# data[].attributes.body
In conclusion, fine arts has positive effects in several aspects of a child's growth, including their social/emotional health and brain development. However, a caveat to this idea is that the correct methods must be used to implement art curriculum in order to observe these benefits. Ultimately, there are virtually no negative implications of art on students, and art is important for developing skills that are pertinent later in life. Students who do not have access to fine arts in their schools miss out on reaping the benefits that art has to offer. Therefore, it it critical to implement art education, correctly, in schools all across the country.

# data[].attributes.body
Ensuring variety within the art curriculum is crucial to see the social/emotional as well as physical brain improvements. This variety can come in the form of varying drawing systems, renditions, or genres. But it is important to also highlight the need for self-direction and implementation of senses within the curriculum to see said benefits.

# data[].attributes.body
Art has significantly positive results on behavior, whether that be managing behavioral disorders or developing social skills. It also provides a safe outlet without "failures" to improve emotional well-being.

# data[].attributes.body
Studies of cognitive function in terms of tests and imaging indicate that full brain activation and thus executive function increases as students obtain more exposure to the arts.

# data[].attributes.body
Neural connections explained in source 7 can only be accomplished by implementing different kinds of visual imagery such as abstract art as explained in source 3. Source 3 also brings an interesting example to the table about professional artists that paint things different from how they see them. Such artists have multiple subdivisions in their frontal cortex, which allows for more neural communications.

# data[].attributes.body
The behavioral impact of art is prevalent in both sources. Source 6 highlights improvement on the Disruptive Behavioral Disorder Scale (DBDS) after being exposed to art. Similarly, source 12 explains that art is a way by which autistic students can learn to coexist in a collaborative group setting as well as have a safe space to learn/practice social and communication skills. Source 1 used the BASC (Parent Rating Scale of the Behavioral Assessment System), which found that students participating in drama lessons had improved adaptive social skills.

# data[].attributes.body
There is a consistent idea of relaxation and art within both sources. As explained in source 11, art can improve self-esteem and mental states. This is applicable to all students, but it is especially applicable to students who fall on the autistic spectrum. By implementing art correctly, source 12 explains that psychological needs and life skills can be further developed, avoiding the challenge and emotional toll of a strict, rigid curriculum.

# data[].attributes.body
Across the board, Source 6 explains that any fine art can improve the emotional aspects of a child’s brain. Therefore, fine arts in the context of education reform must be expanded as they support the emotional health of students, but they must also be implemented with student-led creative direction in order to reap cognitive benefits of the same magnitude. Source 11 shows the same phenomenon with non-study-based research. Instead, Source 11 outlines parameters to art implementation in schools and logically reasoning through their benefits. It brings in a real-world application of the mentioned parameters.

# data[].attributes.body
Specific regions correspond to specific artistic actions. Physical brain changes observed in both sources (MRI scans).

# data[].attributes.body
Music has shown to increase test scores whether that be on IQ tests or other skill tests. Increase in white matter/ neural connectivity.

# data[].attributes.body
Implementing a variety of drawing techniques, particularly drawing from memory, can reap positive benefits

# data[].attributes.body
Need for variety within arts whether that be variety in instruments or variety in drawing techniques, etc.

# data[].attributes.body
The emphasis that P. and J. Rettig place on going beyond the surface-level aspects of art are extremely similar to Wolf and Perry’s claim of developing a repertoire of visual languages that art provides and Kindler’s examination of abstract art’s effect on neural connections in Visual Culture, Visual Brain, and (Art) Education.

# data[].attributes.body
Among these genres, one that is particularly beneficial to student development is abstract art because it requires more distinct parts of the brain to be activated for interpretation.

