 1998; Heath & Roach, 1999; Horn, 1992; Stevenson, 2011; Winner, et al, 2006).
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Arts programming fosters safe environments that allow participants from diverse backgrounds to engage in cross-cultural dialogue, and promotes mutual respect and increased sensitivity towards cultural issues (Clover, 2006; Harland et al, 2000).
Mathematics - Skills and Competencies
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Participation in arts and arts-integrated programming helps students develop problem solving, abstract reasoning abilities, and perseverance, skills that are critical for mathematics achievement (Heath & Roach, 1999; Hetland, 2000; Imms, Jeanneret & Stevens-Ballenger, 2011; Rostan, 2010; Winner et al, 2006).
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Arts education develops students’ capacity to persist in the face of a challenge. Through arts study, students improve in their ability to turn barriers into opportunities, overcome difficulty in completing complex tasks, and sustain attention—habits of mind that students then transfer to their academic pursuits (Baum, Oreck, & McCartney, 1999; DeMoss & Morris, 2002).