THE IMPACT OF ARTS EDUCATION ON SKILLS FOR

Transcription

1 Brussels, 12 December 2013 THE IMPACT OF ARTS EDUCATION ON SKILLS FOR INNOVATION: WHAT WE KNOW (AND DON T KNOW) Stéphan Vincent-Lancrin, Senior Analyst and Project Leader

2 Skills and education for innovation «21st Century Skills» Education and training Skills Innovation

3 skills for innovation

4 Critical skills for the most innovative jobs (according to tertiary-educatedti t d workers) Likelihood (odds ratios) of reporting the following skills: people in the most innovative jobs vs. least innovative jobs come with news ideas/solutions acquire new knowledge willingness to question ideas alertness to opportunities present ideas in audience analytical thinking master of your own field coordinate activities write and speak a foreign language use computers and internet make your meaning clear use time efficiently mobilize capacities of others work productively with others write reports or documents perform under pressure knowledge of other fields negociate assert your authority 1,56 2,44 2,34 2,24 2,18 2,15 2,11 2,05 2,02 2,00 1,99 1,98 1,97 1,95 1,94 1,81 1,76 1,76 2,97 0,80 Source: OECD, based on REFLEX and HEGESCO data

5 What individual skills should education systems foster? Technical skills (know-what and knowhow) Behavioural and Skills in thinking social skills and creativity (character) (Critical thinking, (Self-confidence, energy, perseverance, passion, leadership, collaboration, communication) observation, curiosity, ability to make connections, imagination,...)

6 Some comments on these skill categories Technical skills They overlap and may reinforce each other Behavioural and social skills (character) Skills in thinking and creativity i But They are different and cannot be reduced to a single skill (or measure) They are domain-specific Skills are generally domain-specific: one is creative in a field, one knows how to behave/communicate in a specific context, one has problem-solving skills in a field, one has content knowledge in a field They can become «domain-generic» kill b d i i h h i di i b f A skills becomes «domain-generic» when one has gained it in a number of domains or settings, so that it becomes a «habit of mind» (a disposition or a stabilised skill) that one can apply to new fields

7 arts education for innovation

8 Singapore: School of the arts (SOTA) Created in 2008 to develop skills beyond and above those necessary to achieve high test scores Connected curriculum physics sculpture chemistry glazing and pottery Mathematics music In 2013, 100% of success in International Baccalaureate, including 44% in the top 5 decile (against the predictions of fthe Direct Admission Scheme) Why? Change of classroom practices, etc.

9 UK, Germany, Lithuania, Norway, Pakistan: Creative Partnerships UK ( ): 2011): 1 million children, 90k teachers, 5000 schools, 8000 projects, «Creative agents» from the creative and cultural industries address a specific need of the school Outcomes: better student wellbeing, retention and attainment better teacher professional development and school routines New pedagogy (rather than just arts education) is the proposed explanation

10 what do we know?

11 Arne Duncan, US Secretary of Education The best way to foster [that] creativity is through arts education Education in the arts is more important than ever. In the global economy, creativity is essential. Today s workers need more than just skills and knowledge to be productive and innovative participants in the workforce. Just look at the inventors of the iphone and the developers of Google: they are innovative as well as intelligent. Through their combination of knowledge and creativity, they have transformed the way we communicate, socialize, and do business. Creative experiences are part of the daily work life of engineers, business managers, and hundreds of other professionals. To succeed today and in the future, America s children will need to be inventive, resourceful, and imaginative. The best way to foster that creativity is through arts education. (2011)

12 The impact of arts education on skills for innovation i Report by Ellen Winner, Thalia Goldstein and Stéphan Vincent- Lancrin Available freely on line for reading Available on OECD Available on OECD ilibrary or on OECD e-bookstore (25 euros)

13 Art for Art s Sake? The impact of arts education The report synthesises all meta-analyses anal and quantitative studies since findings and 39 outcomes: Cognitive, non-arts skills (verbal, maths, spatial-visual) Skills in thinking and creativity (creativity, problem solving) Behavioural and social skills (self-confidence, emotion regulation, empathy, perspective taking, motivation) Languages covered: Dutch, English, Finnish, i French, German, Italian, Japanese, Korean, Portuguese, Spanish, Swedish Arts education: music, visual arts, theatre, dance and «multiarts»

14 cognitive academic skills

15 Types of measures of these cognitive, non-arts outcomes General academicachievement IQ (intelligence quotient) Reading / Speech perception / Verbal skills kll Non-native language learning Maths Geometry, spatial reasoning Visual-spatial skills Attention Memory Observational skills

