Learn More About the Arts and 4 CsCreativity

Gardner, Howard. (1984). Art, Mind and Brain. New York: Basic Books.Gardner, a leading cognitive psychologist, discusses how young children learn to draw, make music and tell stories. He explores all aspects of human creativity and cognition and makes recommendations for educators.

IBM. (2010). Capitalizing on Complexity: Insights from the Global Chief Executive Officer Study. Somers, NY: IBM Global Business Services. http://public.dhe.ibm.com/common/ssi/ecm/en/gbe03297usen/GBE03297USEN.PDF

IBM. (2010). Working Beyond Borders: Insights from the Global Chief Human Resource Officer Study. Somers, NY: IBM Global Business Services. http://public.dhe.ibm.com/common/ssi/ecm/en/gbe03353usen/GBE03353USEN.PDF

IBM's global study of CEOs, general managers and senior public sector leaders in 60 countries and 33 industries revealed that creativity is the most important leadership skill for a complex world. Human resource officers world-wide are focusing on cultivating creative leaders with a flair for thinking about opportunties and challenges in completely different ways.

Kaufman, James, Plucker, Jonathan A., & Baer, John. (2008). Essentials of Creativity Assessment. Hoboken, NJ: John D. Wiley & Sons, Inc.

Kaufman and colleagues outline major creativity research and evaluate various creativity measures including divergent thinking tests, peer/teacher assessment and self-assessment.

Robinson, Ken. (2009). The Element: How Finding Your Passion Changes Everything. London: Penguin Books.

Robinson refers to the “element” as that magical experience when a person’s passion and creative talent are leveraged. People find their “element” when they are most “themselves” and follow their inspiration. They in turn achieve their greatest heights. Robinson draws upon the life stories of creative leaders in many fields to demonstrate how finding “your element” can fill a life with confidence and accomplishment.

Critical Thinking

Barell, John. (2003). Developing More Curious Minds. Alexandria, VA: ASCD.Barell explains the importance of fostering an atmosphere of inquiry. He pro-vides practical examples of how to expand daily exploration and curiosities,

encouraging students to exchange questions and thoughts and how to establish a classroom culture that is based in curiosity.

Darling-Hammond, Linda. (1995). Authentic Assessment in Action: Studies of Schools and

Students at Work. New York: Teachers College Press.

Darling-Hammond, a renowned expert on perfor-mance-based assessments, presents case studies

and promising practices that will inform and inspire educators and policy makers. She urges a paradigm

shift from traditional, standardized testing to more robust forms of assessment that enable educators to

evaluate how students master intellectual challenges and apply learning to life.

Hetland, Lois. (2007). Studio Thinking: The Real Benefits of Visual Arts Education. New York: Teachers College Press.

Hetland makes a strong case for arts education based on research that examines the immersive inquiry practices of

experienced arts teachers. Educators from other disciplines are urged to adopt the best practices demonstrated by art

teachers.

School of Performing Arts P.S. 315, Brooklyn, NY. Photo by eMedia Works.

“ Just imagine the impact if arts education was embraced fully and integrated wholly into every school’s curriculum. It would unleash the talents of all children, helping them to succeed academically, giving them more self-confidence, teaching them to be open and tolerant, and keeping them engaged in school.”

Gail Connelly, Executive Director,

National Association of Elementary School Principals

Arts-Infused educAtIon resources Champion Creatively Alive Children

10 LESSONS the ARTS TEACH1 The arts teach children to make good judgments

about qualitative relationships. Unlike much of

the curriculum in which correct answers and

rules prevail, in the arts, it is judgment rather

than rules that prevail.2 The arts teach children that problems can have

more than one solution and that questions can

have more than one answer.3 The arts celebrate multiple perspectives. One of

their large lessons is that there are many ways to

see and interpret the world.4 The arts teach children that in complex forms of

problem solving purposes are seldom �xed, but

change with circumstance and opportunity.

Learning in the arts requires the ability and a

willingness to surrender to the unanticipated

possibilities of the work as it unfolds.5 The arts make vivid the fact that neither words in

their literal form nor numbers exhaust what we

can know. The limits of our language do not

de�ne the limits of our cognition.6 The arts teach students that small di�erences

can have large e�ects. The arts tra�c in

subtleties.7 The arts teach students to think through and

within a material. All art forms employ some

means through which images become real.

