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TIOS Tweet Treats
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During Theatre In Our Schools Month (March) 2014, the following 31 facts about the benefits of theatre education were tweeted each day. Called TIOS TREATS, these facts may be used as tweets throughout the year to help raise the awareness of how important Theatre is in our schools.


Please visit the following sites and sources for additional information and complete studies:

The Student Descriptive Questionnaire, a self-reported component of the SAT that gathers information about students' academic preparation, and reported by the College Entrance Examination Board. A table of average scores for arts involved students can be found here.

Carolyn Elder, Carol Hovey, and Gai Jones, California Educational Theatre Association (CETA)Position Paper,2007

Basom, Jonas, "Why Use Drama or Theatre Games", Drama Education Network

N. Barry, J. Taylor, and Kwalls, "The Role of the Fine and Performing Arts in High School Dropout Prevention,” Critical Links: Learning in the Arts and Student Achievement and Social Development, ed. Richard Deasy (Washington, DC: Arts Education Partnership, 2002) 74-75.

Sandra S. Ruppert and the National Assembly of State Arts Agencies, Critical Evidence: How the Arts Benefit Student Achievement (Washington, DC: National Assembly of State Arts Agencies and the Arts Education Partnership, 2006) 5.

Critical Links and Critical Evidence are among publications of the Arts Education Partnership and the National Assembly of State Arts Agencies. Please visit their websites for more information and to purchase publications.

James S. Catterall, Richard Chapleau, and John Iwanaga, "Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts,” Champions of Change: The Impact of the Arts on Learning, ed. Edward B. Fiske (Washington, DC: Arts Education Partnership and the President’s Committee on the Arts and the Humanities, 1999) 1-18.

Edward B. Fiske, ed., Champions of Change: The Impact of the Arts on Learning (Washington, DC: Arts Education Partnership and the President’s Committee on the Arts and the Humanities, 1999) 1-18.

The Reviewing Education and the Arts Project [REAP] executive summary of The Arts and Academic Achievement: What the Evidence Shows can be found on the web at https://csmp.ucop.edu/tcap/news/08_29_00.html

Steve Seidel, "Stand and Unfold Yourself": A Monograph of the Shakespeare & Company Research Study (Washington, DC: Arts Education Partnership and the President’s Committee on the Arts and the Humanities, 1999) 79-90.

L. Carlton and R.H. Moore, "The Effects of Self-Directive Dramatization on Reading Achievement and Self-Concept of Culturally Disadvantaged Children,” The Reading Teacher 6 (1966): 125-30.

A.D. Pellegrini and L. Galda, "The Effects of Thematic-Fantasy Play Training on the Development of Children’s Story Comprehension,” American Educational Research Journal 19 (1982): 443-52.

James S. Catterall, Richard Chapleau, and John Iwanaga, "Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts,” Champions of Change: The Impact of the Arts on Learning, ed. Edward B. Fiske (Washington, DC: Arts Education Partnership and the President’s Committee on the Arts and the Humanities, 1999) 1-18.

Jeanette Horn, "An Exploration into the Writing of Original Scripts by Inner-City High School Drama Students,” Critical Links: Learning in the Arts and Student Achievement and Social Development, ed. Richard Deasy (Washington, DC: Arts Education Partnership, 2002) 28-29.

Larry Kassab, "A Poetic/Dramatic Approach to Facilitate Oral Communication,” Critical Links: Learning in the Arts and Student Achievement and Social Development, ed. Richard Deasy (Washington, DC: Arts Education Partnership, 2002) 30-31.

John Roy Kennedy, "The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children,” Critical Links: Learning in the Arts and Student Achievement and Social Development, ed. Richard Deasy (Washington, DC: Arts Education Partnership, 2002) 119-120.

Rey E. de la Cruz, "The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities,” Critical Links: Learning in the Arts and Student Achievement and Social Development, ed. Richard Deasy (Washington, DC: Arts Education Partnership, 2002) 20-21.

Sherry DuPont, "The Effectiveness of Creative Drama as an Instructional Strategy to Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers,” Critical Links: Learning in the Arts and Student Achievement and Social Development, ed. Richard Deasy (Washington, DC: Arts Education Partnership, 2002) 22-23.

A. Gourgey, J. Bosseau, and J. Delgado, "The Impact of an Improvisational Dramatics Program on Student Attitudes and Achievement,” Children’s Theatre Review 34 (1985): 9-14.

Performing Arts Research Coalition, The Value of Performing Arts in Five Communities: A Comparison of 2002 Household Survey Data, and The Value of Performing Arts in Five Communities 2: A comparison of 2002 Household Survey Data 2 18 August 2007

Sandra S. Ruppert and the National Assembly of State Arts Agencies, Critical Evidence: How the Arts Benefit Student Achievement (Washington, DC: National Assembly of State Arts Agencies and the Arts Education Partnership, 2006)
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