# data[].attributes.headline
Source 4: From Endpoints to Repertoires: Some New Conclusions about Drawing Development

# data[].attributes.subject
Source 4: From Endpoints to Repertoires: Some New Conclusions about Drawing Development

# data[].attributes.body
Drawing system(s), genres, and renditions.
Art does not have a linear endpoint, but instead helps children build up their visual language repertoire and the intellectual capability necessary to distinguish between and choose each factor of the repertoire.
Drawing Systems: "The use of drawing materials in symbolic play; verbal labeling of tools, paper, or marks; or representational pointing and gesturing with a marker or a crayon. As a result of this broadened definition of representation, we observed the appearance and use of a series of distinguishable drawing systems" (Wolf and Perry 19).
Genres: "The process of becoming visually sophisticated involves learning to discriminate among the varied graphic formats" (Wolf and Perry 24).
Renditions: "While adolescents who continue to work in the arts certainly develop an understanding of styles, they also come into a sharpened awareness of other factors which produce versions of an image" (Wolf and Perry 30).

# data[].attributes.headline
Source 12: Performing Arts: Benefits and Potentials Within Special Education and ASCs

# data[].attributes.subject
Source 12: Performing Arts: Benefits and Potentials Within Special Education and ASCs

# data[].attributes.body
Specifically, benefits of dance include improved social identity and sense of expression. Ultimately, these factors assist in self-determination, which required the three previously mentioned benefits (autonomy, belonging, and competence). Students who fall on the autistic spectrum tend to have significantly amplified issues in terms of self-determination. In order to increase autonomy, the author proposes sticking to a script in order to establish a routine and consequently, remove the anxiety that causes social skill impairment. In other words, as autonomy increases, anxiety decreases and a space for creativity can be more easily accessed. To establish a sense of belonging among special needs students, the author encourages collaboration in groups. According to the author, a group setting education can allow students to learn about the aspects of shared spaces including taking skills and tolerating the actions of others. As for the third aspect, competence, the author proposes the act of performance with positive reinforcement from the audience, set dates to reduce the anxiety of unpredictability, and a safe space (dress rehearsal) to practice social and communications skills. An interesting point brought up by the author is that there has been an observed decrease in motivation as reward increased, and motivation increased when sense of choice increased. Overall, Roncaglia argues that with the correct implementation of art education, psychological needs and life skills can be further developed, avoiding the challenge of a strict, rigid curriculum.

# data[].attributes.headline
Source 11: Arts, education and society: the role of the arts in promoting the emotional wellbeing and social inclusion of young people

# data[].attributes.subject
Source 11: Arts, education and society: the role of the arts in promoting the emotional wellbeing and social inclusion of young people

# data[].attributes.body
School can use art for therapy, to engage in collaborative projects with the community, and to prevent mental health issues. In order to see the positive aspects of art, however, the authors point out that several steps must be taken. These include broadly defining what art means to relieve the pressure of achieving a specific goal; valuing the process over the outcome to allow students access to the exploratory process; seeing how art education can serve as self-expression for those who stress over verbal communication or have learning disadvantages; recognizing that growth in art equates to growth of the entire person; implementing a safe environment to facilitate creativity; and emphasizing that symbolism has the power to uncover emotional difficulties that students experience. The Labyrinth experiment aimed to increase teacher awareness of issues amplified by school that contribute to high suicide rates, to develop skills to address emotional issues via art, and to develop emotional skills among students. The project had two rounds (one lasting 26 hours, the other 13) with 35 school staff. From the experiment, the authors found that school staff had a statistically significant improvement in knowledge of mental health issues, support networks, how to deal with and prevent students’ emotional issues.

# data[].attributes.headline
Source 10: Brain, Mind, and the Art Curriculum

# data[].attributes.subject
Source 10: Brain, Mind, and the Art Curriculum

# data[].attributes.body
Evidently, the mind is trained over time by past experiences. Therefore, artists— who are prompted to evaluate similarity, proximity, and continuity (all factors that involve high function of the human mind)— can more easily draw deeper conclusions within “familiar data.” MacGregor further goes on to justify the mind-body connections by citing illusions, and explaining that recognizing that one is looking at an illusion is already showing the connection because the mind will never be able to come to a set conclusion. Additionally, the proper development of the mind is crucial to hypothesis development, which can be formed via artistic practice.

