Kennedy Center

PARTNERS IN EDUCATION ANNUAL MEETING

Opening Keynote: The Arts with the Brain in Mind

Eric Jensen

February 12, 2014 3:30 p.m. – 5:00 p.m.

1

The New Arts

with the Brain

in Mind

eric@jlcbrain.com

Goal? 1) Connect the effects of arts on the brain & learning 2) Next step for leaders

Arts support the development of critical neurobiological systems which enhance improved social, emotional, physical, academic and cultural outcomes.

A: It’s in How Students Learn! •  We have two main types of learning: 1) implicit & unaware, and 2) explicit & aware. •  Schools test the most for explicit learning;

that which is “intentional and attended to.” •  Implicit is what we “pick up” without being

taught; it’s learning w/o conscious intention. •  Yet, implicit learning comprises over 95%

of all of your lifetime learning.

Most of Our Learning is Implicit Explicit: Taught & Learned with Focus, Intention and Attention

Implicit: Picked Up from Casual Observation, Conversation or Everyday Experiences

95%+

2

Reflection Qs •  What are the 2 broad types of learning:

________________ & _________________ •  Schools test the most for _________ learning;

that which is “int_______l and att_______ to.” •  _________ is what we “pick up” without being

taught; it’s learning w/o conscious intention. •  Which type of learning comprises over 95% of

all our lifetime learning? ________________.

Arts are Powerful Partly Because of these Implicit Qualities…

1.  Robust: In face of factors which would compromise traditional explicit learning

2.  Age Independent: Can be learned young or old and lasts for years without review

3.  IQ Independent: Shows little correlations with traditional IQ measures

4.  Cross-culture commonality: Underlying processes and learned results are similar across cultures

KEY: Different Arts Have Different Effects Visual

Arts

Movement Arts

Musical Arts

!1

3 2 Across All of the Arts, We See That Arts Typically Foster…

1. Attention to detail

2. Tolerance for differences

3. Emotional regulation

4. Grit/Perseverance for the long haul

Why Will You Need to Be Much More Arts-Active?

•  Arts goals may be too low. •  Kids & staff rarely make the daily links

between arts and real world results. •  Staff rarely use the “brain-changing

protocol”, meaning the real arts potential is often unrealized or lost.

HOW do visual arts enrich the brains of

students for the better?

1

3

Visual Arts Include Drawing, Painting, Coloring, Visualizing, Digital Art, Creating Sheet Music, Storyboarding, Photography, Digital Art, Lithography, Printing, Costumes, Make-up, Lighting, Staging, Multimedia, DVD, PowerPoint, Illustrating, Graphic Design & Organizers, Movie Scripts, Making Movies & Mapping.

Name Each of These Artists; They All Remind Us of the Value of Differences and Tolerance

a.  Andy Warhol b.  Norman Rockwell c.  Pablo Picasso d.  Georgia O’Keeffe e.  van Gough

Did You Name All the Artists on the Previous Slide? Visual Arts Develop…

1.  Pattern Recognition: seeing more and making new distinctions

2.  Cognitive Control: reducing impulsivity and learning to see & process before judgment

3.  Creativity: learning many ways to see the same thing, openness & less bias, PLUS MUCH MORE

“Wha

t’s D

iffer

ent?

”

4

Shapiro J, Rucker L, Beck (2006) Training the clinical eye and mind: using the arts to develop medical students' observational

and pattern recognition skills. J.Med Educ. Mar;40(3):263-8

Per

ez-F

abel

lo M

J, C

ampo

s A

, Gom

ez-

Junc

al R

. (2

007)

Vis

ual

imag

ing

capa

city

and

imag

ery

cont

rol i

n Fi

ne

Arts

stu

dent

s.

Per

cept

Mot

S

kills

. 200

7 Ju

n;10

4(3

Pt

1):8

15-2

2

Per

ez-F

abel

lo M

J, C

ampo

s A

, Gom

ez-J

unca

l R. (

2007

) Vis

ual i

mag

ing

capa

city

a

nd im

ager

y co

ntro

l in

Fine

Arts

stu

dent

s. P

erce

pt M

ot S

kills

. 200

7 Ju

n;10

4(3

Pt 1

):815

-22 Visual Arts Develop Observational

Skills and Pattern Recognition

Visual Discrimination is a Core Skill for Expert-Level Competence

Computer Coding Drawing & Design

Spelke, E. (2008) Effects of Music Instruction on Developing Cognitive Systems. at the Foundations of Mathematics and Science. ” Pgs. 17-50 In “How Arts Training Influences Cognition” in “Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition” Organized by: Gazzaniga, M., Edited by Asbury, C. and Rich, B. Published by Dana Press. New York/Washington, D.C. web access: www.dana.org.

