Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children: A review of evidence


Author(s):*Listed Alphabetically
Kokotsaki D, See BH

Year of Publication:
2015

Publisher(s):
Education Endowment Foundation

Publication Type:
Report

Abstract:

This literature review, carried out by Durham University, was commissioned by the Education Endowment Foundation (EEF) to assess the evidence of impact of arts education on cognitive and non-cognitive outcomes of children from pre-school to compulsory school age (ages 3 to 16). For the purposes of this review, which examines in detail 200 pieces of existing academic research, “arts education” was defined as including a broad range of subjects including the traditional fine arts (e.g. visual arts, music, dance, performing arts, theatre and dance) as well as modern dance and movement, hip hop, poetry and creative writing.

The EEF was looking to identify arts activities that have evidence of promise, as well as an overview of those where the results are inconclusive or which have not been evaluated. The summary results bring together all the studies to arrive at an overall judgment of the strength of evidence. No high quality single studies were found. It is therefore difficult to state conclusively what the evidence of impact of arts activities in education might be. However, given that a large number of weak or medium quality studies do suggest positive effects, there is a case for more work in this area to be carried out, taking into account the most promising avenues.



Evidence Type: Literature Review

Main Focus: Wellbeing / Quality of life

Research Purpose: Discussion / Debate

Context: Education

Participant Group: Children (0-15)

Art Forms: Multi-Arts

Access Type: Free Download

APA Citation:

See B.H., Kokotsaki D. (2015). Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children: A review of evidence. UK: Education Endowment Foundation.