The benefits of Performing Arts on Child Development - draft 2

"Performing Arts Education is not about creating future artists. It's about enabling dream-making to happen in all students." (Horin 2008)

The above statement is in need of attention by all the cynics that are of the opinion the performing arts is just a way to fill time and is not worthy of academic respect. Having aspirations is vital in order to develop, because with no wants why would anyone ever get out of bed?

Many mothers take their young daughters to ballet. After completing a personal survey it was discovered that the main reason for this is simply because their daughter wants to wear pink and has seen Angelina Ballerina, not for beneficial development. However the latter reason should not be over-looked and time after time it is.

The amount of fathers that have not allowed or encouraged their son to take classes in the performing arts because it is ‘not manly’ (Hugh Lavery 2009) is staggering. If the benefits of children partaking in performing arts was more widely spread hopefully this would help parents to be more actively encouraging and enrol their child in to extra-curricular activities.

Research recently conducted by the University of Maryland (2007) focused on the linkage between children's participation in activities such as acting or music lessons and the positive outcomes in schools and a child’s emotional development and behaviour.

The research shows participation in performing arts is linked to positive outcomes in school, emotional development, family life and behaviour. ‘What's interesting is that kids not involved in any kid's activities were more socially immature and had a lower self-esteem’ (Horin, 2008 cited in Brightstars 2009)
Research shows that performing arts activities plays a central role in cognitive, motor, language and social emotional development.

Doing dance has a tremendous impact on the growth of every child. There is strong evidence to show that it strengthens problem solving and critical thinking skills. As Hall has observed (2008 pp 5) “Dancing can also reduce obesity, guard against osteoporosis, improve posture and muscle strength and increase fitness generally”.

Acting and drama lessons improve intelligence and communication levels. Working with scripts helps improve reading and general knowledge skills and doing tasks such as improvisation develop imagination and self expression. Supporting evidence appears on the government website Performing Arts Local (2008) ‘...acting encourages self-discipline, diligence, self-expression, calmness, and fulfilment.’

Exposure to singing and music allows children to easily access emotions as songs hold different feelings and can quickly change. The quick mood changes in songs help children to realise emotions are not something to be scared of and change naturally. In a report titled ‘The benfits of Music on Child Development’ (2002) it is stated the learning of music assists with primary mental abilities (verbal, perceptual, numeric, spatial) and motor-skills. Different styles of music introduces children to cultures across the world and makes them more accepting of different races to their own.

According to the Report published by Australian Bureau of Statistics 42% of Australian kids aged 5 to 14 years participate in the organised after school activities, such as dance classes, singing, drama and playing musical instruments (Brightstars 2009). These children are proven to be better developed socially and academically. Overall it can be seen that the performing arts provides many positive effects on a child’s development. There are countless classes in every country around the world providing the opportunity for children to develop with performing arts. The easy accessibility to performing arts classes paired with the evidence supporting the benefits to partaking in them will hopefully inspire more parents to sign their children up for classes be them male or female.

References
• Horin, A, 2008, ‘Busy Children appear to do Better’, The Sydney Morning Herald [online], 29th September. Available from http://www.smh.com.au/lifestyle/lifematters/busy-children-shown-to-do-better-20090407-9z0y.html [accessed on 16/11/2009]
• Spencer, A (alysx@hotmail.co.uk) (12/11/2009) Survey on Performing Arts Views, Personal email to H. Lavery (hughlavery@gmail.com)
• Horin, A, 2008, as above. Cited in http://www.brightstars.com.au/benefits-of-acting-classes-singing-classes-and-dance-classes.html [accessed on 16/11/2009]
• Hofferth, S., Kinney, D., & Dunn, J. (2007) The hurried child: Myth vs. reality. Life Balance: Biological, Psychological, and Sociological Perspectives on Lifestyle and Health. University of Maryland
• Hall, T, 2008, A Report to Government on Dance Education and Youth Dance in England, The Dance Review [online], Page 5, Available from: http://publications.dcsf.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DCSF-00908-2007 [accessed 20/12/2009].
• Performing Arts Local, 2008. Why Enter the Performing Arts [online] http://www.performingartslocal.co.uk/why_enter_performing_arts.asp
• Borgese, P., Ciares, J., (2002), ‘The benefits of Music on Child Development’, http://www.paulborgese.com/report_benefitofmusic.html [accessed 24/12/2009]
• Brightstars, 2009. Cited in http://www.brightstars.com.au/benefits-of-acting-classes-singing-classes-and-dance-classes.html [accessed on 16/11/2009]