| This study investigated high school students' perceptions of their experience with arts education and its impact on their cognition and academic achievement and goals. Through critical inquiry, the study provided a forum for students to articulate the strengths and weaknesses of their arts education experiences. Educational outcomes and policy issues were also reviewed as they related to the future of arts education.; A phenomenological approach was used, including taped, in-depth interviews with 40 high school students in small focus groups who attend the International High School in Ankara, Turkey. When each interview concluded, data were sorted by perceptions of the influences on skills learned, transferability of skills, and cognition.; The findings suggested that students valued arts education in the curriculum and that their critical thinking skills increased. Students indicated that they learned that by reflecting on the methods that work for them during arts education experiences they were able to achieve learning and performance goals and selectively apply this knowledge to different situations during their academic studies. Although limited by the self-report method in one country, this study corroborates prior research that suggests that an arts education program can enhance their students' creative development and foster a long-term effect on student cognitive development. As such, the findings offer further evidence that policy makers and educators too should consider increasing arts education opportunities. |
