Advocacy & Impact Annotated Bibliography

Academic Benefits & Motivation

Beese, J. A., & Martin, J. L. (2019). Csikszentmihaliyi’s concept of flow and theories of motivation connection to the arts in an urban public high school. Journal for Learning through the Arts, 15(1). https://doi-org/10.21977/D915135480

Beese and Martin use Csikszentmihaliyi’s concept of flow as a framework for exploring the experience of high school students when completing challenging tasks with a fine arts education program. After a brief summary of flow, they provide a literature review of the state of the arts in K-12 public schools and the benefits from arts education. Next, a case study of 19 high school students in a performing arts high school was designed to show how flow was experienced during artistic activities and how those experiences affected student engagement, motivation, and connections to traditional academic courses. Findings showed that participants did have flow experiences, for which they provided narrative descriptions, as well as exhibiting aspects of growth mindset, emotional intelligence, and self-actualization, which promote a love of learning, intrinsic motivation, and sense of accomplishment.

Holochwost, S. J., Propper, C. B., Wolf, D. P., Willoughby, M. T., Fisher, K. R., Kolacz, J., Volpe, V. V., & Jaffee, S. R. (2017). Music education, academic achievement, and executive functions. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 147–166. https://doi-org.libproxy.unm.edu/10.1037/aca0000112.supp

This study examined whether music education improved performance on measures of academic achievement and executive functions (EFs). EFs refer to a set of cognitive processes, such as working memory, inhibitory control, and the ability to flexibly shift attention, that are essential to setting goals and organizing behavior to achieve these goals. After an extensive literature review of music education and academic achievement, IQ, EFs, and short-term memory (STM), this article presents a case study of 265 children selected by lottery to receive intensive music courses during two to three consecutive academic years inspired by El Sistema, a program of orchestral music instruction from Venezuela. Researchers sought to measure the effect of program enrollment on academic achievement, EFs, and STM, and also measure if there were dosage effects related to the length of time spent in the program. Participants took ELA and math assessments, as well as psychology computer tests to measure EFs and STM. Students enrolled in the program showed higher levels of academic achievement and better performance on EFs and STM measures. These results suggest that the elimination of music from public education in order to devote more time to academic testing preparation may be counterproductive, as denying music education may deprive students of opportunities to build the basic cognitive and behavioral skills necessary for success in both school and life.

Winsler, A., Gara, T. V., Alegrado, A., Castro, S., & Tavassolie, T. (2020). Selection into, and academic benefits from, arts-related courses in middle school among low-income, ethnically diverse youth. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 415–432. https://doi.org/10.1037/aca0000222

This article concludes a 10-year, large-scale research project following 31,332 low-income, ethnically and linguistically diverse children in Miami-Dade County. Children were assessed for school readiness in Pre-K and then followed through to their middle school years with strong statistical controls in place for multiple selection factors such as, proportion of students who take arts-related elective classes, academic performance benchmarks, and demographic variables (gender, ethnicity, special education, poverty, and ELL status). Data was used to examine whether students with arts exposure showed enhanced concurrent and later academic performance (GPA, retention, suspension, standardized test scores, and attendance) in middle school compared to children with no arts exposure in school. The authors also provide data analyses to help policymakers and educators better target underrepresented demographic groups to receive equal access to arts opportunities, especially in middle school, which they relate as a social justice issue. This is a very in-depth study which cites many recent studies into the impact of arts on achievement and the inequalities in arts access, as well as data to advocate specifically for middle school arts programming.

Early Childhood

Brown, E. D., Garnett, M. L., Velazquez-Martin, B. M., & Mellor, T. J. (2018). The art of Head Start: Intensive arts integration associated with advantage in school readiness for economically disadvantaged children. Early Childhood Research Quarterly, 45, 204–214. https://doi-org.libproxy.unm.edu/10.1016/j.ecresq.2017.12.002

This study examines the impact of intensive arts integration on school readiness in low-income children attending Head Start preschool. Participants included 265 children, ages 3-5, of which 197 received daily music, dance, and visual arts classes and 68 were in a comparable program with no arts instruction. The authors provide background on school readiness and the arts, and also cite research on diverse learning opportunities, social-emotional experiences that facilitate learning, and the training of cognitive abilities. In this arts integrated program multiple music, dance, and visual arts classes were integrated in the daily schedule. Content and skill development was connected and repeated between the homeroom and  art classes which aimed at promoting the development of both artistic skills and school readiness competencies in early learning domains. Results of this study suggest intensive arts integration adds value to quality Head Start programs and may increase growth in school readiness.