# data[].attributes.headline
Source 9: The education and development of mathematical space concept and space representation through fine arts

# data[].attributes.subject
Source 9: The education and development of mathematical space concept and space representation through fine arts

# data[].attributes.body
The results showed that 9th graders scored an average of 1.01 points less than 12th graders on the spatial task (out of ten points). In addition, the experiment concluded that boys scored higher averages on spatial tests than girls and saw greater improvement in spatial test capabilities within four years (the average score for boys went up by 1.5 points, while the girls only yielded a 0.8 point increase). Ultimately, the author concluded that spatial ability has a strong correlation with free-hand drawing, but there is an observed gender difference.

# data[].attributes.headline
Source 8: Art and brain: insights from neuropsychology, biology and evolution

# data[].attributes.subject
Source 8: Art and brain: insights from neuropsychology, biology and evolution

# data[].attributes.body
Zaidel concludes that such evidence shows that art is not limited to one brain region but, instead, requires multiple processes as well as several regions and pathways between the regions. Some brain damage, however, can contribute to hemineglect, which involves damage to one hemisphere. In right hemineglect cases an artist will not complete the right side of the drawing whether that be at all or in terms of color, etc. This has strong implications for the connection between art and the brain. In order to provide further evidence for this connection, the author examines a study of brain activation of subjects presented with representational and abstract paintings (both “beautiful” and “ugly”). It was found that the brain was significantly more activated upon exposure to art and that different regions of the brain were responsible for symbolic interpretation when compared to the regions responsible for differentiating between beauty in art. Second, Zaidel explored how the interpretation of art was similar to that of animal mating. For example, the pleasure hormone, oxytocin, is released when a viewer views specific visual arts they find appealing. This hormone promotes bonding and beneficial social behavior. However, in order to determine what the viewer finds appealing, the author considers artistic aesthetics. The more aesthetics present in a piece of art, the more engaged the viewer’s mind will be with that of the artist. Attraction to art is particularly strong in a foreign context. For example, modern non-artists are attracted to works that were made a long time ago or in different parts of the world, foreign to their everyday lives. Third, Zaidel explores the roots of art in context with the human development of language. Current evidence suggests that the early beginnings of art formed social groups and contributed to symbolic cognition. In two, separate cited studies, the author explains that facial expressions and hand gestures were pivotal in language development. The understanding of symbolic cognition, the author concludes, is important in both language and art despite evidence that the two developed via different pathways (language capabilities are concentrated in one region of the brain, while art cannot be made specific to one region of the brain). Ultimately, Dahlia W. Zaidel concluded that the human brain was hard-wired to produce art and that people who have extensive knowledge in various forms of art may be resistant to brain damage.

# data[].attributes.headline
Source 7: Brain Plasticity Reflects Specialized Cognitive Development Induced by Musical Training

# data[].attributes.subject
Source 7: Brain Plasticity Reflects Specialized Cognitive Development Induced by Musical Training

# data[].attributes.body
Grey matter, which is prevalent in the brain’s processing system, in the bilateral insular cortex (responsible for connecting sensory input to emotions) was found to be increased in the trained group compared to the non-trained group. Additionally, the researchers found that the volume of white matter, which is responsible for increased connectivity between areas of grey matter, was increased in the inferior longitudinal fasciculus (which allows for communication between brain lobes) in the trained group. Apart from the general positive observations, the researchers found that piano training activated the superior temporal gyrus, Heschl’s gyrus, and Rolandic operculum, all of which contribute to the increased cognitive function in the auditory-verbal module. Meanwhile, having training in wind instruments showed activation of the thalamus and putamen, both of which contribute to increased function of the affective processing module and motor control. The researchers concluded that long-term training in a specific instrument results in unique development of brain regions (both structurally and functionally), specific to the instrument.

