Preparing-Students-for-the-Next-America-

7/27/2019 Preparing-Students-for-the-Next-America-

1/6

The Benefts o an Arts Education

Next America

Preparing Studentsfor the

Cover artwork by Muriel Stockdale


2/6

IntroductionEvery young person in America deserves a complete and competitive education thatincludes the arts. Americas global stature, culture o innovation, and entrepreneurialspirit depend on the strength o a world-class education system. Perhaps nowmore than everas the country becomes increasingly diverse, the world more

interconnected, and the workplace more oriented around technology and creativityarts education is key to such a system and to ensuring students success in school,work, and lie.

For this reason, the Arts Education Partnership (AEP) created ArtsEdSearch.orgthenations rst clearinghouse o research examining the mounting body o evidence onthe benets o an arts education. Drawing on the research in ArtsEdSearch, this bulletinoers a snapshot o how the arts support achievement in school, bolster skills demandedo a 21st century workorce, and enrich the lives o young people and communities.

About the Arts Education PartnershipThe Arts Education Partnership, a division o the Council o Chie State School Ocers,is dedicated to securing a high quality arts education or every young person in America.

A national coalition o more than 100 education, arts, cultural, government, business, andphilanthropic organizations, AEP was created in 1995 by the National Endowment or theArts and the U.S. Department o Education and is administered by the Council o ChieState School Ocers and the National Assembly o State Arts Agencies.


3/6

The arts prepare studentsfor success in school.

A

Arts instruction and arts integrated instructionlessonsteaching skills and content o an art and non-art subjectin tandemengage students and increase learning andachievement. Arts education:

1 Boosts literacy and English Language Arts (ELA)skills. Arts education helps students become betterreaders and writers. Drama instruction, or example,

increases reading readiness and word fuency inearly grades and continues to improve readingcomprehension and writing skills throughout middleand high school.1, 2 When the arts are integrated withliteracy instruction, all students benet, especiallyEnglish Language Learners and students romlow-income backgrounds.3

2 Advances math achievement. Students whostudy the arts, especially music, outperorm their

non-arts peers on mathematics assessments.4, 5 Artsintegrated math instruction also acilitates masteryo computation and estimation skills, and challengingconcepts like ractions.6, 7

3 Engages students in school and motivates them tolearn. Arts education helps make learning matter tostudents by giving them a medium to connect newknowledge to personal experiences and expresswhat they have learned to others. Students who aretypically disengaged in school are more likely toparticipate in arts and arts integrated classes thanin classes where the arts are absent, and studentswho receive arts integrated instruction have higherattendance than those who do not.8, 9, 10

4 Develops critical thinking. In a world where studentsmust requently wade through a sea o inormation todetermine which acts are trustworthy and relevant

to a particular topic, critical thinking skills are key tocollege readiness and lielong learning. Arts educationdevelops students critical thinking skillsincludingskills or comparing, hypothesizing, critiquing, andexploring multiple and alternative viewpoints.11, 12

5 Improves school culture. Arts education helps ostera positive culture and climate in schools.13 Whenschools integrate the arts across the curriculum,disciplinary reerrals decrease while eectiveness oinstruction and teachers ability to meet the needso all students increase.14, 15 Arts integration alsocontributes to increasing teacher satisaction andlowering teacher turnover rates, oten challenges orlow perorming schools.16


4/6

B

Arts education develops thinking skills and capacities keyto success in the 21st Century workorce. Arts education:

1 Equips students to be creative. Arts educationdevelops creativity, one o the top ve skillsemployers prize or the 21st Century.17 Studentsreceiving an arts-rich education perorm better onassessments o creativity than do students receiving

little or no arts education.18, 19 Perorming artsstudents, or example, show greater fexibility andadaptability in thinking than their peers.20, 21

2 Strengthens problem solving ability. The artsdevelop reasoning skills that prepare students tosolve problems. Students who study the arts, orexample, score higher than their peers on testsmeasuring the ability to analyze inormation and solvecomplex problems, and are more likely to approach

problems with patience and persistence.22, 23

3 Builds collaboration and communication skills. Inthe arts, students learn to articulate their intentions,receive and oer constructive criticism, and listenactively to others ideas. Art making allows studentsto experience what it eels like to be active memberso a community and to work as a team to determineand achieve common goals.24, 25, 26

4 Increases capacity or leadership. Students whoparticipate in the arts develop leadership skills,including decision-making, strategy building,planning, and refection.27, 28, 29 They also prepare touse these skills eectively by developing a strongsense o identity and condencein their ability to aect theworld around them inmeaningul ways.30, 31

The arts prepare students for success inwork.