8 The arts help children learn to say what cannot

be said. When children are invited to disclose

what a work of art helps them feel, they must

reach into their poetic capacities to �nd the

words that will do the job.9 The arts enable us to have experience we can

have from no other source and through such

experience to discover the range and variety of

what we are capable of feeling. The arts' position in the school curriculum

symbolizes to the young what adults believe is

important.

10

The truth is that learning to paint, create a website, or design an

energy-e�cient home requires mastering skills which are often invisible to

the naked eye, but are developed through a strong visual arts education.

While students in art classes learn techniques speci�c to art,

such as how to draw, how to mix paint, or how to center a pot,

they’re also taught a remarkable array of mental habits not

emphasized elsewhere in schools.

—Lois Hetland and Ellen Winner (Educational researchers at Harvard’s Project Zero)

Our nation’s economic and social landscapes are changing before our eyes.

Now, more than ever, our kids need the lessons the visual

arts teach.

Did you know that . . .

We live in a visual age. Most children and youth spend 10 hours per day in front

of screens composed of pictures and words, often two types of screens at once.

The arts provide jobs. 1.25 million Americans currently work in the visual arts.

Jobs for artists and designers are predicted to increase by 43% by 2016.

Art education equips students to form mental images, which can be used to

solve problems—an ability that chemists, engineers, and architects use to

create models and that inventors use to think up new ideas.

Art education requires students to use their eyes and hands to give form to

ideas generated in the brain—a discipline that Nobel Prize winner Eric Kandel

proved boosts brain power.Research also indicates that high school art programs engage students and

keep in school those at-risk of dropping out.

A “little” visual arts education is simply not adequate and would

be considered unacceptable in any other core academic area. Teaching students to be

creative is a deliberate process, much like teaching literacy or mathematics, and is

certainly just as important. The skills learned through participation in the visual arts

help to equip our nation’s youth for the challenges they will face in shaping the future.

The visual arts are essential to a high-quality and balanced education.

The Visual ARTS: So much MORE than what you see…

Learning to draw and think creatively helps

prepare students for the future!

Find out what YOU can do. Turn the page!

by Elliot Eisner, Art Education Researcher and Scholar

page 2 Arts-Infused educAtIon resources Champion Creatively Alive Children

Sternberg, Robert. (1994). Thinking and Problem Solving. San Diego: Academic Press.Sternberg relates creativity and cognition in his review of research on prob-lem solving and intelligence. He discusses the creative process and how to measure creativity.

Communication

McKay, Matthew. (2009). Messages, the Communication Skills Book. Oakland: New Harbinger Publications.

McKay explains the importance of effective communication skills, how to craft the message, convey effectively, understand the context and audience, and receive listener feedback. He suggests methods to over-come common communication barriers.

Silberman, Melvin. (2000). PeopleSmart: Developing Your Interpersonal Intelligence. San Francisco: Ingram Publisher Services.

Silberman presents communication insights with practical tips and engaging exercises. Improve your ability to hear and be heard.

Simmons, Annette. (2007). Whoever Tells the Best Story Wins. New York: American Management Association.

Simmons demonstrates how bringing stories to life helps the audience remember your message. Learn how to find, develop and tell stories that will engage others and help them see your point of view. Great for arts advocates!

Collaboration

Friedman, Kerry. (2003). Teaching Visual Culture: Curriculum, Aestheticism and the Social Life of Art. New York: Teachers College Press.

Friedman provides guidance for teaching visual arts from a cultural standpoint and addresses how exploring others’ visual culture helps interpret their cultural context.

Hargrove, Robert. (1997). Mastering the Art of Creative Collaboration. New York: McGraw Hill Book Co.

Hargrove believes one of the biggest breakthroughs of the 21st century will be the increased focus on collaboration. He provides a strategic rationale for “why to” and step-by-step hands-on guidance on “how to” be more collaborative.

Rosen, Evan. (2007). Culture of Collaboration. San Francisco: Red Ape Publishing.

