UA - fin 200 - FA-200 Final Exam Study Guide - Study Guide

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Schools > University of Alabama - Tuscaloosa > Finance > fin 200 > UA - fin 200 - FA-200 Final Exam Study Guide - Study Guide

School: University of Alabama - Tuscaloosa

Department: Finance

Course: Introductn to Fine Arts

Professor: Barbara Brickman

Term: Fall 2016

Tags: Art and history

Name: FA-200 Final Exam Study Guide

Description: Covers stuff went over in the powerpoint each class period since the first exam

Uploaded: 12/02/2016

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FA-200 Final Exam Study Guide Gifts of the Muse - Instrumental Benefits o [quantifiable indirect effects found through empirical evidence in studies] - Intrinsic Benefits o [effects inherent in/essential to arts experience that add value to people’s lives ] - Background on public support of the arts in US (60’s to 70’s) o Public funding was intended to create a cultural sector to go with the nations economic and political power o Non profits have a boom, spreading from urban centers across the country o There were charged public debates at the time about where to allocate money - Culture Wars (80’s and 90’s) o Big turnaround in 80s & 90s when arts funding came under attack; a recession caused budget cuts & firestorms
erupted over the “offensive” nature of the arts being
funded as undermining “tradition,” - Benefits of the Arts “public and private” o Here are the merits and problems of the instrumental benefit arguments that justify public $ o But, how might researchers and advocates for the arts consider the full range of benefits, including the
“intrinsic” arts experience (art as “unique form of
communication” or emotional/mental engagement) o Instrumental benefits (quantifiable indirect outcomes of arts experiences or benefits in non-art areas) can give
value, but so can the intrinsic benefits inherent in the art
experience itself o Not just valuable on a personal level but also for public welfare and community identity and cohesion = both
public and private value - Cognitive Benefits o Usually learning skills and academic performance in youth  Improved academic performance (grades, SAT
Scores)  Improved basic skills like reading, math, and creative
thinking  Improved attitude toward learning process (self
discipline) - Altitudinal/ Behavioral Benefits o Focused on youth, at risk

 Develop behaviors to improve school performance
like self-discipline, self-efficacy, interest in school --
“hands-on participation” v. beneficial  Develop life skills such as critical thinking, teamwork,
etc.  Develop pro-social behaviors in at-risk youth such as
making social bonds, improving self-image, and
increased tolerance - Significance of “hands on participation” o Develop behaviors to improve school performance like self- discipline, self-efficacy, interest in school - Health Benefits o Through music, art, drama, or dance therapies  Improved quality of life (mental/physical health of the
elderly, dementia)  Improved health for a variety of patients (e.g. suffer
pain or depression)  Reduced stress and improved performance for
caregivers  Reduced anxiety for patients facing surgery,
childbirth - Economic Benefits: Direct, Indirect, and Public Good o “Direct” economic benefits from employment in the arts, tax revenue, direct arts spending in local communities o “Indirect” economic benefits that result when the arts attract individuals to location (tourism) o “Public Good” benefits such as satisfaction from knowing arts exist in community & that we can preserve them for
future generations - Community Level Social Benefits o Promotion of social interaction among community members, creating a community identity, connecting the
community together (bonds), and building “social
capital” for community (network of norms of trust and
reciprocity and the benefits that arise from it) = giving
people a sense of “belonging” & reinforcing a connection to
the community through public expression of its values,
traditions o Creates community pride and prestige
o Creates bridges among diverse social groups and encourages tolerance and appreciation of other cultures o Empowerment of communities to organize for collective action (building a community’s organizational abilities) - Problems with instrumental Benefits

o The empirical evidence for significant cognitive benefits is lacking: studies do not show “causality” between arts and
cognitive benefits; too many other variables are at play
[like socioeconomic background, for example] o Studies use qualitative measures like case studies rather than hard, statistical, quantitative measures o Isolating the impact of the arts from all other factors that influence a community is difficult - Michigan State study on STEM researchers and inventors
- Problems with the Mozart Effect o Relationship between playing certain kinds of music (Mozart in initial studies) and student’s high scores on
spatial reasoning test (p.8)? o Really, the effects appear to be small, short-lived, and of questionable substantive significance o Could not reproduce the study again - 3 fallacies: Treatment, Homogeneity, Linearity of Effects o Treatment  Treating all different forms of arts participation the
same and assuming they have similar effects o Homogeneity  Assuming that the arts will have the same effects on
different types of people and in different types of
communities o Linearity of Effects  Assuming that the benefits are generated in direct
proportion to the level of arts participation o Most significant? = Failure to examine the comparative advantage of the arts over other means of achieving the same effects -- i.e. could another community project or economic investment have the same or greater impact or
benefits? Gifts of the Muse (Intrinsic Benefits) - Art for art’s sake (how it hurts people) o ” has ruled academic and intellectual discussions of art, where art’s value is in itself and its form and NOT in an
ordinary life or experiences of it. We should supposedly be
disinterested and intellectual, etc. in our appreciation of
art; art is “high art” and isn’t about fun, usefulness,
pleasure, or social importance. (takes an elite knowledge =
remote, esoteric, removed from life) - Intrinsic Benefits (Examples) (Personal/ Larger Effects)

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