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Brice Heath, Shirley. (1999). Imaginative actuality: Learning in the arts during the non-school hours. In E.B. Fiske (Ed.), Champions of change: The impacts of the arts on learning (pp. 19-34). Washington, DC: Arts Education Partnership.
Broadbent, Carolyn. (2003). The Arts as a catalyst for improved learning outcomes for youth in detention. Communities of learning: Communities of practice. (43rd Annual National Conference of Adult Learning Australia). University of Technology (UTS), Sydney: Adult Learning Australia.
Burton, Judith, Horowitz, Robert, & Abeles, H. (1999). Learning in and through the arts: Curriculum implications. In E.B. Fiske (Ed.), Champions of change: The impacts of the arts on learning (pp. 35-46). Washington, DC: Arts Education Partnership.
Canadian Council on Social Development. (2001). Recreation and children and youth living in poverty: Barriers, benefits and success stories. Ottawa: Canadian Parks and Recreation Association.
In 2001, a research project was undertaken by the Canadian Council on Social Development (CCSD), at the request of the Canadian Parks and Recreation Association (CPRA). Recreation and Children and Youth Living in Poverty: Barriers, Benefits and Success Stories is an integral part of the CPRA Children and Youth Living in Poverty Initiative (CYPI). The purpose of the project was to examine the extent to which children and youth living in poverty participate in recreation activities, the barriers or constraints to participation they face, and the potential benefits they might enjoy through participation. The project also sought to gain some preliminary insights into what makes successful recreational programs and activities for children and youth living in poverty. CPRA encourages this report to be used freely for educational and personal use by any parties interested in enhancing the lives of children, youth and their families living in poverty.
Catterall, J.S., Champleau, R., & Iwanaga, John. (1999). Involvement in the arts and human development: General involvement and intensive involvement in music and theater arts. In E.B. Fiske (Ed.), Champions of change: The impacts of the arts on learning (pp. 1-18). Washington, DC: Arts Education Partnership.
Catterall, J.S., & Waldorf, L. (1999). Chicago Arts Partnerships in Education: Summary evaluation. In E. B. Fiske (Ed.), Champions of change: The impacts of the arts on learning (pp. 47-62). Washington, DC: Arts Education Partnership.
Cueva, M., & Kuhnley, R. (2003). Enhancing meaning through the arts: Connecting people, cultures, communities. Communities of learning: Communities of practice (43rd Annual National Conference of Adult Learning Australia). University of Technology (UTS), Sydney: Adult Learning Australia.
Deasy, R.J. (Ed.). (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership.
Delgado, M. (2000). New arenas for community social work practice with urban youth: use of the arts, humanities, and sports. New York; Columbia University Press.
Department of Justice Canada. (1999). Arts and recreation sector round table on youth justice renewal: Summary of discussion. Weblink (Retrieved June 4, 2005)
Eccles, J.S., & Barber, B.L. (1999). Student Council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research 14(1), 10-43.
Fiske, E.B. (Ed.). (1999). Champions of change: The impacts of the arts on learning. Washington, DC: Arts Education Partnership.
James, Nalita (2005). 'Actup!' Theatre as education and its impact on young people's learning. Centre for Labour Market Studies Working Paper (no. 46). Weblink (PDF)
Theatre as education for young people contributes to skills development and intellectual development, and serves to empower young people to affect change in their own lives by opening up further education opportunities, providing strong positive motivation for young people to (re)engage in the learning process. The application of theatre as an art form outside of a formal education setting allows space for the exploration of personal experience and self-reflection through a kinaesthetic process.
Jones, Samuel (2005). How old do you have to be to be an artist? London: Demos. Weblink (PDF)
Based on the proceedings from the conference, "How old do you have to be to be an artist?'" held at Tate Modern on 30 June 2005. This essay puts forward the case that, in their artistic production, children engage with the world around them in ways that are often lacking in adult life. Art is not only vital as a subject in itself, but it also has value across different subject areas and could be "connected more logically with the concept of engagement."
Kuly, M., Stewart, E. and Dudley, M. (2005). Enhancing Cultural Capital: The arts and community development in Winnipeg. Winnipeg, MN: Institute of Urban Studies, University of Winnipeg. Weblink (PDF)
Study of the contributions that community-based arts organizations are making in Winnipeg ‘s inner city. The researchers find that the arts contribute to building community capacity, energizing community-based revitalization efforts, educating young people, improving our public spaces, and invigorating local economies.