16 multi-arts education

17 Multi-arts education and non-arts academic skills An association United States: SAT scores of students taking following subjects in high school Drama Music History/Theory/Appreciation Drama Appreciation Music Performance Studio Art/Design Art History/Appreciation Dance No Arts

18 Multi-arts education and subject-based based skills but no causality 0,2 0,18 0,16 0,14 0,12 0,1 0,08 0,06 0,04 0,02 0 Correlational Composite Verbal Math Experimental

19 music education

20 Strong evidence of impact on certain outcomes IQ, academic performance Verbal skills: Word decoding Ability to hear speech in a noisy environment and phonological skills Foreign language learning Visual-spatial reasoning (but not sustained over time) No evidence of causal impact on maths skills yet in spite of elective affinities (and positive correlational l results)

21 theatre education

22 Strengthening verbal skills through the use of classroom drama 0,5 A clear causal link 0,45 0,4 0,35 0,3 0,25 0,2 0,15 0,1 0,05 0 Writing Story Understanding Writing Oral Story Understanding Reading Readiness Reading Achievement Oral Language Vocabulary

23 visual arts education

24 Evidence of impact on certain outcomes Geometrical reasoning (correlational) Scientific observation No impact on academic achievement

25 dance education

26 Strong evidence of impact on certain outcomes Visual-spatial skills Little research (and no impact on academic achivement)

27 creativity, motivational and y social skills outcomes

28 Types of measures of creativity, motivational and social skills outcomes Creative skills Social skills Domain-general paper and pencil creativity tests Torrance tests of creative thinking (verbal, figural) Guilford tests Korean comprehensive creativity test for children Preschoolers creativity test Test by De la Torre Af few domain-specific ifi tests Attendance Aspirations Engagement Persistence Behavioural skills Self-concept Empathy Emotion regulation Perspective taking Social skills (behaviour)

29 Tentative evidence Skills in thinking and creativityit Almost no study on critical thinking Most studies find a positive link between arts education and creativity, but there are too few studies and they are too weak statistically to generalise Motivational outcomes: Positive correlational evidence, which does not allow us to conclude yet Evidence for a variety of audiences S i l db h i l kill ( lf t lf ffi Social and behavioural skills (self-concept, self-efficacy, emotion regulation, etc.) Most promising on theatre

30 Emotion regulation, empathy and perspective taking Apologetic? Friendly? Uneasy? Dispirited? Confus? Amical? Gêné? Démoralisé? Sample Item from Reading the Mind in the Eyes Test

31 Evidence of impact on certain outcomes Habits of mind (?) (Studio Thinking): Envision, express, observe Reflect Engage g and persist Stretch and explore

32 agenda for further research

33 Methodological improvements More experimental, quasi-experimental i and longitudinal studies are needed Correlational studies need control for initial IQ (scores), socio-economic status, families valuing the arts, school factors, etc. Transfer studies should include measures about the learning in the arts (to make sure there is learning)andmeasure and the readiness to learn other fields (rather than the mastering of these other fields)

34 Theoretical improvements Start by qualitative, ethnographic research to identify the habits of mind developed in different arts forms, and then craft good assumptions to test empirically Categories are often too broad which weakens the assumed theories. For example, perhaps p training in composing fugues boosts skills in arithmetics (but not geometry, and piano playing may not have the same impact) Skill development may be more interesting to look at than «transfer» (in another subject) Not enough studies on arts pedagogies and their impact on the development of artistic skills

35 implications for education policy

36 Instruction time of arts subject as a percentage of total compulsory instruction time for 9-11 year-olds (2001, 2010) %

37 Instruction time of arts subject as a percentage of total compulsory instruction time for year-olds (1996, 2002, 2010) %

38 Education and cultural policy Assess more than justthethe «technical skills» in specific subjects Make the existing evidence on arts education known to schools: theatre education as enacted drama in primary education will improve reading and writing in addition to developing other skills music education will improve verbal skills in addition to musical skills Fund education research on arts education in areas that need further investigation Explore and evaluate interesting experiments around arts education as a way to transform schools and teaching culture: see Creative Partnerships (UK), Singapore School of Art, etc.

39 Education and cultural policy Are there some aspects of good pedagogies in the arts that could be fruitfully applied to other subjects? Improve the quality of arts education Research and evaluate different types of arts pedgogies on the development of artistic skills Set quality standards d for arts education Collect more information on arts education Participate in general educational debates: «21st century skills» discussion, etc.

40 why arts education

41 What share of graduates of a given field have a highlyhl innovativei job? engineering and computing arts agriculture architecture social sciences Total education sciences and maths business others humanities health law Product /service innovation Source: OECD, based on REFLEX and HEGESCO data

42 Art for Art s Sake? To help participate in a fundamental human experience David Hockney

43 THANK YOU THANK YOU