Evaluation of school-based arts education programmes in Australian schools

This report presents evaluations of four Australian school-based arts programmes: Arts@Direk (SA), Boys’ Business (NT), Indigenous Music Education Programme (NT), and SCRAYP – Youth Arts with an Edge (Vic). Arts@Direk and SCRAYP provided a focus on drama, while Boys’ Business and Indigenous Music Education Programme (IMEP) concentrated on music. There was a range of ages from Year 4 to Year 10 and a diverse range of backgrounds amongst the participating students. The study investigated the impact of each arts programme on students’ academic progress, engagement with learning and school attendance. It also considered which attributes of arts programmes were of particular benefit to the students.

Results of the evaluations were as follows:

• The study of Arts@Direk suggested that, on average, students participating in the programme wrote better, had higher problem solving, planning and organising, and communications competencies, and were better able to work with others, that non-participating students. Beneficial attributes of the programme included strong support from the students’ school in encouraging children to participate, the feeling that it was inclusive and not dependent upon academic skills, and working towards the outcome of a public performance which gave the programme validity.
• The Boys’ Business participants displayed improved self-confidence, greater interest in school, development of literacy and numeracy skills, and development of metacognitive skills such as reflection. Beneficial attributes included having a positive role model, participating in an environment that was non-threatening and where all students’ views were respected, not having to read or write, and being able to be less constrained than in a conventional classroom.
• The students associated with the IMEP programme displayed increased musical skills and knowledge, and literacy and numeracy skills gained through reading and performing music, than their peers who were not involved in the programme. Beneficial attributes of the programme included the  association of school attendance with positive experiences, approval by the Yolngu people, positive teacher role models, all students’ views were valued and respected, and participation in individual activities was voluntary, with students choosing the type of activities they wished to be involved in.
• The SCRAYP programme resulted in students acquiring improved interpersonal skills, enhanced self esteem, and widening their experiential horizons, with an increased understanding of personal and social issues. Beneficial attributes included encouragement of student effort and ownership, young artists as role models, an explicit and stable organisational structure, focus on a final performance as a specific and tangible outcome.

In summary, although the evaluation has not been able to provide much hard evidence that students’ academic or learning outcomes are enhanced by involvement in arts programmes, there is consistent evidence across the four sites investigated that the programmes do encourage students to engage with school and with learning. In addition to having intrinsic value, the arts can be an important medium for developing the enabling metacognitive and social skills and attitudes outlined above. Amongst indigenous populations, the programmes encouraged a more positive attitude toward school attendance. This study was initiated following a national seminar conducted by the Australia Council in February 2002 and funded by the Australian Government through the Department of Education, Science and Training, the Australia Council and the Department of Communications, Information Technology and the Arts.

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