McCarthy, Kevin F., Ondaatje, Elizabeth H., Zakaras, Laura, & Brooks, Arthur. (2004). Gifts of the muse: Reframing the debate about the benefits of the arts. Santa Monica, CA: RAND.
McKay, Stacey L., Reid, Ian S., Tremblay, Mark S., & Pelletier, Rene. (1996). The Impact of recreation on youth in transition to adulthood: A focus on youth at risk. In B. Glaway & J. Hudson (Eds.), Youth in transition: Perspectives in research and policy. Toronto: Thompson Educational Publishing.
Transition from childhood to adulthood is a difficult one even in the best of times. For a significant number of youth, however, this could be considered the worst of times. The National Commission on Youth (1980) noted that many of the traditional institutions that assist youth in the transition to adulthood are changing, crumbling, and even collapsing. The decline of the family is well documented, the school systems are attacked by students, parents, and employers for their failure to teach marketable skills, and governmental bodies at all levels have been largely unresponsive to the plight of youth. Alternative measures, such as recreation, are being sought to fill the gap and aid youth, especially those considered to be at risk, in their transition to responsible, contributing, adult members of the community. The role of recreation in reducing lifestyle and behavioural risks for youth is a growing area of interest in academic, government, and community sectors. More work is needed to elucidate the extent of the relationship between recreation and the behaviours that place youth at risk. A literature review, focus group analysis, and a summary of initiatives taking place across the country was undertaken to examine the impact and benefits of recreation of Canadian youth at-risk.
Milkman, Harvey B., Wanberg, Kenneth W., & Park Robinson, Cleo. (1995). Project Self Discovery: Artistic alternatives for high risk youth. Denver: Cleo Parker Robinson Dance Theatre.
Murfee, E. (1995). Eloquent evidence: Arts at the core of learning. Washington, DC: National Assembly of States Arts Agencies.
National Arts and Youth Demonstration Project. (2004). Highlights. Montreal: School of Social Work, McGill University.
Oreck, Barry, Baum, Susan, & McCartney, Heather (1999). Artistic talent development for urban youth: The promise and the challenge. In E.B. Fiske (Ed.), Champions of change: The impacts of the arts on learning. Washington, DC: Arts Education Partnership.
Palmer Wolf, D. (1999). Why the arts matter in education or just what do children learn when they create an opera. In E.B. Fiske (Ed.), Champions of change: The impacts of the arts on learning (pp. 91-98). Washington, DC, Arts Education Partnership.
President's Committee on Arts and the Humanities. (2005). Culture counts: The case for the arts and the humanities in youth development. Weblink
Ross, D., & Roberts, P. (1999). Income and child well-being: A new perspective on the poverty debate. Ottawa: Canadian Council on Social Development.
Seidel, S. (1999). "Stand and unfold yourself": A monograph on the Shakespeare & Company research study. In E.B. Fiske (Ed.), Champions of change: The impacts of the arts on learning (pp. 79-90). Washington, DC: Arts Education Partnership.
Smyth, L., & Stevenson, L. (2005). "You want to be part of everything": The arts, community and learning. Washington, DC: Arts Education Partnership. 26 pp.
The report features provocative testimony to youth centred and youth directed arts programs that are creating powerful and supportive communities among young people. It highlights five youth arts programs from across the country brought together at an AEP forum in September 2003. Youth and adult representatives engaged participants in activities that reflect the role of the arts in building positive learning communities.
Upitis, R. & Smithrim, K. (2003). Learning through the arts: National assessment 1999-2002. Final Report to the Royal Conservatory of Music. Kingston, Ontario: Arts Matters, Faculty of Education. Weblink to Word Document
Results of a 3 year study on the effects of the Royal Conservatory of Music;s Learning through the Arts programme for participants in schools in 6 Canadian cities. The report concludes that involvement in the arts do not come at the expense of achievement in mathematics and language. In fact, LTTA students scored significantly higher on mathematical tests of computation and estimation than students in the two types of control schools. Findings also suggest that involvement in the arts contributed to greater motivation for, and increased engagement in, learning.
Wright, Robin., John, Lindsay, Offord, David, & Rowe, William. (2004). National Arts and Youth Demonstration Project. Symposium held in Montréal, Québec. Weblink
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