Hours Invested in Visual Arts Boosts Math Scores

Visual Arts Build the Brain’s “Attentional Capacity”

5

When Working in Visual Arts, Attention to Detail is Essential for Student Success

Visual Arts

“When we do math or science, we only get to do what someone else wants us to see. When we do art, we get to create, make and do what we want to see! Student, age 10

Would You Want to Describe Your Life as a

a)  Work of art?

b) A standardized test?

6

REMINDER: Visual Arts Develop…

1.  Pattern Recognition 1.  Cognitive

Control 2.  Creativity

Your Two Leadership Steps Are:

1. Help staff make the daily links between everyday arts activities and real world connections.

2. Ensure the “brain-changing protocol” is being followed by following the rules for change!

How to Make the Link: “I love the focus

and attention you give to your project. That same focus will help you get ahead and

get great jobs when you finish your

schooling.” Oyserman D, Johnson E, James L. (2011) Seeing the destination but not the path:

“Follow the 3-30-3 Rule” 3x/wk. for 30+’ a day for 3+ mos.

How Do You Build This Skill? 2. Buy-in & Relevance

3. Perfect Practice

Over Time

1. Make it a Priority

(3-36 mos.)

4. Increase Challenge & Complexity

D’Esposito, M. (2008) “Developing and Implementing Neuroimaging Tools to Determine if Training in the Arts Impacts the Brain.” Dana Foundation study.

“Overall, the results of this experiment support the hypothesis that …

Training in the arts changes the brain.”

7

Q: Why have Arts Struggled to Gain Academic Respect?

Most of the effects are impl_________ or underd__________!

unless you know… 1) where to look and 2) how to make them more visible)

6 Implicit Ways We Learn 1.  Conditioned, reflexive... a learned response from

stimulus conditioning. Example ? 2.  Generalizations... the learning derived from an

experience and applied to others. 3.  Imitation learning... the learning based on

observation/behaviors of others. 4.  Associative learning... the binding of two

elements: word, object, event or feeling. 5.  Extinction... when no response occurs; yet there

used to be a response from that stimuli. 6.  Temporal... a predictable timing sequence is

learned based on time and order.

How to Maximize the Potential for Using Visual Arts •  3 – 30 – 3 Rule •  Visual arts integrated across the

curriculum, for all students •  Teach students how to use visual

arts; never assume they either have an “arts gift” (or not).

HOW do musical arts

enrich the brains of students for

the better?

2 Musical Arts Develop…

1.  Working Memory: hold and process symbols in your brain

2.  Focus & Auditory Distinctions: lock in and make discriminations

3.  Pattern Recognition: hear and see order, harmony & sequences

8

3-5 = Beginner 6-8 = Proficient 9-14= Expert

Music Lessons Build Functional Auditory Discrimination Skills

Meyer M

, Elm

er S, R

ingli M, O

echslin MS

, Baum

ann S, Jancke L. (2011). Long-term

exposure to m

usic enhances the sensitivity of the auditory system in children. E

ur J Neurosci. 34, 755-65.

9

Music training builds neural support for language- related skills, such as

Barrett KC, Ashley R, Strait DL, Kraus N. (2013) Art and science: how musical training shapes the brain. Front Psychol. 16-713.

reading and hearing speech in background noise.

Purposeful Music Training Adds Gray Matter and Re-Maps the Brain via Neuroplasticity

5 Core Reading Sub-skills • sound patterns

• rhythm perception

• auditory wkg. memory

• phonological awareness

• speech-in-noise perception

are enhanced by music experience! Tierney A & Kraus N. (2013). Music training for the development of reading skills. Prog. Brain Res. 207:209-41.

Music Exposure Enhances Science and Math Scores

Spelke, E. (2008) Effects of Music Instruction on Developing Cognitive Systems. at the Foundations of Mathematics and Science. ” Pgs. 17-50 In “How Arts Training Influences Cognition” in “Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition” Organized by: Gazzaniga, M., Edited by Asbury, C. and Rich, B. Published by

Dana Press. New York/Washington, D.C. web access: www.dana.org.

