Cognitive Transfer from Arts Education to Non-arts Outcomes: Research Evidence and Policy Implications

This chapter reports methods, findings, and implications for research and policy from 10 meta-analytic reviews of the effects on non-arts cognition from instruction in various art forms. Three analyses demonstrate generalizable, causal relationships: classroom drama and verbal achievement, music listening and spatial reasoning, and music learning and spatial reasoning. Five do not allow causal conclusions: multi-arts and academic achievement, arts rich instruction
and creativity, visual arts and reading, dance and reading, music and reading. Findings for two analyses are equivocal: dance and spatial reasoning, music and mathematics. The authors urge arts education researchers to keep research syntheses in mind when conducting studies and advise policy-makers to support arts programs that demonstrate learning in the arts.