1. Child Development and Arts Education

2. Child Development Research

3. Research Question: What are recommended best practices in arts education that acknowledge students’ cognitive, social, and emotional needs and abilities at different stages?

4. Child Development Research Structure of report A series of literature reviews, divided by discipline and grade band Executive summary notes cross-disciplinary threads of research and recommendations

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6. Key findings Child Development Research

7. Early Childhood More research available for this grade band than any other Arts experiences are a primary means of communication at this stage

8. Child Development Research Early Childhood Physical Limited motor ability as primary concern Focus on gross motor skills: balance and coordination in dance, for example Drawing, painting, and other art-making is primarily a kinesthetic experience at this stage. Educators should focus on using basic tools and instruments that students can manipulate themselves.

9. Child Development Research Early Childhood Cognitive Short attention spans; need for variety in activities Need for routines Learn through exploration and discovery

10. Child Development Research Early Childhood: Cognitive Importance of balancing structured experience and open exploration: Dance: repetition of basic concepts, but allowing freedom for students to invent their own movements Music: Guided as well as improvisational work Theatre: structured call- and-response activities as well as less- structured fantasy play Visual art: Emphasize exploration and creative manipulation of materials

11. Child Development Research Early Childhood Social/Emotional Learners at this stage very social and talkative At early stage, parents and teachers are the most important individuals in a student’s life; by ages 5-7 friendships are increasing social importance as well Arts experiences as primarily social experiences (example: “re- telling” pictorial accounts to peers and adults). May begin fostering cooperative and communication skills by working in small groups, or participating in full-class activities in theatre or dance instruction.

12. 12 Child Development Research Early Childhood PhysicalCognitiveSocial/Emotional Limited motor abilityShort attention span Social importance of arts experiences Arts learning is kinestheticNeed for routine Cooperation and communication skills developing Learning through exploration and discovery

13. 13 Child Development Research Early Childhood PhysicalCognitiveSocial/Emotional Limited motor abilityShort attention span Social importance of arts experiences Arts learning is kinestheticNeed for routine Cooperation and communication skills developing Learning through exploration and discovery How will writers develop standards under the framework of create, perform, and respond for students who might not yet be able to create with any specific intent in creating?

14. Elementary: Physical Fine motor coordination increases Students increasingly interested in precision and technique in artistic endeavors Child Development Research

15. Elementary: Cognitive Arts instruction can connect with other subject areas, as students’ intellectual curiosity widens. Students are able and eager to refine skills; recommended practices for music included introducing practice strategies involving repetition and mastery of basic skills Curricular content becomes more complex; theatre instruction can expand to enhance student understanding of story structure, cause and effect, and the ability to write with detail Reflection and critical thinking activities can be introduced, including guided observations of works of art In addition, the research continued to reinforce the value of open- ended exploration and improvisational play

16. Child Development Research Elementary: Social/Emotional Students have a deepening interest of their own role in relation to the world, and an increasing sense of independence Recommended best practices reflect an understanding of the importance of social bonds to elementary students: Dance: include collaborative activities in duets, trios, and small groups Theatre activities can address social skills, focusing on conflict resolution and empathy, for example. Students’ levels of confidence in their own abilities may decrease at this stage

17. 17 Child Development Research Elementary PhysicalCognitiveSocial/Emotional Fine motor coordination increases Intellectually curious Developing sense of self in relation to the world Broader range of tools and processes can be utilized Eager to refine skills Social bonds more important Reflection/critical thinking Confidence in abilities decreasing Need for open-ended exploration

18. 18 Child Development Research Elementary PhysicalCognitiveSocial/Emotional Fine motor coordination increases Intellectually curious Developing sense of self in relation to the world Broader range of tools and processes can be utilized Eager to refine skills Social bonds more important Reflection/critical thinking Confidence in abilities decreasing Need for open-ended exploration How can the standards acknowledge social/emotional needs (i.e., developing sense of self)?

19. 19 Middle School Stage at which students are making decisions about whether to continue with arts study in the future Research heavily emphasizes social/emotional needs at this stage Child Development Research

20. Middle: Cognitive Students are more interested than ever in precision and accuracy in their work Students are intellectually curious; the research points to the need for students to have the opportunity to incorporate ideas of personal interest into their work. Child Development Research

21. Middle: Social/Emotional Students are increasingly self-focused; arts can provide an outlet to explore ideas and themes of personal significance Dance: Students can create their own dances with peers Music: students are ready to compose their own original music Theatre: activities should allow students to evaluate their own ideas, needs, and beliefs in relation to others Visual art: Create opportunities for visual choice-making; students must feel that their work represents their own original point of view. Child Development Research

22. 22 Child Development Research Middle School CognitiveSocial/Emotional Interest in precision and accuracySelf-focused Intellectually curious Less likely to take risks; need for “safe space” in arts experiences

23. 23 Child Development Research Middle School CognitiveSocial/Emotional Interest in precision and accuracySelf-focused Intellectually curious Less likely to take risks; need for “safe space” in arts experiences How can the standards promote creative risk-taking?

24. High School and College: Cognitive The research focuses to a large extent on students’ abilities to think critically about their own work and the work of others, make informed and deliberate decisions in their work, and draw connections between disparate ideas or areas of study. Dance: emphasis on viewing and analyzing dance performances regularly Music: Comparing one’s own work to an ideal/professional model; compose one’s own original works whenever possible Theatre: Importance of involving students in decision-making processes at every level of theatre production Visual art: Developing habits and skills including envisioning, engaging and persisting, and developing craft. Child Development Research

25. High School and College: Social/Emotional Research emphasizes the importance of creating authentic arts experiences for students: Choosing areas of specialization Developing own point of view Feeling that they are part of a community of artists Child Development Research

26. 26 Child Development Research High School and College CognitiveSocial/Emotional Thinking critically Viewing self as part of community of artists Deliberate choice-making; Creating original works Refining one’s own point of view; Developing areas of specialization in the arts

27. 27 Child Development Research High School and College CognitiveSocial/Emotional Thinking critically Viewing self as part of community of artists Deliberate choice-making; Creating original works Refining one’s own point of view; Developing areas of specialization in the arts How can the standards emphasize the importance of creating a sense of community?

28. Child Development Research At every grade level and in every discipline, the research emphasizes the role of the arts in helping students to: Make sense of their world Make connections between disparate ideas Make connections between self and others The recommended best practices at every level, for every discipline recommended the need for balance between structure and open-ended exploration in arts instruction.

29. Child Development Research Does the need for assessment and measurement of the standards force us to emphasize cognitive development over social and emotional development?

30. Contact Information: Amy Charleroy, Associate Director, Arts at the Core, Office of Academic Initiatives: acharleroy@collegeboard.org Nancy Rubino, Senior Director, Office of Academic Initiatives: nrubino@collegeboard.org 30 Child Development Research