# data[].attributes.headline
Source 6: A Preliminary Study of the Effects of an Arts Education Program on Executive Function, Behavior, and Brain Structure in a Sample of Nonclinical School-Aged Children

# data[].attributes.subject
Source 6: A Preliminary Study of the Effects of an Arts Education Program on Executive Function, Behavior, and Brain Structure in a Sample of Nonclinical School-Aged Children

# data[].attributes.body
The researchers found that the subjects’ results on the WCST increased, meaning that the executive functions (or skills associated with mental processes like attention, memorization, planning, and multi-tasking) increased. For example, total errors on the test decreased by a mean of 4.39. However, it was found that this was only relevant to the creative movement group, and not the musical arts group. Nevertheless, the musical arts group had an observed increase in self-esteem, whereas the other group did not. Overall, both groups showed significant improvement in the CDI test and in all aspects of the DBDS (attention-deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder). The MRI scans showed that cortical thickness increased after the completion of the program (intervention), which plays a large role in proper executive function, proving the results of the WCST. The imaging also showed decreased diffusivity levels, which means that there was an increase in white matter connectivity (neural connectivity), ultimately insinuating increased brain function as neurons become more connected.

# data[].attributes.headline
Source 5: Linking Brain Research to Art Education

# data[].attributes.subject
Source 5: Linking Brain Research to Art Education

# data[].attributes.body
First, the authors cited evidence from credible professors that showed how emotional connection to a topic of study can increase better memorization. Second, the authors explained that the use of several senses can improve memory by storing the learned concepts in interconnected memory networks, which are more accessible for the brain. Third, students must take ownership of their artistic studies as being interested individually can help the students retain information better. Fourth, implementing social learning, or learning from peers, via group presentations increase students’ team problem-solving capabilities. Finally, identifying patterns in art is an important skill to acquire at a young age, as such a skill can be later applied to real-life situations

# data[].attributes.headline
Source 4: From Endpoints to Repertoires: Some New Conclusions about Drawing Development

# data[].attributes.subject
Source 4: From Endpoints to Repertoires: Some New Conclusions about Drawing Development

# data[].attributes.body
By evaluating how these three factors, the authors come to a conclusion that art does not have a linear endpoint, but instead helps children build up their visual language repertoire and the intellectual capability necessary to distinguish between and choose each factor of the repertoire.

# data[].attributes.headline
Source 3: Visual Culture, Visual Brain, and (Art) Education

# data[].attributes.subject
Source 3: Visual Culture, Visual Brain, and (Art) Education

# data[].attributes.body
As a result, interpreting art requires the activations of various cerebral systems, and the author claims that abstract art activates such systems to a greater extent than simply representational art. Ultimately, Kindler cites a study from 1999 that concluded that artists who purposefully distort the way they see objects in the real world have two subdivisions in the frontal cortex, allowing increased neural connections. And, the brains of people from different cultures react in similar ways when exposed to art.

# data[].attributes.headline
Source 2: Arousal, Mood, and the Mozart Effect

# data[].attributes.subject
Source 2: Arousal, Mood, and the Mozart Effect

# data[].attributes.body
The researchers aimed to prove that the “Mozart effect” has little to do with actually listening to music but, instead, is responsible for arousal and improved mood, which improves performance on spatial tests such as the PF&C. In fact, the researchers found that listening to high-energy music significantly increases said performance, while gloomier music does not yield the same results.

# data[].attributes.body
The study found that although the IQ of all students increased as a result of entering primary school, the IQs of the students in the experimental groups (keyboard and Kodaly) increased by 2.7 points more than in the control groups (drama and no music lessons).

# data[].attributes.headline
How do fine arts contribute to students’ cognitive development?

# data[].attributes.subject
How do fine arts contribute to students’ cognitive development?

# data[].attributes.body
Scientific Lens

# data[].attributes.headline
Source 11: Arts, education and society: the role of the arts in promoting the emotional wellbeing and social inclusion of young people

# data[].attributes.subject
Source 11: Arts, education and society: the role of the arts in promoting the emotional wellbeing and social inclusion of young people

