Academic Achievement and Arts Performance

A look at the effects of exposing students to arts education and training.

This paper examines the various aspects of music and arts participation and how exposure to and training in arts programs stimulates mental and intellectual abilities from the earliest years through high school. It also explores how arts education contributes to the overall enhancement of educational curriculum. Through a literature review, it examines three specific frameworks: physiological brain development; spatial and cognitive reasoning abilities; and improved academic performance based on participation in music and other arts programs. It also looks at scholastic performance enhancement through arts integration.

Outline
Literature Review
Physiological Brain Development
Cognitive and Spatial Reasoning Abilities
Improved Scholastic Performance
Scholastic Performance Enhancement
Methodology
“In other studies, Nisbet (1991) has pointed out that there is a close relationship between the musical symbolism used in arranging the time signature of a musical piece and the mathematical concepts used in fractional concepts. Numerous studies have focused on the relationship between formal training in a musical instrument and youths’ achievement level. According to Wenger and Wenger (1990), neuroscientists suspect that when children exercise cortical neurons by being actively involved in music, they are engaging in activity which enhances their intelligence, specifically their mathematics capability, spatial reasoning skills, and the ability to handle complex reasoning tasks. In fact, Rayl (1995) and Martin (1995) have reported that adolescents with formal training in music tend to have higher achievement in mathematics.”

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