Greene, M. L., & Sawilowsky, S. (2018). Integrating the arts into head start classrooms produces positive impacts on kindergarten readiness. Early Childhood Research Quarterly, 45, 215–223. https://doi-org.libproxy.unm.edu/10.1016/j.ecresq.2018.01.003

Wolf Trap Foundation for the Performing Arts Institute for Early Learning Through the Arts offers professional development to Pre-K teachers in the integration of performing arts into their practice. The authors provide a literature review on how the arts impact school readiness in emergent literacy and social emotional learning. This study examines how Living Arts Detroit Wolf Trap program impacted school readiness with about 400 Pre-K students in high poverty neighborhoods. The program included direct services to children, their teachers, caregivers, families, and teaching artists through residencies, teacher training, artist training, and family workshops. The HighScope COR Advantage tool was used to collect teacher observations on students in the following subscales: Approaches to Learning, Social and Emotional Development, Physical Development and Health, Language, Literacy, and Communication, Mathematics, Creative Arts, Science and Technology, and Social Studies. Results showed this program successfully increased children’s scores in all of the subscales. The authors use this data to advocate for training in arts integration for all preschool educators and early childcare professionals. 

Ecology

 Bertling, J. G. (2015). The art of empathy: A mixed methods case study of a critical place-based art education program. International Journal of Education & the Arts, 16(13).

Bertling examines how critical place-based art education promotes ecological paradigms and empathy with the environment through ecologically responsive teaching. She argues that art education is capable of awakening the ecological imagination and environmental empathy because of the relationship between aesthetic experience and empathy. Further, art offers multiple ecological worldviews, and the experiential engagement of art education presents the potential to change attitudes and behaviors. Operating as teacher-researcher, Bertling presents a case study of her 7th grade introductory art class at a public middle school in the southeastern US with a curriculum that encouraged students to engage critically and creatively with local social, ecological, economic, and political issues as they studied art. She includes student interviews and artwork to illustrate the three units of the 18-week course – harmony, place, and transformation. Students concluded the semester with an increased awareness and concern for ecological crises and a willingness to accept responsibility to work towards change, but remained centered in the dominant anthropocentric view of human exceptionalism.

ELA/ELL

Greenfader, C. M., & Brouillette, L. (2017) The arts, the common core, and English language development in the primary grades. Teachers College Record, 119(8).

This study examines an arts-based professional development program, Teaching Artist Project (TAP), for teachers in five urban California schools to promote the development of language skills in Hispanic English learners (ELs). TAP consisted of 28 weekly 50-minute lessons in dance and theater that emphasized movement and gesture in embodied language and expression, which tapped into funds of knowledge and conceptual vocabulary of ELs. TAP provided teachers with: two, paid daylong training workshops; one year of weekly in-class training from teaching artists; detailed lesson plans which focused on rich verbal interactions; extension activities for teachers who wanted to apply arts-based learning to other curricular areas; an online video bank of recorded lessons by teaching artists. Findings show evidence of the positive influence of integrating drama and dance with language arts instruction for ELs while aligning to California CCSS.

Museums

Greene, J. P., Kisida, B., & Bowen, D. H. (2014). The educational value of field trips: Taking students to an art museum improves critical thinking skills, and more. Education Next, 14(1), 78-86.

Historically, school field trips were a means for public schools to afford access to cultural heritage for disadvantaged populations. Now with the trend of cutting out culturally enriching field trips, this article asks what is being lost and what research is being made into the benefits of museum field trips. The authors used free school field trips offered by Crystal Bridges Museum of American Art in Arkansas to survey over 10,000 K-12 students assessing knowledge about art, as well as measures of critical thinking, historical empathy, tolerance, and sustained interest in visiting art museums. Results showed that students retain a great deal of information from school tours. Compared to a control group, students who received a tour at Crystal Bridges demonstrated a stronger ability in critically thinking about art, higher levels of historical empathy and tolerance, and a greater motivation to return to museums. Students from rural and high-poverty schools showed gains of two to three times greater than the total sample, which may be due to their lack of arts exposure outside of school. The authors advocate for policymakers to consider that disadvantaged students may only receive arts-related experiences if they are provided by schools on culturally enriching field trips.

Lacoe, J., Painter, G. D., & Williams, D. (2020). Museums as classrooms: The academic and behavioral impacts of “School in the Park.” AERA Open, 6(3).

