Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement

By Ellen Winner, M. W. Cooper. 2000

256 citations recorded by the source corpus.

Subfields: Education, Music, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/538896efcdffe171e99919503b36ed59a6cc7fc7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. G. Liem
2. Andrew J. Martin
3. R. Steingut
4. B. Lee
5. S. Cawthon
6. Jay P. Greene
7. Robyn Gibson
8. M. Prior

In Music

1. Chrishelle Redlich
2. Sarah J Wilson
3. Paul T. Sowden
4. M. Prior
5. C. Lewis
6. Lucie Clements
7. R. Črnčec
8. Andrew J. Martin

In Visual Arts and Performing Arts

1. B. Lee
2. Chrishelle Redlich
3. S. Cawthon
4. Paul T. Sowden
5. C. Lewis
6. Erika A. Patall
7. Lucie Clements
8. R. Steingut

Citations in the corpus

• Learning to Think Critically (2014, background): “Adding to this dilemma is the fact that although claims of the positive spillover effects of the arts are abundant, there is a lack of empirical research substantiating these claims (Winner & Cooper, 2000).”
• The Effect of Drama-Based Pedagogy on PreK–16 Outcomes (2015, background): “This concern has been discussed at length by other researchers (Eisner, 1998; Fleming et al., 2004; Mages, 2006; Wagner, 1998; Winner & Cooper, 2000); however, it is worth mentioning again.”
• The Cognitive and Academic Benefits of Music to Children: Facts and fiction (2006, background): “…found between musical ability and other cognitive and academic abilities have also been observed for many forms of arts training (for a review see Winner & Cooper, 2000), suggesting that moderating variables, such as socioeconomic status or familial attitudes to learning, might underpin these…”
• Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education (2015, background): “On the one hand, there is accumulating evidence for the wide benefits of arts education (Asbury & Rich, 2008; Catterall, Dumais, & Hampden-Thompson, 2012; Winner & Vincent-Lancrin, 2013; Vaughn & Winner, 2000) and on the other a 'patchy' and reducing pattern of provision (Warwick Commission, 2015).”
• The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors. (2013, background): “In a meta-analysis by Winner and Cooper (2000; see also Winner & Hetland, 2000), there were positive correlations between arts participation and academic outcomes, but no evidence of causal links.”