5/6

C

The arts prepare studentsfor success in life.Arts education prepares students to engagemeaningully in their communities. Arts education:

1 Strengthens perseverance. Arts educationdevelops students capacity to persist in the ace oa challenge. Through arts study, students improvein their ability to turn barriers into opportunities,overcome diculty in completing complex tasks,

and sustain attention.32, 33 In a longitudinal study o25,000 secondary school students, those with higherinvolvement in the arts scored better on measureso persistence than their peers with lower artsinvolvement.34

2 Facilitates cross-cultural understanding. Artsexperiences oster pro-social behaviors andsocial tolerance that help prepare students orlie in an increasingly global and culturally diverse

world. Ensemble perormance, community muralpainting, and other group arts experiences inwhich participants are rom diverse backgroundsdemonstrate particular value or developing cross-cultural understanding.35, 36

3 Builds community and supports civic engagement.Arts programs oster a sense o community amongparticipants that supports their personal, artistic,civic, and social development. They also oer a

vehicle or eecting change in the surrounding

community.37, 38 Students who have had an arts-richeducation volunteer more oten and exhibit greatercivic engagement than other students.39

4 Fosters a creative community. Students whostudy the arts in their school years are more likelyto engage with the arts in later lie as consumers,perormers, or creators than their peers who receiveno arts education. Additionally, researchers nd that

the more art orms students study, the greater theirarts participation in adulthood.40


6/6

AcknowledgmentsAEP wishes to thank LaurenStevenson, Ph.D., Principal o JunctionBox Consulting, or her assistance inpreparing this research brie.

1 Podlozny, A. (2000). Strength-ening verbal skills through theuse o classroom drama: A clearlink. Journal o AestheticEducation, 34, 239-276.

2 Walker, E., Tabone, C., &Weltsek, G. (2011). Whenachievement data meet dramaand arts integration. LanguageArts, 88, 365-372.

3 Ingram, D., & Riedel, E.,(2003). Arts or academicachievement: What does artsintegration do or students?Minneapolis, MN: University oMinnesota, College o Educationand Human Development,Center or Applied Research andEducational Improvement.

4 Harris, M. A. (2007). Dier-ences in mathematics scoresbetween students who receivetraditional Montessori instruc-tion and students who receivemusic enriched Montessoriinstruction. Journal or Learningthrough the Arts, 3.

5 Kinney, D. W., & Forsyt he, J.L. (2005). The eects o thearts IMPACT curriculum uponstudent perormance on theOhio ourth-grade prociencytest. Bulletin o the Council orResearch in Music Education,164, 35-48.

6 Courey, S. J., Balogh, E., Siker,J. R., & Paik, J. (2012). Academicmusic: music instruction toengage third-grade students inlearning basic raction concepts.Educational Studies in Math-ematics, 81, 251-278.

7 Smithrim, K., & Upitis, R.

(2005). Learning through thearts: Lessons o engage-ment. Canadian Journal oEducation, 28, 109-127.

8 Barry, N. H. (2010). Oklahoma A+Schools: What the research tellsus 2002-2007. (Vol. 3). Edmond,OK: Oklahoma A+ Schools/University o Central Oklahoma.

9 Ingram, D., & Meath, M.(2007). Arts or academicachievement: A compilationo evaluation fndings rom2004-2006. Minneapolis, MN:University o Minnesota, Collegeo Education and Human Devel-opment, Center or Applied

Research and EducationalImprovement.

10 Walker, E., Tabone, C., &Weltsek, G. (2011). Whenachievement data meet dramaand arts integration. LanguageArts, 88, 365-372.

11 Heath, S. B., Soep, E., & Roach,A. (1998). Living the arts throughlanguage-learning: A repor ton community-based youthorganizations. American or theArts Monographs, 2(7).

12 Montgomerie, D., & Ferguson,J. (1999). Bears dont needphonics: An examination othe role o drama in laying the

oundations or critical thinkingin the reading process. Researchin Drama Education: The Journalo Applied Theatre andPerormance, 4, 11-20.

13 Stevenson, L., & Deasy, R. J.(2005). Third space: Whenlearning matters. Washington,DC: Arts Education Partnership.

14 Barry, N., Taylor, J., Walls, K.,& Wood, J. (1990). The roleo the fne and perorming artsin high school dropout preven-tion. Tallahassee, FL: FloridaState University, Center orMusic Research.

15 Burton, J. M., Horowitz, R., &Abeles, H. (2000). Learningin and through the arts: Thequestion o transer. Studies inArt Education, 41, 228-257.

16 Bellisario, K., & Donovan, L.(2012). Voices rom the feld:Teachers views on the relevanceo arts integration. Cambridge,MA: Lesley University.