This article looks at the impact of School in the Park (SITP), a museum-based educational program for low-income 3rd-5th graders in the institutions and museums in San Diego’s Balboa Park. The program originated as a solution to overcrowding at one elementary school, repurposing museum space as classroom space. It has evolved over time to include full-time staff and museum educators who partner with classroom teachers, with developed curricula aligned with district academic standards. It now works with two elementary schools who serve large refugee/immigrant and Hispanic populations. The researchers ask how participation in SITP impacts academic and behavioral outcomes in the short term, and the potential long-term effects. Data showed students achieved short term gains in academic scores and positive effects on behavior. Results also provide a base for policy implications by showing the benefits of out-of-classroom experiences, and using existing community resources for programming. The authors conclude that the most at-risk youth receive the most benefit from experiential education programs that offer prolonged and structured experience outside the traditional classroom.

Performing Arts

Rodgers, L., & Furcron, C. (2016). The dynamic interface between neuromaturation, risky behavior, creative dance movement, and youth development programming. American Journal of Dance Therapy, 38(1), 3–20. https://doi-org.libproxy.unm.edu/10.1007/s10465-016-9216-2

This study examines whether length of participation in an inner-city youth dance program helped young people avoid risky behavior and gain positive self-image and essential life skills like problem-solving, goal setting, time management, critical and creative thinking, negotiation and compromise, emotional coping, resisting peer pressure, communication and interpersonal relationships. The authors contextualize how destabilizing risk factors can affect young people with a literature review on neurodevelopment and the increase in risk taking and maladaptive behavior in cases of deficient neuromaturation. Rodgers and Furcron propose dance as an intervening modality by profiling Moving in the Spirit (MITS), a non-profit youth development program that utilizes mentoring, dance movement, and psychotherapy to create enrichment opportunities for inner city populations that would otherwise lack access to extracurricular activities. Teacher artists at MITS used dance/movement therapy and kinesthetic teaching techniques to enhance understanding of self and their body-mind connection. The researchers used several measures to gage the impact of MITS on participants, including a feedback survey which is included in the Appendix.

Walton, C. W. (2018). Taking it to the stage: Performing arts education and African American male academic identity development. Journal for Learning through the Arts, 14(1). http://doi-org/10.21977/D914136352

Walton used African American Male Academic Identity Development (AAMAID) theory as a framework to examine the experiences of African American males in school-based performing arts programs, and the influence these experiences have on affirmative racial identity development. A literature review contextualizes the inequities and school-based structural racism that Black males undergo in American education, while also looking at the impact of performing arts education has on this specific population. The five key concepts of AAMAID are then introduced which include seeing positive academic identity development as a mutually engaged, reciprocal process which are enhanced by culturally relevant practices. The case study consists of five African American male graduates, all of whom majored in a performing arts discipline, of Piedmont School of the Arts, an arts magnet public secondary school, in North Carolina. The participant were interviewed with questions rooted in AAMAID framework and related to academic identity development, school safety, experiences, and enjoyment, and student-teacher interactions. Participants reported feeling a sense of safety at the school, having positive and productive relationships with instructors, especially caring Black male teachers, positive collaborative peer relationships, and an enhanced sense of cultural awareness and pride. Findings imply that structured and intensive performing arts learning experiences in an academic setting strengthen engagement, improves performance and school experience, and produces positive outcomes for Black males after graduation.

Reports

Catterall, J. S., & National Endowment for the Arts. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. (Research report #55). National Endowment for the Arts. https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf

This oft-cited report examines the academic and civic behavior outcomes from four longitudinal studies which let researchers track a nationally representative sample of children and teenagers over time. For example, the longest study collected data in waves from 1988-2000, or from 8th grade until age 26. Researchers applied two criteria to analyze populations: the potential effects of intensive arts involvement and how these outcomes differed between students who had little or no art in childhood or adolescence; a focus on teenagers and young adults from lower socioeconomic status (SES) backgrounds, as those of higher SES might have more arts access and exposure outside of school. Results, including bar graphs to visualize data, are given for academic achievement, extracurricular activities in high school and college, civic engagement, literary involvement, and career aspirations with a possible snapshot of labor market outcomes. Results show that socioeconomically disadvantaged children and teens with high levels of arts engagement/education show more positive outcomes than peers with low arts engagement. 