Which object inside box is different on R? Music Training Can Enhance Important

Numerical Estimation Spe

lke,

E. (

2008

) Effe

cts

of M

usic

Inst

ruct

ion

on D

evel

opin

g C

ogni

tive

Sys

tem

s. a

t the

Fou

ndat

ions

of

Mat

hem

atic

s an

d S

cien

ce. ”

Pgs

. 17-

50 In

“H

ow A

rts T

rain

ing

Influ

ence

s C

ogni

tion”

in “Le

arni

ng, A

rts, a

nd

the

Bra

in: T

he D

ana

Con

sorti

um R

epor

t on

Arts

and

Cog

nitio

n” O

rgan

ized

by:

Gaz

zani

ga, M

., E

dite

d by

A

sbur

y, C

. and

Ric

h, B

. Pub

lishe

d by

Dan

a P

ress

. New

Yor

k/W

ashi

ngto

n, D

.C. w

eb a

cces

s: w

ww

.dan

a.or

g. -

122

dots

10

Spatial Reasoning Test Scoresfor 3-4 year olds over 9 mos.

Singing LanguageComputer

PianoKeyboard

No Lessons

Control Group

0 1 2

3 4

5 6

7 8

9 10

11

12 1

3 14

15

Rauscher et al. (1997) Neurological ResearchRauscher (1997)

Music training enhances mental sequencing and organizing which is a highly transferable skill.

“If the Research Shows that Arts are So Good for Student

Achievement, Why Don’t ALL Kids Getting Arts Succeed?”

The Secret to Getting Better?

Perfect Practice!

11

• Use the “3-30-3” rule (3x or more/wk., 30-90 min./day and 3 mos. to 3 years)

• Penalty? Without the 3-30-3, results will be sub-optimal (but better than nothing)

The “Brain-Changing Protocol” How to Make the Link: “I love the grit

and effort you give to your work. That same persistence will help

you get and keep jobs when you finish

your schooling.”

Oyserman D, Johnson E, James L. (2011) Seeing the destination but not the path:

Follow the “Big 3” Numbers:

___ - ___ - ___

How to Maximize the Potential for Using Musical Arts

•  3 – 30 – 3 Rule •  Musical arts integrated across the

curriculum for all students •  Teach students how to play music;

never assume they either have “an arts gift” or not.

HOW do movement arts enrich the brains of students

for the better?

3 Kinesthetic Arts Include

Dramatic (drama, theater, role-play, musicals) Recreational (sports, recess, games, etc.) Material (sculpting, design, repair, building)

12

Kinesthetic Arts Develop…

1.  Creativity; ability to change, adapt and find new ways to express

2.  Awareness; of yourself, your location and your surroundings plus order, sequencing and rhythm to life experiences

3.  Connectivity; to physical world

Dramatic Arts Increase Awareness Activations

Hänggi J, Koeneke S, Bezzola L, Jäncke L. (2010). Structural neuroplasticity in the sensorimotor network of professional female ballet dancers. Hum Brain Mapp. 8,1196-206.

Dance Raises Perceptual Awareness

Kat

tens

troth

JC

, Kal

isch

T, H

olt S

, Teg

enth

off M

, Din

se H

R. (

2013

) Six

mon

ths

of da

nce

inte

rven

tion

enha

nces

pos

tura

l, se

nsor

imot

or, a

nd c

ogni

tive

perfo

rman

ce.

Dance is known to improve posture, motor coordination and cognitive performance. It builds social skills, visual skills and boosts basic communication skills between partners.

Dance Training Enhances Visual Discrimination Skills

Grafton, S. and Cross, E. (2008) Dance and the Brain. in “Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition” Organized by: Gazzaniga, M., Edited by Asbury, C. and Rich, B. Published by Dana Press. Pgs. 81-93. New York/Washington, D.C. web access: www.dana.org.

Arts increase brain connectivity in task specific areas. Child’s corpus callosum is imaged to

show axonal fiber connectivity

Wandell, et al. (2008) ‘Training in the Arts, Reading, and Brain Imaging “ in “Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition” Organized by: Gazzaniga, M., Edited by Asbury, C. and Rich, B. Published by Dana Press. Pgs. 81-93. New York/Washington, D.C. web access: www.dana.org.