17 Lichtenb erg, J., Woock, C., &Wright, M. (2008). Ready toinnovate: Are educators andexecutives aligned on thecreative readiness o the U.S.workorce?New York, NY: TheConerence Board.

18 Lutig, R. (2000). An investiga-tion o an arts inusion programon creative thinking, academicachievement, aective unc-tioning, and arts appreciationo children at three gradelevels. Studies in Art Education,41, 208-227.

19 Moga, E., Burger, K., Hetland,L., & Winner, E. (2000). Doesstudying the arts engendercreative thinking? Evidence ornear but not ar transer. Journalo Aesthetic Education, 34,91-104.

20 Dunbar, K. N. (2008). Arts educa-tion, the brain, and language.In C. Asbury & C. Rich (Eds.)Learning, Arts, and the Brain (pp.81-92). New York, NY:Dana Foundation.

21 Karakelle, S. (2009). Enhancingfuent and fexible thinkingthrough the creative dramaprocess. Thinking Skills andCreativity, 4, 124-129.

22 Costa-Giomi, E. (1999). Theeects o three years o pianoinstruction on childrens cogni-tive development. Journal oResearch in Music Education,47, 198-212.

23 Korn, R. (2010). Educationalresearch: The art o problemsolving. New York: Solomon R.Guggenheim Museum Visitor

Studies, Evaluation &Audience Research.

24 Heath, S., & Roach, A. (1999).Imaginative actuality: Learningin the arts during nonschoolhours. Chapter in E. Fiske(Ed.), Champions o change: Theimpact o the arts on learning(pp. 19-34). Washington, DC:Arts Education Partnership andPresidents Committee on theArts and Humanities.

25 Malin, H. (2012). Creating achildrens art world: negotiatingparticipation, identity, andmeaning in the elementaryschool art room. International

Journal o Education and theArts, 13.

26 Seidel, S. (1999). Stand andunold yoursel. Report on theShakespeare & Co. SummerShakespeare Program.Chapter in E. Fiske (Ed.),Champions o change: Theimpact o the arts on learning(pp. 79-90). Washington, DC:Arts Education Partnership andPresidents Committee on theArts and Humanities.

27 Heath, S., & Roach, A. (1999).Imaginative actuality: Learningin the arts during nonschoolhours. Chapter in E. Fiske(Ed.), Champions o change: Theimpact o the arts on learning(pp. 19-34). Washington, DC:Arts Education Partnership andPresidents Committee on theArts and Humanities.

28 Heath, S., & Wol, S. (2005).Focus in creative learning:Drawing on art or languagedevelopment. Literacy, 39,38-45.

29 Winner, E., Hetland, L.,Veenema, S., Sheri dan, K.,Palmer, P., Locher, I., et al.(2006). Studio thinking:How visual arts teaching can

promote disciplined habits omind. In P. Locher, C. Martindale,& L. Dorman (Eds.), Newdirections in aesthetics,creativity, and the arts(pp.189-205). Amityville, NY:Baywood Publishing Company.

30 Kennedy, R. (1998). The eectso musical perormance,rational emotive therapy andvicarious experience on thesel-efcacy and sel-esteem ojuvenile delinqu ents and disad-vantage children. Unpublisheddoctoral dissertation, Universityo Kansas.

31 Weinstein, S. (2010). A unied

poet alliance: The personal andsocial outcomes o youth spokenword poetry programming.International Journal oEducation & the Arts, 11, 1-24.

32 DeMoss, K., & Morris, T.(2002). How arts integrationsupports student learning:Students shed light on theconnections. Chicago, IL:Chicago Arts Partnerships inEducation (CAPE).

33 Scott, L. (1992). Attention andperseverance behaviors opreschool children enrolled inSuzuki violin lessons and otheractivities. Journal o Research in

Music Education, 40, 225-235.34 Catterall, J. S. (1998). Involve-

ment in the arts and success insecondary school. American orthe Arts Monographs, 1(9).

35 Kang Song, Y. I., & Gammel,J. A. (2011). Ecological muralas community reconnection.International Journal o Art &Design Education, 30, 266278.

36 Stevenson, L. (2011). Youth, artsand social change. Unpublisheddoctoral dissertation, StanordUniversity.

37 Heath, S., & Roach, A. (1999).Imaginative ac tuality: Learning

in the arts during nonschoolhours. Chapter in E. Fiske(Ed.), Champions o change:The impact o the arts onlearning (pp. 19-34). Washington,DC: Arts Education Partnershipand Presidents Committee onthe Arts and Humanities.