Elpus, K. (2013). Arts education and positive youth development: Cognitive, behavioral, and social outcomes of adolescents who study the arts. National Endowment for the Arts. https://www.arts.gov/sites/default/files/Research-Art-Works-Maryland.pdf

Elpus details research supported by NEA’s Research: Art Works program which examines the value and positive impact of formal high school arts coursework by comparing adolescents who study arts with those who do not. The study acknowledges pre-existing, measurable differences between these two groups, while looking at outcomes in three developmental contexts: behavioral (e.g. delinquency, substance use, school suspension), cognitive (e.g. optimism about college, depression), social (e.g. school attachment, family/peer groups, sexual activity). Key findings are represented as percentage statistics which support the positive outcomes of arts study on adolescence through adulthood. 

Wan, Y., Ludwig, M. J., & Boyle, A. (2018). Review of evidence: Arts education through the lens of ESSA. In American Institutes for Research. American Institutes for Research. https://www.wallacefoundation.org/knowledge-center/Documents/Arts-Education-Evidence-Report.pdf

The inclusion of the arts in the 2015 Every Student Succeeds Act (ESSA) attests that policymakers, not only arts advocates and educators, view the arts as an essential element in a well-rounded education. This 93-page report first considers what is meant by “arts education.” It looks at how ESSA supports arts education and how it defines evidence-based interventions. It then asks what evidence exists linking arts education interventions with improved student outcomes, citing evidence from all fine arts disciplines, and how large are the effects on student outcomes. The report contains tables which present information and evidence review results in an easy-to-read format. Based on the evidence reviewed, the authors offer recommendations for practitioners, policymakers, and researchers who are likely to be involved in selecting, implementing, and evaluating arts education interventions. 

Workman, E. (2017). Beyond the core: Advancing student success through the arts. Education Commission of the States. https://www.ecs.org/wp-content/uploads/Beyond_the_Core_Advancing_student_success_through_the_arts.pdf

This report presents evidence of how arts education and the integration of the arts into core subjects can promote student success – not just in test scores, but also in critical skills, such as creativity, teamwork, and perseverance. The author reminds policymakers of the flexibility given to states by ESSA to include more arts in K-12 learning and teaching as part of a well-rounded education. The arts bolster the development of deeper learning skills, an umbrella term encompassing the skills and knowledge students need to attain success in college and career. Workman details the characteristics of students who possess deeper learning skills and shows how the variety of instructional strategies used in art education further supports the development of these characteristics. She then shows how arts education allows students to gain powerful social, communication, and interpersonal tools for life. A table of seven research studies into the effects of the arts on deeper learning skills and student achievement presents a summary-view of research into this area. She then profiles expanding arts in education programs with examples from district-led and school-wide initiatives in different American locations. The article concludes with both state- and local level considerations for policymakers.

SEL

Farrington, C. A., Maurer, J., McBride, M. R. A., Nagaoka, J., Puller, J. S., Shewfelt, S., Weiss, E.M., & Wright, L.(2019). Arts education and social-emotional learning outcomes among K–12 students: Developing a theory of action. Chicago, IL: Ingenuity and the University of Chicago Consortium on School Research.

This project investigates the relationship between arts education and social-emotional learning (SEL) and develops a theory of action that describes how arts education experiences have the potential to promote young people’s development of social-emotional competencies. It consists of two components: a literature review on the topic and fieldwork based on interviews with educators, administrators, students, and parents in Chicago Public Schools. The theory of action is framed by the premise that each large-scale art education process consists of many small-scale actions and art practices that also include social-emotional components which happen simultaneously. The 40-page report consists of three sections. The first details the theory of action with an emphasis on the developmental effect of arts education. The second section surveys evidence in SEL competencies, such as self-management and discipline, interpersonal and relationship skills, and self-expression and identity. The final section describes the practical implications of this work for practitioners and policymakers. The report contains many photographs from art rooms, as well as vivid infographics throughout.

Mogro-Wilson, C., & Tredinnick, L. (2020). Influencing social and emotional awareness and empathy with a visual arts and music intervention for adolescents. Children & Schools, 42(2), 111–119. https://doi-org.libproxy.unm.edu/10.1093/cs/cdaa008

The authors present research from Connect with Kids, a SEL program based in visual arts and music implemented in an urban high school in the Northeast to show how participation in the arts can benefit goal setting, increased empathy, build relationships, and improve decision making. The authors cite research about the nature and impact of SEL, its framework, and the integral role of art and music in its programming. They then describe the teacher training, content, goals, and implementation of the current Connect with Kids program titled Social and Emotional Learning through Music and Visual Arts. The curriculum was delivered over the course of a school year and addressed attendance, achievement and college/career readiness, bullying and violence prevention, character and life skills, digital citizenship, drug/alcohol prevention, and health and wellness. Findings show that due to their transformative power, art and music offer a beneficial setting for adolescents to develop life skills through SEL programming.

