Right from the start, it’s imperative to understand that evidence from brain research is only one of many reasons to support the arts as an integral part of the educational process. There are studies that report benefits from a long-term arts curriculum, but many of them are deficient in some respect (Eisner, 1998). A recent Project Zero study (2000) cautioned against making causal links between arts and academic performance. This Harvard group is correct; arts are not to be used as a “quick fix” to shore up other nagging deficits in a district’s educational process. Arts are for the long term; and one should be cautious in claims about how they affect test scores. In fact, a report by the Arts Education Partnership and the President’s Committee on the Arts and the Humanities. [download]
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