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

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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
5 5 3 81 Reviews
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background image 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 
background image 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  “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
background image 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 
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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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
12 Pages 71 Views 56 Unlocks
  • Better Grades Guarantee
  • 24/7 Homework help
  • Notes, Study Guides, Flashcards + More!
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