Society & Culture

Fendler, R., Shields, S. S., & Henn, D. (2020). #thefutureisnow: A model for civically engaged art education. Art Education, 73(5), 10–15. https://doi-org.libproxy.unm.edu/10.1080/00043125.2020.1766922

The authors ask how art curriculum can draw on and support civic engagement through artistic expression and activism in social media use, hashtag and other forms of 21st century activism, and critical digital art making. They profile the youth-led #neveragain movement in response to the Parkland school shooting as an example of the impact art has in the development of teens as activists and visual culture producers. Using data from a summer art program in Tallahassee, Florida about the civil rights movement, the authors propose a think/make/act curriculum model for turning art education into a site that builds on the contemporary activism of young people. Think– the intersection of social justice and subjectivity; make – the transformation of art practices into praxis; and act –building community, create an interconnected model for civically engaged art education – asks how art education can become a space for life projects to begin and how the art room can become a springboard for future leaders. While educators should be concerned with how to best serve their students, they can look to young people for cues to develop future-oriented practices and curriculum.

Haywood, J. H., Jr. (2013). Art as social response and responsibility: Reframing critical thinking in art education as a basis for altruistic intent. Art Education, 66(2), 6–12. 

Haywood explores art as an altruistic practice which demonstrates critical thinking skills, which are a sociobiological response to need. Socially responsive and responsible artmaking practices in K-16 art education are an important cognitive mode in the evolution of the social behavior called culture. He depicts artmaking behaviors as feeding the growth of emerging cultural systems. He offers examples from an after-school portrait-making course for 3rd and 4th graders to show the significance of artmaking behaviors: making marks, making models, and making special. Haywood claims artmaking and design practices are metacognitive skills which are metaphors not only for our individual minds, but the collective mind of a given sociocultural swarm, and ultimately human achievement.

Trauma-Informed Practices

McEvoy, C. A., & Salvador, K. (2020). Aligning culturally responsive and trauma-informed pedagogies in elementary general music. General Music Today, 34(1), 21–28. https://doi-org.libproxy.unm.edu/10.1177/1048371320909806

The authors, an elementary music teacher and a professor of music education, connect culturally responsive and trauma-informed pedagogies through common theoretical underpinnings and practices. Shared common elements include: a deep understanding of self; a deep understanding of students; the validation and empowerment of student voice through collaborative and independent learning; and a safe and trusting environment that holds students to high expectations. They examine literature on culturally responsive music education and trauma-informed practices and make practical suggestions for implementing these pedagogies. McEvoy and Salvador cite research that shows how music making and musical interactions help children express and process emotions. The intersection of culturally responsive and trauma-informed pedagogies allows teachers to address a full spectrum of student needs both for the sake of performance and well-being.

Walzer, D. (2021). Fostering trauma-informed and eudaimonic pedagogy in music education. Frontiers in Education, 6. https://doi-org.libproxy.unm.edu/10.3389/feduc.2021.647008

Walzer explores how trauma emerging from the COVID-19 pandemic has and will affect music education, using interpretations of Aristotle’s concept of eudaimonic pedagogy as a theoretical starting point. Eudaimonia is the process of living a meaningful life, usually in relation to the fundamental human need to connect, as is exemplified in the study, creation, and enjoyment of music. Walzer advocates for creating multiple spaces for educators, musicians, and students to grieve and process trauma through a social-relational praxis in music education. He examines how educators can move from a survival pedagogy to healing pedagogy, referencing Trauma-Informed Care as a therapeutic framework to question how music educators can move through their own grief to a philosophy and praxis of care. By acknowledging grieving and healing processes, music educators can make teaching a more empathetic and meaningful profession.  