# data[].attributes.body
Art has several benefits on self-esteem which can be accomplished by broadly defining what art means to relieve the pressure of achieving a specific goal; valuing the process over the outcome to allow students access to the exploratory process; seeing how art education can serve as self-expression for those who stress over verbal communication or have learning disadvantages; recognizing that growth in art equates to growth of the entire person; implementing a safe environment to facilitate creativity; and emphasizing that symbolism has the power to uncover emotional difficulties that students experience.
"Some comments that came from the young people themselves, who participated in the teacher-led projects and are included in these reports, are: 'lots of fun', 'felt relaxed', 'good to see J. joining in for the first time'" (Karkou and Glasman 64).
"The bottom line premise for this position has been that there are a number of different ways in which a person can understand him/herself and the world within which he/she belongs. Therefore, appropriate ways of introducing the arts within a school curriculum contribute to such multiple ways of understanding and learning" (Karkou and Glasman 57).
- Relaxation synthesis evidence

# data[].attributes.headline
Source 7: Brain Plasticity Reflects Specialized Cognitive Development Induced by Musical Training

# data[].attributes.subject
Source 7: Brain Plasticity Reflects Specialized Cognitive Development Induced by Musical Training

# data[].attributes.body
Because different brain regions correspond with different instruments, it is important to implement a variety of instruments for students to have access to in order for full brain activation. This will, in turn, improve a variety of functions within a student’s brain, such as motor function. It will also yield cognitive development by improving neuron connections and neural processing, as supported by the MRI scans.
"We identified plasticity in several high-tier brain areas representing training with the piano or wind instruments, which shows that learning to play a musical instrument can promote the development of cognitive functions related to the unique abilities acquired by playing a specific instrument" (Choi et. al. 3).
"The superior temporal gyrus, Heschl's gyrus, and Rolandic operculum were specifically activated by the piano training (Peng et al. 2014) ... Wind instrument training was specifically related to the thalamus and putamen" (Choi et al. 3).

# data[].attributes.headline
Source 9: The education and development of mathematical space concept and space representation through fine arts

# data[].attributes.subject
Source 9: The education and development of mathematical space concept and space representation through fine arts

# data[].attributes.body
STUDY: In order to develop spatial abilities, the author proposes that children should draw fictional objects based on memory, apply different representation modes, and include several perspectives into their work.
The 12th graders had been exposed to classes on visual culture and technical representation, while the 9th graders did now. The students were given three written tasks of geometric and mathematical concepts as well as a drawing from memory task. An example of one task was determining whether or not points made planes on a cube or not. The results showed that 9th graders scored an average of 1.01 points less than 12th graders on the spatial task (out of ten points).
"Spatial ability, tested by standard tasks, and the freehand drawing ability, tested by a drawing task , are in strong correlation. This hypothesis has been proved, and, as a side effect, we also observed a gender difference... in spatial ability" (Kiss-Gyorgy 306).

# data[].attributes.headline
Source 6: A Preliminary Study of the Effects of an Arts Education Program on Executive Function, Behavior, and Brain Structure in a Sample of Nonclinical School-Aged Children

# data[].attributes.subject
Source 6: A Preliminary Study of the Effects of an Arts Education Program on Executive Function, Behavior, and Brain Structure in a Sample of Nonclinical School-Aged Children

# data[].attributes.body
STUDY: self-esteem
The results of the tests and imaging suggest that art education, whether that be musical or creative arts, reaps significant benefits on self-esteem, behavior, and mood.
"Following intervention, the Children's Depression Inventory and the CD scores were significantly decreased compared with the baseline after controlling for each baseline scores, across the entire sample. These improvements... were found in both the creative movement program and the musical arts program. In the musical arts program group, Rosenberg's Self-Esteem Scale scores were increased compared with the baseline" (Park et. al. 5).

# data[].attributes.headline
Source 3: Visual Culture, Visual Brain, and (Art) Education

# data[].attributes.subject
Source 3: Visual Culture, Visual Brain, and (Art) Education

# data[].attributes.body
Abstract art
"Engagement with visual imagery through the exploration of its enormous range of possibilities can allow for forms of neural interactions and dynamics that otherwise would not be achieved" (Kindler 293).
"Creating visual imagery of different kinds can have significant cognitive benefits in making a more complete use of different parts of the visual brain and allowing for development of diverse strengths in creating and relating to the visual world" (Kindler 294).

