Cognitive Transfer From Arts Education to Nonarts Outcomes: Research Evidence and Policy Implications

This chapter reports methods, findings, and implications for research and policy from 10 meta-analytic reviews of the effects on nonarts cognition from instruction in various art forms. Three analyses demonstrate generalizable, causal relationships: classroom drama and verbal achievement, music listening and spatial reasoning, and music learning and spatial reasoning. Five do not allow causal conclusions: multiarts and academic achievement, arts-rich instruction and creativity, visual arts and reading, dance and reading, music and reading. Findings for two analyses are equivocal: dance and spatial reasoning and music and mathematics. [1]

Digital Storytelling in Integrated Arts Education

Computer technology has progressively transformed modern societies into a virtual space where digital devices are now indispensable. Over the past decade, arts educators have begun to adopt appropriate computer technology in the search for meaningful and relevant classroom practices. The application of digital storytelling to arts education offers tremendous potential for promoting multiliteracy, aesthetic sensitivity, critical faculty, and integrated arts pedagogy. This paper thus reports on the development and implementation of an innovative university course through which pre- and in-service art teachers at the University of Houston learned about and experienced the application of digital storytelling to integrated arts education. The author proposes that digital storytelling is a powerful and relevant way to teach integrated arts in the age of digital technology. [2]

Media Arts: Arts Education for a Digital Age

Background/Context: New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of “media arts” and the ways in which youth use new technologies for communication to design a 21st-century K-12 arts education curriculum. [3]

 IDS Using Machine Learning – Current State of Art and Future Directions

The prosperity of technology worldwide has made the concerns of security tend to increase rapidly. The enormous usage of Internetworking has raised the need of protecting systems as well as networks from the unauthorized access or intrusion. An intrusion is an activity of breaking into the system by compromising the security policies, and the process of analyzing the network data for the possible intrusions is Intrusion Detection. For the last two decades automatic intrusion detection system has been an important research topic. Up to the moment, researchers have developed Intrusion Detection Systems (IDS) capable of detecting attacks in several available environments. A boundlessness of methods for misuse detection as well as anomaly detection has been applied, most popular of the all is using machine learning techniques. In this work a survey of various research efforts spared towards the development of intrusion detection systems based on machine learning techniques in given. The surveyed works are presented in easy to understand tabular forms and for each work; technique employed, dataset used and the parameters evaluated are mentioned. Current achievements and limitations in developing intrusion detection system by machine learning and future directions for research are also given. [4]

Arts, Creativity and Social Intervention in the School Environment. Connections and Critical Refections

The article reflects on the importance of valuing the informal and formal knowledge (school), and focuses on an education model that respects and encourages the participation and empowers the knowledge brought by the student. In collective work, the exercise of understanding the discipline of arts, as a sponsor of production and reflection, can stimulate the development of creative and critical people. This reflection attempts to make a connection between the increase in the number of social projects in arts and culture, the social emergence of the creation of policies that will combat social inequality and the real role of art in enhancing creativity. [5]



[1]  Hetland, L. and Winner, E., 2004. Cognitive transfer from arts education to nonarts outcomes: Research evidence and policy implications. In Handbook of research and policy in art education (pp. 143-170). Routledge.

[2]  Chung, S.K., 2006. Digital storytelling in integrated arts education. The International Journal of Arts Education4(1), pp.33-50.

[3]  Peppler, K., 2010. Media arts: Arts education for a digital age. Teachers College Record112(8), pp.2118-2153.

[4]  Hamid, Y., Sugumaran, M. and Balasaraswathi, V.R., 2016. Ids using machine learning-current state of art and future directions. Current Journal of Applied Science and Technology, pp.1-22.

[5]  Almeida, H.N. and Proença, S.K.P., 2016. Arts, Creativity and Social Intervention in the School Environment. Connections and Critical Refections. Journal of Education, Society and Behavioural Science, pp.1-8.


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