Learn More About the Arts and 4 Cs

Arts-Infused Education Resources

Champion Creatively Alive Children

Learn More About the Arts and 4 Cs Creativity Gardner, Howard. (1984). Art, Mind and Brain. New York: Basic Books. Gardner, a leading cognitive psychologist, discusses how young children learn to draw, make music and tell stories. He explores all aspects of human creativity and cognition and makes recommendations for educators.

IBM. (2010). Capitalizing on Complexity: Insights from the Global Chief Executive Officer Study. Somers, NY: IBM Global Business Services. http://public.dhe.ibm.com/common/ssi/ecm/en/gbe03297usen/GBE03297USEN.PDF IBM. (2010). Working Beyond Borders: Insights from the Global Chief Human Resource Officer Study. Somers, NY: IBM Global Business Services. http://public.dhe.ibm.com/common/ssi/ecm/en/gbe03353usen/GBE03353USEN.PDF IBM's global study of CEOs, general managers and senior public sector leaders in 60 countries and 33 industries revealed that creativity is the most important leadership skill for a complex world. Human resource officers worldwide are focusing on cultivating creative leaders with a flair for thinking about opportunties and challenges in completely different ways.

Kaufman, James, Plucker, Jonathan A., & Baer, John. (2008). Essentials of Creativity Assessment. Hoboken, NJ: John D. Wiley & Sons, Inc. Kaufman and colleagues outline major creativity research and evaluate various creativity measures including divergent thinking tests, peer/teacher assessment and self-assessment.

Robinson, Ken. (2009). The Element: How Finding Your Passion Changes Everything. London: Penguin Books. Robinson refers to the “element” as that magical experience when a person’s passion and creative talent are leveraged. People find their “element” when they are most “themselves” and follow their inspiration. They in turn achieve their greatest heights. Robinson draws upon the life stories of creative leaders in many fields to demonstrate how finding “your element” can fill a life with confidence and accomplishment.

Critical Thinking Barell, John. (2003). Developing More Curious Minds. Alexandria, VA: ASCD. Barell explains the importance of fostering an atmosphere of inquiry. He provides practical examples of how to expand daily exploration and curiosities, encouraging students to exchange questions and thoughts and how to establish a classroom culture that is based in curiosity.

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Darling-Hammond, Linda. (1995). Authentic Assessment in Action: Studies of Schools and Students at Work. New York: Teachers College Press. Darling-Hammond, a renowned expert on performance-based assessments, presents case studies and promising practices that will inform and inspire educators and policy makers. She urges a paradigm shift from traditional, standardized testing to more robust forms of assessment that enable educators to evaluate how students master intellectual challenges and apply learning to life.

Hetland, Lois. (2007). Studio Thinking: The Real Benefits of Visual Arts Education. New York: Teachers College Press.

Hetland makes a strong case for arts education based on research that examines the immersive inquiry practices of experienced arts teachers. Educators from other disciplines are urged to adopt the best practices demonstrated by art teachers.

School of Performing Arts P.S. 315, Brooklyn, NY. Photo by eMedia Works.

“Just imagine the impact if arts education was embraced fully and integrated wholly into every school’s curriculum. It would unleash the talents of all children, helping them to succeed academically, giving them more self-confidence, teaching them to be open and tolerant, and keeping them engaged in school.” Gail Connelly, Executive Director, National Association of Elementary School Principals

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Sternberg, Robert. (1994). Thinking and Problem Solving. San Diego: Academic Press. Sternberg relates creativity and cognition in his review of research on problem solving and intelligence. He discusses the creative process and how to measure creativity.

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McKay, Matthew. (2009). Messages, the Communication Skills Book. Oakland: New Harbinger Publications. McKay explains the importance of effective communication skills, how to craft the message, convey effectively, understand the context and audience, and receive listener feedback. He suggests methods to overcome common communication barriers.

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Silberman, Melvin. (2000). PeopleSmart: Developing Your Interpersonal Intelligence. San Francisco: Ingram Publisher Services.

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Silberman presents communication insights with practical tips and engaging exercises. Improve your ability to hear and be heard.

Simmons, Annette. (2007). Whoever Tells the Best Story Wins. New York: American Management Association. Simmons demonstrates how bringing stories to life helps the audience remember your message. Learn how to find, develop and tell stories that will engage others and help them see your point of view. Great for arts advocates!

Collaboration Friedman, Kerry. (2003). Teaching Visual Culture: Curriculum, Aestheticism and the Social Life of Art. New York: Teachers College Press. F riedman provides guidance for teaching visual arts from a cultural standpoint and addresses how exploring others’ visual culture helps interpret their cultural context.

