Researchers in the behavior, cognitive, and neurosciences have also begun to demonstrate how the arts support learning across multiple domains. Ellen Winer and Lois Hetland (2007) for example, conducted a study in Boston area schools regarding the effects of arts programs in students’ learning. Resisting the notion that the arts might improve standardized test scores on reading and math, their analysis pointed to the thinking skills that the arts address but that are rarely seen in other parts of the curriculum. They identified critical mental habits that students who participated in robust arts programs developed. (p233)
Hardiman, Mariale m. “The Creative-Artistic Brain.” Mind, Brain, & Education Neuroscience Implications for the Classroom, Solution Tree Press, pp. 226–246.