Advocacy & Impact References

Academic Benefits & Motivation

Beese, J. A., & Martin, J. L. (2019). Csikszentmihaliyi’s concept of flow and theories of motivation connection to the arts in an urban public high school. Journal for Learning through the Arts, 15(1). https://doi-org/10.21977/D915135480

Holochwost, S. J., Propper, C. B., Wolf, D. P., Willoughby, M. T., Fisher, K. R., Kolacz, J., Volpe, V. V., & Jaffee, S. R. (2017). Music education, academic achievement, and executive functions. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 147–166. https://doi-org.libproxy.unm.edu/10.1037/aca0000112.supp

Winsler, A., Gara, T. V., Alegrado, A., Castro, S., & Tavassolie, T. (2020). Selection into, and academic benefits from, arts-related courses in middle school among low-income, ethnically diverse youth. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 415–432. https://doi.org/10.1037/aca0000222

Early Childhood

Brown, E. D., Garnett, M. L., Velazquez-Martin, B. M., & Mellor, T. J. (2018). The art of Head Start: Intensive arts integration associated with advantage in school readiness for economically disadvantaged children. Early Childhood Research Quarterly, 45, 204–214. https://doi-org.libproxy.unm.edu/10.1016/j.ecresq.2017.12.002

Greene, M. L., & Sawilowsky, S. (2018). Integrating the arts into head start classrooms produces positive impacts on kindergarten readiness. Early Childhood Research Quarterly, 45, 215–223. https://doi-org.libproxy.unm.edu/10.1016/j.ecresq.2018.01.003

Ecology

Bertling, J. G. (2015). The art of empathy: A mixed methods case study of a critical place-based art education program. International Journal of Education & the Arts, 16(13).

ELA/ELL

Greenfader, C. M., & Brouillette, L. (2017) The arts, the common core, and English language development in the primary grades. Teachers College Record, 119(8).

Museums

Greene, J. P., Kisida, B., & Bowen, D. H. (2014). The educational value of field trips: Taking students to an art museum improves critical thinking skills, and more. Education Next, 14(1), 78-86.

Lacoe, J., Painter, G. D., & Williams, D. (2020). Museums as classrooms: The academic and behavioral impacts of “School in the Park.” AERA Open, 6(3).

Performing Arts

Rodgers, L., & Furcron, C. (2016). The dynamic interface between neuromaturation, risky behavior, creative dance movement, and youth development programming. American Journal of Dance Therapy, 38(1), 3–20. https://doi-org.libproxy.unm.edu/10.1007/s10465-016-9216-2

Walton, C. W. (2018). Taking it to the stage: Performing arts education and African American male academic identity development. Journal for Learning through the Arts, 14(1). http://doi-org/10.21977/D914136352

Reports

Catterall, J. S. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies (Research report #55). National Endowment for the Arts. https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf

Elpus, K. (2013). Arts education and positive youth development: Cognitive, behavioral, and social outcomes of adolescents who study the arts. National Endowment for the Arts. https://www.arts.gov/sites/default/files/Research-Art-Works-Maryland.pdf

Wan, Y., Ludwig, M. J., & Boyle, A. (2018). Review of evidence: Arts education through the lens of ESSA. American Institutes for Research. https://www.wallacefoundation.org/knowledge-center/Documents/Arts-Education-Evidence-Report.pdf

Workman, E. (2017). Beyond the core: Advancing student success through the arts. Education Commission of the States. https://www.ecs.org/wp-content/uploads/Beyond_the_Core_Advancing_student_success_through_the_arts.pdf

SEL

Farrington, C. A., Maurer, J., McBride, M. R. A., Nagaoka, J., Puller, J. S., Shewfelt, S., Weiss, E.M., & Wright, L.(2019). Arts education and social-emotional learning outcomes among K–12 students: Developing a theory of action. Chicago, IL: Ingenuity and the University of Chicago Consortium on School Research.

Mogro-Wilson, C., & Tredinnick, L. (2020). Influencing social and emotional awareness and empathy with a visual arts and music intervention for adolescents. Children & Schools, 42(2), 111–119. https://doi-org.libproxy.unm.edu/10.1093/cs/cdaa008

Society & Culture

Fendler, R., Shields, S. S., & Henn, D. (2020). #thefutureisnow: A model for civically engaged art education. Art Education, 73(5), 10–15. https://doi-org.libproxy.unm.edu/10.1080/00043125.2020.1766922

Haywood, J. H., Jr. (2013). Art as social response and responsibility: Reframing critical thinking in art education as a basis for altruistic intent. Art Education, 66(2), 6–12. 

Trauma-Informed Practices

McEvoy, C. A., & Salvador, K. (2020). Aligning culturally responsive and trauma-informed pedagogies in elementary general music. General Music Today, 34(1), 21–28. https://doi-org.libproxy.unm.edu/10.1177/1048371320909806

Walzer, D. (2021). Fostering trauma-informed and eudaimonic pedagogy in music education. Frontiers in Education, 6. https://doi-org.libproxy.unm.edu/10.3389/feduc.2021.647008