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Home News, Events, Publications Press Releases Teaching Artists Found Critical to the Future of Arts Education

Study by NORC at The University of Chicago is first of its kind

CHICAGO, Sept. 21, 2011 - Teaching artists (TAs)artists who make teaching a part of theirprofessional practice as artistsare critical to the future of arts education and to improving the

quality of schools. These are two of the conclusions of the Teaching Artists Research Project, ahree-year study by NORC at the University of Chicago that is the most comprehensive examination

of the work and world of teaching artists.TAs have been major providers of arts education in community settings for over a century. In thelast three decades they have become important resources in primary and secondary schools as well,where they have mitigated a long-term decline in arts education. In the process they have madesignificant contributions to making schools better places for students to learn and grow.

Prior studies have provided strong evidence that arts education has powerful positive effects onstudent achievement and outcomes. NORCs new study offers hope to schools struggling topreserve arts education programs and to policy-makers searching for effective education strategieso improve schools.

Careful analysis of student data and evaluation of arts education programs has shown that learningin the arts is strongly correlated with improved student behavior, attendance, engagement in school,critical thinking, problem solving, creativity, social development, and, yes, even test scores, said

Nick Rabkin, principal investigator for the study. The positive effects are most significant for low-income students. Given the data, art education should not be a perpetual candidate for fundingcuts, but a core element of education reform.The NORC study found that teaching artists are an underutilized resource. They are abundant inlarger cities with well-developed arts institutions and communities, but they are present in smallercommunities as well, even rural communities. Most work part-time, earning about $10,000 a yearfrom their teaching, and are eager for more work. They can be an important element of any strategyo reverse the long-term decline in arts education for American children and serious assets to

schools intent on becoming more creative places for children to learn.

Teaching artists bring their own perspective to teaching the artsa democratic one, said Rabkin.Though a majority has advanced degrees in the arts, many from distinguished conservatories, mostTAs are confident that all students can learn the arts, and many see the arts as a pathway tolearning in other academic areas.

That reverses a pattern in school-based arts education to sort the especially talented students from

he rest and point them toward advanced instruction, offering the arts to fewer students as they movehrough school. And, while not formally trained as teachers, TAs do instruct through the commonlyaccepted elements of good teaching: that it should be cognitive, student-centered, and social.Half of TAs have advanced degrees, often in an art form, and most have substantial teachingexperience, but most do not have advanced training in education. Only about ten percent arecertified teachers. Today they work in an enormous range of venues: senior centers, libraries, youthorganizations, churches, parks, and schools among others. They are remarkably dedicated people

to their art and to their students. While they are not well-paid, they get other rewards fromeaching that keeps them committed. Most feel that teaching makes them better artists.

But, Rabkin cautioned, This is a young, underdeveloped and endangered field. It needs support tohrive and deliver its full potential, particularly in schools, where the arts have been declining for

some time. The report recommends three strategic objectives toward that end:

Expand demand for arts education through advocacy and research.

Improve conditions for TAs and other arts educators to sustain and stabilize the field.

Improve the quality and effectiveness of TAs through professional development built on theirbest practices.

Provided with a preliminary copy of the NORC studys findings, the May, 2011 report from

Resources

Read and download a PDF of the Teaching Artists and theFuture of Education Executive Summary orFinal Report

Media Contact

Alison M. Gross

Communications Manager

(312) 357-3789gross-alison@norc.org

Teaching Artists Found Critical to the Future ofArts Education

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Presidents Committee on the Arts and the Humanities,Reinvesting in Arts Education, madeexpand(ing) in-school opportunities for teaching artists one of five recommendations.

The Teaching Artist Research Project was conducted in a dozen study sites: Boston, Chicago,Providence, Seattle/Tacoma, and eight locations in California (San Diego, Los Angeles, SanBernardino, Bakersfield, Santa Cruz, Salinas, the Bay Area, and Humboldt County). It wassupported by grants from twenty-three private foundations and two state arts agencies.

About NORC

NORC at the University of Chicago is an independent research organization headquartered indowntown Chicago with additional offices on the University of Chicago's campus and in the D.C.

Metro area. NORC also supports a nationwide field staff as well as international research operations.ith clients throughout the world, NORC collaborates with government agencies, foundations,educational institutions, nonprofit organizations, and businesses to provide data and analysis thatsupport informed decision making in key areas including health, education, economics, crime,ustice, energy, security, and the environment. NORCs 70 years of leadership and experience indata collection, analysis, and disseminationcoupled with deep subject matter expertiseprovideshe foundation for effective solutions.

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