Hargrove, Robert. (1997). Mastering the Art of Creative Collaboration. New York: McGraw Hill Book Co. Hargrove believes one of the biggest breakthroughs of the 21st century will be the increased focus on collaboration. He provides a strategic rationale for “why to” and step-by-step hands-on guidance on “how to” be more collaborative.

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Rosen, Evan. (2007). Culture of Collaboration. San Francisco: Red Ape Publishing. Rosen discusses 21st century trends and the increased need for collaboration. He provides collaboration tips and tools to help foster a collaborative culture based on trust and communication.

Tharp, Twyla. (2009). The Collaborative Habit: Life Lessons for Working Together. New York: Simon & Schuster.

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Tharp, a world-renowned dance choreographer, defines collaboration as a process where success can be measured by the outcome. Her premise is simple: “the we is greater than the me.” Tharp explains how to recognize good candidates for partnership and how to build a successful collaboration.

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VanGundy, Arthur B., & Naiman, Linda. (2003). Orchestrating Collaboration at Work. Somerset: Wiley/Jossey-Bass. VanGundy and Naiman propose that the arts are a way to create transformative learning experiences in organizations. They share lessons learned in arts communities and apply them to businesses and other organizations. More than 70 engaging activities bring theories to life and urge readers to engage in collaborative experiences. Become a change agent who brings more collaborative practices to your colleagues.

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Arts-Infused Education Advocacy

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Arts Education Partnership. (2011). What School Leaders Can Do to Increase Arts Education. Washington, DC: Author. WThis hat Sbrochure from the Arts Education Partnership offers recommendations Leaders chool establishing a school-wide commitment to arts learning, creating an Can Dofor To Increlearning arts-rich environment and rethinking the use of time and resources. a s e Arts E

tnership (AEP) is dedicate lity arts d educati on for America . A natio nal ducatio n, arts, cultu c organ izations, ral, AE ational Endowm P ent for ent of Ed ucation and of Chief State Sc hool mbly of State Ar ts g

Arts an d the committe e to the entral to the PCAH ts and humanit ies society, the educ aour citize ns and w.pcah .gov

arts pro gram wh ere none progra m strong exists, ma er, against king an future cut or preser ving existing an arts s. Whil drawn pro e many from ele of the stra gram mentary applica schools, tegies are ble in a they are variety of grade likely to Mountin be levels. g resea rch evide schools nce confi wit rms tha cally ou h arts-rich lea t students earning rning en tperform in vironme in their pe Where nts acad essentia and through the ers in art the arts emil knowled are an s-p arts de da oo y, r they po integral schools. velops ge, skills, capaciti sitively the compon es all stu tence an work, an impact ent of the dents ne and creative d enga student d ed to suc school gement; attenda and stre principa life. As the top ceed in enhanc nce, pe ngthen ls play building school, e teach parent a key rol Research -level lea receives er effect rsisand co e in de also sho a high-q primary ws schoo mmunity involv iveness; uality art ensuring every rs, school complete de ement. l principa s educa student educatio extent the cision makers tion as ls ser ve n. part of as as the arts are to wheth a In a tim present er and e of shr to what within a inking bu The Arts what ca school. dgets an Educatio n schoo d shiftin l pri n Partn guide, arts stro with sup g priori ership (A ng in the ncipals do to ties, port fro make an the Arts ir schoo m the Pre EP) prepared d keep and the ls? this sid This gu the Humanit en critical ide role of ies (PCAH t’s Committee school principa offers three co on ). The body of leaders, ncrete ac ls can tak evidenc along wit increasingly tio their sch e to inc e summa h the gro rease art ns school ools: rized mo on the benefits win s educa of st g by recently arts lea the PCAH 1 tion in A estab rning, in a ne , promp w lish a sch AEP sta rep ted the ort publi ff review ool-wide develop shed ed commitm conduct B create ed perso the relevant lite ment of the gu ent to art an arts-r ide. nal interv rature as s learni and wit ich learni ng; h practit iews wit well as ng envir C rethin ioners wh h schoo onment; k the use l principa o work and of time School closely ls an d pri with pri resource Each ac ncipals ncipals. increasin tion is sup s. and oth er g no-cost ported leaders with sev strategies adopt an arts education intereste era in y d in and fou that oth nd to be er schoo l low-cost or or imple of these actions America’s sch ools ca ment sev l leaders effective and stra n eral at —whethe part of have use once. W tegies one at an overa r it’s be d 1 a The Pre hen tak ginning ll appro more like sident’s en togeth time ach, ho an ly to be Committe Creativ wever, er as e School cumula more sus their s, Washi e on the Arts tive, mu tainable and ngton, tually rei effects are over tim D.C., Ma the Humaniti nforcing e. es, Reinve y 2011. , and sting in

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Catterall, James S. (2009). Doing Well and Doing Good by Doing Art: The Effects of Education in the Visual and Performing Arts on the Achievements and Values of Young Adults. Los Angeles: Imagination Group I-Group Books.