# data[].attributes.headline
Source 12: Performing Arts: Benefits and Potentials Within Special Education and ASCs

# data[].attributes.subject
Source 12: Performing Arts: Benefits and Potentials Within Special Education and ASCs

# data[].attributes.body
Ultimately, the paper has strong implications for art education for students who fall on the autistic spectrum, but also for those who do not. Structuring art education to promote autonomy, collaboration, and a sense of competence is imperative to creating a safe environment for learning without the pressure of a strictly educational curriculum.
"Autonomy, belonging, and competence having been recognized as essential psychological human needs for growth and development, they can be fostered through the process of performance conceptualization, rehearsals, and 'live' performance." (Roncaglia 6)

# data[].attributes.headline
Source 6: A Preliminary Study of the Effects of an Arts Education Program on Executive Function, Behavior, and Brain Structure in a Sample of Nonclinical School-Aged Children

# data[].attributes.subject
Source 6: A Preliminary Study of the Effects of an Arts Education Program on Executive Function, Behavior, and Brain Structure in a Sample of Nonclinical School-Aged Children

# data[].attributes.body
Includes brain scans of white and grey matter
Executive functions (or skills associated with mental processes like attention, memorization, planning, and multi-tasking) increased. For example, total errors on the test decreased by a mean of 4.39.
"Following program completion, performances on the Wisconsin Card Sorting Test, the Children's Depression Inventory scores, and conduct disorder scores were significantly improved. Furthermore, cortical thickness in the left postcentral gyrus and superior parietal lobule were increased, and the mean diffusivity values in the right posterior corona radiate and superior longitudinal fasciculus were decreased" (Park et. al. 1)
- Decrease in diffusivity= more white matter connectivity= increased brain function

# data[].attributes.headline
Source 5: Linking Brain Research to Art Education

# data[].attributes.subject
Source 5: Linking Brain Research to Art Education

# data[].attributes.body
Emotions, senses, self-direction, social learning, and patterns.
"By putting learning in an emotional context, using all our senses, promoting student self-direction, enabling social learning, and encouraging patters finding, teachers are more likely to help students remember the content and to be able to recall and use it in the future" (R. Rettig and J. Rettig 24).

# data[].attributes.body
"The findings indicate that music lessons cause small increases in IQ, but comparable nonmusical activities do not have similar consequences. By contrast, drama lessons had favorable effects on social behavior that we not evident in the music groups" (Schellenberg 513).

# data[].attributes.headline
Methods of Art Curriculum Implementation to Observe Positive Effects

# data[].attributes.subject
Methods of Art Curriculum Implementation to Observe Positive Effects

# data[].attributes.headline
Physical Brain Changes/ Increase in Intelligence

# data[].attributes.subject
Physical Brain Changes/ Increase in Intelligence

# data[].attributes.body
Source 8: Art and brain: insights from neuropsychology, biology, and evolution
"Fine hand tools, small statuettes made from ivory, tusks, bones, and stone as well as beads and pendant were created in the Upper Paleolithic. This, together with evidence for body paint decorations and jewelry, is viewed as early signs of stratified status in social groups" (Zaidel 181).
"Review from the current evidence from artists with brain damage suggests that artistic talent, skill and creativity are supported by wide brain areas, and are greatly resistant to brain damage" (Zaidel 182).
Source 2: Arousal, Mood, and the Mozart Effect
"In sum, claims that brief exposure to music leads to short-term enhancement of nonmusical skills are misleading. Rather, the Mozart effect can be explained simply: Enjoyable stimuli induce positive effect and heightened levels of arousal, which lead to modest improvements n performance on a variety" (Schellenberg 251).
Source 10: Brain, Mind, and the Art Curriculum
"The respective difference between [brain and mind] lies between sensory systems that transmit information and mental processes that modify and interpret events" (MacGregor 84).
"It might be argued that one of the attributes of the artist is a continuing ability to find novel responses within familiar data" (MacGregor 85).
"The work of Piaget (1952;1976) as well as that of art educators like Wilsons (1982), Pariser (1979), and Golomb (1974) are indicative of how narrative material contributed by the children themselves can shape conceptions of child growth" (MacGregor 85-86).