Rosen discusses 21st century trends and the increased need for collaboration. He provides collaboration tips and tools to help foster a collaborative culture based on trust and communication.

Tharp, Twyla. (2009). The Collaborative Habit: Life Lessons for Working Together. New York: Simon & Schuster.

Tharp, a world-renowned dance choreographer, defines collaboration as a process where success can be measured by the outcome. Her premise is simple: “the we is greater than the me.” Tharp explains how to recognize good candidates for partnership and how to build a successful collaboration.

VanGundy, Arthur B., & Naiman, Linda. (2003). Orchestrating Collaboration at Work. Somerset: Wiley/Jossey-Bass.

VanGundy and Naiman propose that the arts are a way to create transformative learning experiences in organizations. They share lessons learned in arts com-munities and apply them to businesses and other organizations. More than 70 engaging activities bring theories to life and urge readers to engage in collabora-tive experiences. Become a change agent who brings more collaborative prac-tices to your colleagues.

September/October 2011

s p e c i a l s u p p l e m e n t b r o u g h t t o y o u b y c r ay o l a

champion Creatively alive children

The Partnership advocates for the integration of 21st Century Skills into K-12

education so that students can advance their learning in core academic subjects.

The Partnership has forged alliances with key national organizations that represent the core academic subjects, including Social

Studies, English, Math, Science, Geography and the Arts. As a result of these collaborations, the Partnership has developed this

map to illustrate the intersection between 21st Century Skills and the Arts. The maps will enable educators, administrators and

policymakers to gain concrete examples of how 21st Century Skills can be integrated into core subjects.

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership has issued this map for the core subject of the Arts. This tool is available at www.P21.org.

An example from the Arts Skills Map illustrates sample outcomes for teaching Productivity and Accountability.

C

E

Interdisciplinary ThemeSample Student Outcome/Examples

Art Discipline IconsVA = Visual ArtsD = DanceM = MusicT = Theatre

21st Century Skills MapDESiGnED in CooPErATion wiTh ThE nATion'S ArTS EDuCATorS

177 N Church Avenue, Suite 305, Tucson, AZ 85701 520-623-2466 www.P21.org Publication date: 07/10

1

21st Century Skills

Skill Definition

A

B

D

PROGRAM INTRODUCTION Arts-Infused educAtIon leAdershIp page 3

What School Leaders Can Do To Increase Arts Education

L earning in and through the arts develops the

essential knowledge, skills, and creative

capacities all students need to succeed in school,

work, and life. As the top building-level leaders, school

principals play a key role in ensuring every student

receives a high-quality arts education as part of a

complete education. In a time of shrinking budgets and shifting priorities,

what can school principals do to make and keep the

arts strong in their schools? This guide offers three concrete actions school

principals can take to increase arts education in

their schools: A establish a school-wide commitment to arts learning;

B create an arts-rich learning environment; and C rethink the use of time and resources.

Each action is supported with several low-cost or

no-cost strategies that other school leaders have used

and found to be effective—whether it’s beginning an

arts program where none exists, making an existing

program stronger, or preserving an arts program

against future cuts. While many of the strategies are

drawn from elementary schools, they are likely to be

applicable in a variety of grade levels.Mounting research evidence confirms that students in

schools with arts-rich learning environments academi-

cally outperform their peers in arts-poor schools.

Where the arts are an integral component of the school

day, they positively impact student attendance, persis-

tence and engagement; enhance teacher effectiveness;

and strengthen parent and community involvement.

Research also shows school principals serve as the

primary decision makers as to whether and to what

extent the arts are present within a school. The Arts Education Partnership (AEP) prepared this

guide, with support from the President’s Committee on

the Arts and the Humanities (PCAH). The increasingly

critical role of school leaders, along with the growing

body of evidence on the benefits of arts learning,

summarized most recently in a new report published

by the PCAH1, prompted the development of the guide.

AEP staff reviewed the relevant literature as well as

conducted personal interviews with school principals

and with practitioners who work closely with principals.

School principals and other leaders interested in

increasing arts education in America’s schools can

adopt any of these actions and strategies one at a time

or implement several at once. When taken together as

part of an overall approach, however, their effects are

more likely to be cumulative, mutually reinforcing, and

more sustainable over time.