Significant longitudinal data show support for benefits of arts education. Findings from two studies done by Catterall and colleagues from the National Educational Longitudinal Survey in the late 1990s and 2009 strongly connect arts learning with both academic success and pro-social outcomes.

The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, & Society for Human Resource Management. (2006). Are They Really Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. Arts Edu cation:

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This study provides the corporate perspective of skills that are increasing in demand in the workforce. Creativity, critical thinking, communication and collaboration are high on the list. http://www.p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf

Davis, Jessica Hoffman. (2007). Why Our Schools Need the Arts. New York: Teachers College Press. Davis makes a powerful case for why the arts are essential to every child’s education. She offers educators and advocates evidence in support of arts education programs and helps advocates make a persuasive case.

Eisner, Elliot W. (2002). The Arts and the Creation of Mind. New Haven: Yale University Press. Eisner presents arguments for the inclusion of the arts as a core element of the curriculum. He addresses both assessment and evaluation in the arts, and proposes a shift from the evaluation of outcomes to the evaluation of process.

Jensen, Eric. (2001). Arts with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. Each of the four arts disciplines promote brain development. Jensen provides a neurobiological case for why the arts should be taught in schools and practical suggestions for educators to use to improve students’ academic achievement. VISU

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National Art Education Association. (2009). Learning in a Visual Age: The Critical Importance of Arts Education. Reston, VA: Author. This guide examines the evidence about the capacities that art education develops in students and what it can prepare them to do. It explores what high-quality instruction looks like and takes a look at some environments in schools and in other settings in which excellent visual arts instruction takes place. http://www.arteducators.org/learning/learning-in-a-visual-age/NAEA_LVA_09.pdf

National Art Education Association. (2011). The Visual Arts: So Much More Than What You See… . Reston, VA: Author. This guide offers three concrete actions school principals can take to increase arts education in their schools: establish a school-wide commitment to arts learning, create an arts-rich learning environment, and rethink the use of time and resources. http://www.arteducators.org/advocacy/ARTS_ED_e-FLYER_3.pdf

National Association of Elementary School Principals. (September/October 2011). Principal Magazine: Champion Creatively Alive Children Supplement. This special supplement profiles best practices in arts-infused education throughout the country. It provides insights for becoming “art smart,” turning ideas into practice and bringing creativity into schools, whether in four minutes, four weeks or four years. www.Crayola.com/creativelyalive

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Partnership for 21st Century Skills. (2010). 21st Century Skills Arts Map. This map illustrates the intersection between 21st century skills and the arts. The maps will enable educators, administrators and policymakers to gain concrete examples of how 21st century skills can be integrated into core subjects. http://www.p21.org/documents/P21_arts_map_final.pdf

This toolkit is designed for state and district leaders who are interested in implementing the Common Core standards in ways that strengthen the 4 Cs. http://www.p21.org/images/p21_toolkit_final.pdf

President’s Committee on the Arts and the Humanities. (2011). Reinvesting in Arts Education: Winning America’s Future through Creative Schools. Washington, DC.: Author. This is the most comprehensive report on the state of arts education in schools published in a decade. It reviews research, literature, promising practices and state initiatives—making a case for why the arts are “a wrench to fix schools” not just a “flower to beautify” them. The report presents recommended action steps for policy makers, educators and the private sector. The resource appendix is a treasure trove of studies and model arts programs that will connect readers to additional insights. http://www.pcah.gov/sites/default/files/photos/PCAH_Reinvesting_4web.pdf

Robinson, Ken. (2001). Out of Our Minds: Learning to Be Creative. Oxford: Capstone Publishing. Robinson gives historical perspective on the evolution of what education values. He makes a strong case for understanding the archaic nature of the Intelligence Quotient that fails to consider each person’s unique gifts. Robinson argues for radical changes in education to meet the challenges of living and working in the 21st century. His focus is on the need for creativity.

Trilling, Bernie, & Fadel, Charles. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco: Jossey-Bass. What skills do students need in the 21st century to meet today's challenges and be successful? Educators are urged to build students’ 4 Cs and change pedagogy to prepare students for the fast-changing global economy.

Visit Crayola.com/CreativelyAlive for more resources on the arts and the 4 Cs.

Program Concept and Development by Cheri Sterman, Director, Content & Consumer Relationships, Crayola Writing and Design by Vockley•Lang Photography except where noted by John Pinderhughes Not for sale. Available for free at www.Crayola.com/creativelyalive © 2011 Crayola LLC. Serpentine Design®

Norwood Elementary School, Baltimore, MD. Photo by eMedia Works.

Partnership for 21st Century Skills. (2011). P21 Common Core Toolkit: A Guide to Aligning the Common Core State Standards with the Framework for 21st Century Skills.