38 Stevenson, L. (2011). Youth, artsand social change. Unpublisheddoctoral dissertation, StanordUniversity.

39 Catter all, J. S., Dumais, S. A., &Hampden-Thompson, G. (2012).The arts and achievement inat-risk youth: Findings rom ourlongitudinal studies(ResearchReport No. 55). Washington, DC:National Endowment orthe Arts.

40 Rabkin, N., & Hedberg, E. (2011).Arts education in America:What the declines mean or artsparticipation. (Research Report#52). Washington, DC: NationalEndowment or the Arts.

Citations

Whats NextAware o the importance othe arts in a complete andcompetitive education, whatcan you do next? Here are

a ew ways to secure an artseducation or every child:

Stay inormedFolloweducation eorts in yourlocal media, learn about localarts education oerings andthe position o arts educationin school and municipalbudgets, and continue to

explore the research inArtsEdSearch.org.

Connect with othersAttend school boardmeetings and communityorums, set up meetingswith state, school, andcity leaders, nd outwhat is important to local

stakeholders, and identiygroups with like-mindedgoals.

Get involvedShare thisbulletin with state, school,and community leaders,

join parent and othercommunity groups, leadpublic discussions, make

presentations at schoolboard or city councilmeetings, and, in general,build a dialogue on thesignicance o the arts to acomplete and competitiveeducation.

Tie it all togetherIdentiypublic policy goals that

are supported by researchand work with state andcommunity leaders to ensurethat they are enacted.

One Massachusetts Ave., NWSuite 700Washington, DC 20001aep-arts.orgartsedsearch.org

Arts Education Partnership, PreparingStudents or the Next America: TheBenefts o an Arts Education

April 2013
http://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.aep-arts.org/http://www.aep-arts.org/http://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/arts-education-in-america-what-the-declines-mean-for-arts-participationhttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/creating-destiny-youth-arts-and-social-changehttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/ecological-mural-as-community-reconnectionhttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/involvement-in-the-arts-and-success-in-secondary-schoolhttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/attention-and-perseverance-behaviors-of-preschool-children-enrolled-in-suzuki-violin-lessons-and-other-activitieshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/how-arts-integration-supports-student-learning-students-shed-light-on-the-connectionshttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/a-unified-poet-alliance-the-personal-and-social-outcomes-of-youth-spoken-word-poetry-programminghttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/the-effects-of-musical-performance-rational-emotive-therapy-and-vicarious-experience-on-the-self-efficacy-and-self-esteem-of-juvenile-delinquents-and-disadvantage-childrenhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/studio-thinking-how-visual-arts-teaching-can-promote-disciplined-habits-of-mindhttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/focus-in-creative-learning-drawing-on-art-for-language-developmenthttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/stand-and-unfold-yourself-report-on-the-shakespeare-co-summer-shakespeare-programhttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hourshttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/educational-research-the-art-of-problem-solvinghttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/the-effects-of-three-years-of-piano-instruction-on-children%E2%80%99s-cognitive-developmenthttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/enhancing-fluent-and-flexible-thinking-through-the-creative-drama-processhttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/arts-education-the-brain-and-languagehttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/does-studying-the-arts-engender-creative-thinking-evidence-for-near-but-not-far-transferhttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/an-investigation-of-an-arts-infusion-program-on-creative-thinking-academic-achievement-affective-functioning-and-arts-appreciation-of-children-at-three-grade-levelshttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/voices-from-the-field-teachers%E2%80%99-views-on-the-relevance-of-arts-integrationhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/learning-in-and-through-the-arts-the-question-of-transferhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/the-role-of-the-fine-and-performing-arts-in-high-school-dropout-preventionhttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/third-space-when-learning-mattershttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/bears-don-t-need-phonics-an-examination-of-the-role-of-drama-in-laying-the-foundations-for-critical-thinking-in-the-reading-processhttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/living-the-arts-through-language-learning-a-report-on-community-based-youth-organizationshttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/arts-for-academic-achievement-a-compilation-of-evaluation-findings-from-2004-2006http://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/oklahoma-a-schools-what-the-research-tells-us-2002-2007-volume-three-quantitative-measureshttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/learning-through-the-arts-lessons-of-engagementhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/ifferences-in-mathematics-scores-between-students-who-receive-traditional-montessori-instruction-and-students-who-receive-music-enriched-montessori-instructionhttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/arts-for-academic-achievement-what-does-arts-integration-do-for-studentshttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/when-achievement-data-meet-drama-and-arts-integrationhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-linkhttp://www.artsedsearch.org/summaries/strengthening-verbal-skills-through-the-use-of-classroom-drama-a-clear-link

Documents

Preparing-Students-for-the-Next-America-