What School Leaders Can Do To Increase Arts Education

AcknowledgementsT he Arts Education Partnership thanks the

following individuals for their insights and

expertise in preparing this guide: Arnold Aprill,

Richard Kessler, Una McAlinden, Anne Ostholthoff

and Peg Winkelman. AEP also appreciates the

generous support the President’s Committee on the

Arts and the Humanities provided toward the

preparation and publication of this guide. And,

most importantly, this guide would not have been

possible without the assistance of the school

principals and administrators who shared their

stories and their wisdom. While AEP is grateful to

all for their valuable contributions, AEP alone is

responsible for the content and views represented

in the guide.Visit the AEP Website at www.aep-arts.org for

references and additional resources.

Arts Education Partnership, What School Leaders Can Do

to Increase Arts Education, Washington, D.C., May 2011.

About the Arts Education Partnership and the President’s Committee on the Arts and the Humanities T he Arts Education Partnership (AEP) is dedicated

to securing a high quality arts education for

every young person in America. A national

coalition of more than 100 education, arts, cultural,

government, and philanthropic organizations, AEP

was created in 1995 by the National Endowment for

the Arts and the U.S. Department of Education and

is administered by the Council of Chief State School

Officers and the National Assembly of State Arts

Agencies. www.aep-arts.orgThe President’s Committee on the Arts and the

Humanities (PCAH) is an advisory committee to the

White House on cultural issues. Central to the PCAH

mission is using the power of the arts and humanities

to contribute to the vibrancy of our society, the educa-

tion of our children, the creativity of our citizens and

the strength of our democracy. www.pcah.gov

Strategies SchoolLeaders Can Use to Increase Arts EducationA. Establish a School-Wide Commitment to Arts Learning1. Articulate clear goals2. Identify the arts in the budget3. Explore multiple approaches 4. Make arts learning visible5. Engage parents B. Create an Arts-Rich

Learning Environment1. Bring the arts into daily instruction2. Provide arts-based professional development3. Support a school-wide arts learning community4. Incorporate the arts into staffing and hiring decisions

5. Involve the local arts communityC. Rethink the Use of

Time and Resources1. Reallocate resources2. Tap Title I and Title II funds3. Adjust schedules and repurpose space4. Use after-school time5. Build community resources

ONE MASSACHUSETTS AVENUE, NWSUITE 700Washington, DC 20001www.aep-arts.org

1 The President’s Committee on the Arts and the Humanities, Reinvesting in Arts Education: Winning America’s Future Through

Creative Schools, Washington, D.C., May 2011.

Arts-Infused Education Advocacy

Arts Education Partnership. (2011). What School Leaders Can Do to Increase Arts Education. Washington, DC: Author. This brochure from the Arts Education Partnership offers recommendations for establishing a school-wide commitment to arts learning, creating an arts-rich learning environment and rethinking the use of time and resources. http://www.aep-arts.org/files/publications/AEP_Principals-brochure-final.pdf

Catterall, James S. (2009). Doing Well and Doing Good by Doing Art: The Effects of Education in the Visual and Performing Arts on the Achievements and Values of Young Adults. Los Angeles: Imagination Group I-Group Books.Significant longitudinal data show support for benefits of arts education. Findings from two studies done by Catterall and colleagues from the National Educational Longitudinal Survey in the late 1990s and 2009 strongly connect arts learning with both academic success and pro-social outcomes.

The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, & Society for Human Resource Management. (2006). Are They Really Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce.

This study provides the corporate perspective of skills that are increasing in demand in the workforce. Creativity, critical thinking, communication and collaboration are high on the list. http://www.p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf

Davis, Jessica Hoffman. (2007). Why Our Schools Need the Arts. New York: Teachers College Press.

Davis makes a powerful case for why the arts are essential to every child’s educa-tion. She offers educators and advocates evidence in support of arts education programs and helps advocates make a persuasive case.

Eisner, Elliot W. (2002). The Arts and the Creation of Mind. New Haven: Yale University Press. Eisner presents arguments for the inclusion of the arts as a core element of the curriculum. He addresses both assessment and evaluation in the arts, and pro-poses a shift from the evaluation of outcomes to the evaluation of process.