13

Give Your Staff an Arts Experience to Help with Buy-in and Creativity

ELL Theater is Elementary! Rafe Esquith, is a 5th grade teacher in LA, CA. He's been honored by the Dali Lama, Oprah, Queen Elizabeth and is the only teacher to ever receive the National Medal of Arts. While his kids are ELL immigrants, his kids score far above the school and district mean. He uses theater to teach English. Google his kids at “Hobart Elementary, Shakespeare.”

Incremental contrasts from baseline: continual, increasing

task challenges

100908070605040302010

0perc

ent c

orre

ct (E

lman

et a

l. 19

98)

Number of task trials over time

1

2 3Gross errors corrected,(fast learning)

skill plateau,networksoverloaded,irregularpatterns

rules &exceptionslearned formastery

Your Staff Can Either: 1) Waste Time Being Busy, but Ineffective or 2) Build Skills Fast & Right. This is a great “book study” selection.

Implicit Brain Structures

6 MORE Implicit Ways We Learn 1.  Sensitization... an increased response to

stimulus over baseline. Example? 2.  Emotional… increased or decreased affect

from an experience, thought or person. 3.  Procedural… learning that is contained within

physical movements (skills, habits, etc.). 4.  Habituation... a reduced response to same

stimuli through repeated exposure. 5.  Sub-perceptual... acquired learning below

conscious awareness (from senses). 6.  Episodic... spatial knowledge based on the

“where” question in the environment.

14

How to Maximize the Potential for Using Kinesthetic Arts

•  3 – 30 – 3 Rule •  Movement integrated across the

curriculum for all students •  Teach students how be involved in

movement arts; never assume they either have “an arts gift” or not.

Hüfner K, Binetti C, Hamilton DA, Stephan T, Flanagin VL, Linn J, Labudda K, Markowitsch H, Glasauer S, Jahn K, Strupp M, Brandt T. (2011). Structural and functional plasticity of the hippocampal formation in professional dancers and slackliners. Hippocampus, 8, 855-65.

How to Make the Link: “I love the dedication and effort you give to

your project. That same effort will help

you get and keep good jobs when you finish your schooling.”

Oyserman D, Johnson E, James L. (2011) Seeing the destination but not the path:

Kinesthetic Arts Develop…

1.  Creativity 2.  Awareness 3.  Connectivity

“Follow the 3-30-3 Rule” 3x/wk. for 30+’ a day for 3+ mos.

Goal? Deepen our understanding!

1) Effects of arts on the brain & learning 2) Next step for Leaders

Why Will You Need to Be Much More Arts-Active?

•  Arts goals are too low. •  Kids & staff rarely make the daily links

between arts and real world results. •  Staff rarely use the “brain-changing

protocol” meaning the real arts potential is often unrealized or lost.

15

Where and How Do Arts Fit Into

Goals of Better

Student Achieve-ment?

Strong Arts Leadership: GTP

1. “Gaudy Arts Goals” 2.  Give Staff Tools to Connect

Arts with Student Success 3. Support a Better Practice to

Reach the “Gaudy Goals”

"Set your goals ridiculously high and you will fail above everyone else's success."

James Cameron (director of two of the highest grossing movies of all time; Avatar and Titanic)

Example of Strong Leadership

1. Set a “Gaudy Goal” such as: “Every student, every day, will have a purposeful arts

experience, helping our school to become high-performing

with 100% graduation.”

Example of Strong Leadership

2. Give staff tools to connect arts with student success. Role model what to say to students. Let them practice until they are comfortable with the connections. Staff makes 2 connections/day.

Make the Links! Link the arts to

the benefit! If you don’t do this (or you fail to show your staff how to

do it), it won’t happen.

16

Example of Strong Leadership

3. Support Better Teaching Practices to Reach the “Gaudy Goals.” Use the book “Perfect Practice” as a study book. It works for ALL subjects and skills.

However… without

exception, follow the

rules

“Follow the 3-30-3 Rule” 3x/wk. for 30-90’ a day for 3+ mos.

Transfer Time! Take what you have learned and ask yourself how it might apply to your own job.

Which area of your work, in particular, can you apply this to and how would you do it?

“My Next Step is GTP…”

1.  Gaudy Arts Goals 2.  Tools that Link 3.  Follow Practice Rules

(HINT)