Research, Books, and Journals


Below is a PDF file of a “Pilot Case Study” on the Brummitt-Taylor Music Listening Program conducted at Congress Elementary School in Congress, AZ in 2010.

The full version of the study is rather lengthy (123 pages) so following is a suggested guide to have a first look at the study. Download here

  • p. ii and v-viii
    provides a good introduction
  • pp. 9-11
    The School (Congress Elementary)
  • pp. 19-22
    The School, 1.9 In Pursuit of Excellence
  • pp. 32-40
    Part II, The BTMLP
  • pp. 41-43
    3. BTMLP Implementation in Congress Elementary
  • pp. 44-47
    Part III, The Survey
  • pp. 48-60
    5. The Administrator: Principal and District Superintendent
  • pp. 61, 66-67 and 82-84
    The Faculty
  • pp. 85-94
    The Students
  • pp. 95-108
    The Parents
  • pp. 109-112
    Part IV, Coda: Considerations
  • pp. 114-115
    An Emerging Support for Public Arts Education
  • p. 123
    Time Capsule 2


There is an increasing amount of research being conducted on the brain and music. With that growth in research there is a corresponding growth in the number of books written on the subject. Here are a few for your consideration.

  • Musicophilia: Tales of Music and the BrainOliver Sacks, (2007) New York: Alfred A. Knopf; London: Picador.
  • This is Your Brain on Music: The Science of a Human Obsession
    Daniel J. Levitin, (2006) New York: Penguin Group; Toronto: Penguin Group.
  • Why We Like Music: Ear, Emotion, Evolution
    Silvia Bencivelli, (2011) Hudson, NY: Music World Media Group, Ltd.
  • The Music Instinct: How Music Works and Why We Can’t Do Without It
    Philip Ball, (2010) Oxford University Press, USA.
  • The Power of Music: Pioneering Discoveries in the New Science of Song
    Elena Mannes, (2011) New York: Walker Publishing Company, Inc.


Professional journals provide a source of information on a wide variety of research topics. In Canada, the Arts Research Monitor provides synopses of qualitative and quantitative research findings in the arts and culture and provides links to that research. Here is a sampling from the October, 2012 issue.

Arts Research Monitor

Vol. 11 No. 5 October 2012 ISSN 1708-170X

To view the html or pdf versions of this message, please visit
The Arts Research Monitor is funded by the Canada Council for the Arts and the Ontario Arts Council.


Arts Education

In this issue: Five important reports and resources examining arts education in the US, England and Australia, including evidence regarding the impacts of the arts for at-risk youth, the connection between childhood arts experiences and adult arts attendance, the impacts of partnerships between arts organizations and schools, ways to improve arts education in American schools, as well as information about an arts education research clearinghouse.

The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies
National Endowment for the Arts, March 2012

Based on four longitudinal datasets, this American report examines the association between in-depth arts engagement and academic or civic outcomes for at-risk youth. Most of the comparisons in the report are between children with either low or no arts involvement (“low arts”) and those with very high levels of arts engagement (“high arts”). Almost all of the results focus on children from households with lower socio-economic status (i.e., family income, parental education level, and parental job status).

Encourage children today to build audiences for tomorrow
Evidence from the Taking Part survey on how childhood involvement in the arts affects arts engagement in adulthood
Arts Council England, March 2009

This report examines the relationship between childhood arts experiences and adult arts participation, based on a survey of 13,500 English adults who were asked to recall their childhood arts experiences. Overall, the report found that “being exposed to arts events and encouraged to participate in arts activities when growing up indeed makes a positive contribution to the chances of people developing a life-long interest in and active relationship with the arts”.

Partnerships between Schools and the Professional Arts Sector
Evaluation of Impact on Student Outcomes
Arts Victoria, November 2011

This evaluation document, as well as the accompanying literature review, examines the impacts of artist-in-residence and exposure-to-arts programs in schools and arts venues in Victoria, Australia. Data for the report were collected from “primary and secondary students, teachers, arts professionals and school leaders” using surveys, interviews, school documentation, and on-site observation.

The researchers conclude that “the school/arts partnership programs investigated had a positive impact on the five student outcomes”, which include student engagement, student voice, social learning, creative skills, and arts-related knowledge and skills. Findings from interviews and documents analysis were more conclusive in this regard than the attitudinal surveys of participants (which did not show a statistically significant difference before and after participation in the programs). The report provides details of the impacts for each of the student outcomes.

Reinvesting in Arts Education: Winning America’s Future Through Creative Schools
President’s Committee on the Arts and the Humanities, May 2011

This American report examines the state of arts education, its benefits for students and classrooms, as well as potential improvements in arts education provision. The report argues that “building capacity to create and innovate in our students is central to guaranteeing the nation’s competitiveness”. However, the report found “enormous variety in the delivery of arts education, resulting in a complex patchwork with pockets of visionary activity flourishing in some locations and inequities in access to arts education increasing in others”.

Arts Ed Search
Arts Education Partnership, accessed October 4, 2012

The focus of this internet-based clearinghouse is “on research examining how education in the arts – in both discrete arts classes and integrated arts lessons – affects students’ cognitive, personal, social and civic development, and how the integration of the arts into the school curriculum affects student learning and educators’ instructional practice and engagement in the teaching profession.”