Jensen, Eric. (2001). Arts with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.Each of the four arts disciplines promote brain development. Jensen pro-vides a neurobiological case for why the arts should be taught in schools and practical suggestions for educators to use to improve students’ aca-demic achievement.

National Art Education Association. (2009). Learning in a Visual Age: The Critical Importance of Arts Education. Reston, VA: Author.This guide examines the evidence about the capacities that art education develops in students and what it can prepare them to do. It explores what high-quality instruction looks like and takes a look at some environments in schools and in other settings in which excellent visual arts instruction takes place. http://www.arteducators.org/learning/learning-in-a-visual-age/NAEA_LVA_09.pdf

National Art Education Association. (2011). The Visual Arts: So Much More Than What You See… . Reston, VA: Author.This guide offers three concrete actions school principals can take to increase arts education in their schools: establish a school-wide commitment to arts learn-ing, create an arts-rich learning environment, and rethink the use of time and resources. http://www.arteducators.org/advocacy/ARTS_ED_e-FLYER_3.pdf

National Association of Elementary School Principals. (September/October 2011). Principal Magazine: Champion Creatively Alive Children Supplement.

This special supplement profiles best practices in arts-infused education through-out the country. It provides insights for becoming “art smart,” turning ideas into practice and bringing creativity into schools, whether in four minutes, four weeks or four years. www.Crayola.com/creativelyalive

Arts-Infused educAtIon resources Champion Creatively Alive Children page 3

�e Critical Importance of V I S U A L A R T S E D U C A T I O N

page 4 Arts-Infused educAtIon resources Champion Creatively Alive Children

No

rwo

od

Elem

enta

ry S

cho

ol,

Bal

tim

ore

, MD

. Ph

oto

by e

Med

ia W

ork

s.

Partnership for 21st Century Skills. (2010). 21st Century Skills Arts Map.This map illustrates the intersection between 21st century skills and the arts. The maps will enable educators, administrators and policymakers to gain concrete examples of how 21st century skills can be integrated into core subjects. http://www.p21.org/documents/P21_arts_map_final.pdf

Partnership for 21st Century Skills. (2011). P21 Common Core Toolkit: A Guide to Aligning the Common Core State Standards with the Framework for 21st Century Skills.

This toolkit is designed for state and district leaders who are interested in imple-menting the Common Core standards in ways that strengthen the 4 Cs. http://www.p21.org/images/p21_toolkit_final.pdf

President’s Committee on the Arts and the Humanities. (2011). Reinvesting in Arts Education: Winning America’s Future through Creative Schools. Washington, DC.: Author.

This is the most comprehensive report on the state of arts education in schools published in a decade. It reviews research, literature, promising practices and state initiatives—making a case for why the arts are “a wrench to fix schools” not just a “flower to beautify” them. The report presents recommended action steps for policy makers, educators and the private sector. The resource appendix is a treasure trove of studies and model arts programs that will connect readers to additional insights. http://www.pcah.gov/sites/default/files/photos/PCAH_Reinvesting_4web.pdf

Robinson, Ken. (2001). Out of Our Minds: Learning to Be Creative. Oxford: Capstone Publishing.

Robinson gives historical perspective on the evolution of what education values. He makes a strong case for understanding the archaic nature of the Intelligence Quotient that fails to consider each person’s unique gifts. Robinson argues for radical changes in education to meet the challenges of living and working in the 21st century. His focus is on the need for creativity.

Trilling, Bernie, & Fadel, Charles. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco: Jossey-Bass.

What skills do students need in the 21st century to meet today's challenges and be successful? Educators are urged to build students’ 4 Cs and change pedagogy to prepare students for the fast-changing global economy.

Visit Crayola.com/CreativelyAlive for more resources on the arts and the 4 Cs.

Program Concept and Development by Cheri Sterman, Director, Content & Consumer Relationships, Crayola

Writing and Design by Vockley•Lang

Photography except where noted by John Pinderhughes

Not for sale. Available for free at www.Crayola.com/creativelyalive

© 2011 Crayola LLC. Serpentine Design®