LARNet; The
Cyber Journal of Applied Leisure and Recreation Research
INTEREST AND
PARTICIPATION OF UNIVERSITY STUDENTS IN
THE ARTS: A CANADIAN CASE
(Dec 2008)
Don
Dawson, Ph.D.
François
Gravelle, Ph.D.
Kelly
Kilrea
Contact
Information:
George
Karlis, Ph.D.
Associate Professor
School of Human Kinetics
University of Ottawa
Ottawa, Ontario K1N 6N5
Canada
(613) 562-5800 ext. 2452
gkarlis@uottawa.ca
How interested are young
people, especially university students, in the arts? To what extent do
they
participate in such activities? To address these questions a group of
undergraduate
students at the
Introduction
Arts activities are important to human growth and development (Pitman, 1998). For children and youth, involvement and interest in the arts can be seen to elevate students’ motivation to learn (Csikszentmihalyi, 1997) and increase academic achievement (Catterall, 1998). Research by Upitis, Smithrim, Patteson and Meban (2001) demonstrates that students who took music lessons outside of school score significantly higher on language and mathematics measures than their peers. Further studies examining the participation and interest in arts activities of identified population segments, such as university students, are seen to be needed in order to inform both educational and promotional efforts (Dieser, 1997). Tirone (2000) argues that more needs to be known empirically about young adults’ preferences for and engagement in the arts. Thus, the addition of university students as a specific, empirical case will make a significant contribution to this area of inquiry, and be of use in educational policy development (see Elster, 2001).
The present study
will attempt to address the need to expand research into the arts
activities of
young adults, particularly with respect to university students. To do this, a survey of the interest and
participation in arts and cultural activities was undertaken using as
subjects
undergraduate students at the
Arts Activities and University Students
Horna (1996) posits
that college and university students tend to enjoy largely social
activities.
Moreover, research by Bibby and Posterski (1992) and Friesen (1990)
found that
activities oriented to initiating and sustaining friendships make up
the
primary form of leisure activity for young adults. Social activities,
it is
argued, are highly valued by young adults as they feel a strong need to
belong
to a group or to be with others. However, many student activities can
also
reflect the cultural milieu of the university or college and its
surrounding
area. Although
Arts
Activities and Gender
Theatre,
musical concerts, photography, and drawing are activities that
sometimes tend
to attract more female participants
(Wood, 1988).
Arts
Opportunities for University Students in Ottawa
The
A number of incentive
programs are in place to attract students to various arts programs and
events. For example, in addition to
student price reductions to special events and reduced student
subscription
rates, the National Arts Centre “Student Rush Seat” program
offers
those with a
valid university I.D. card the opportunity to purchase “last
minute”
tickets
during the day of an event at savings of up to a half the already
discounted
student prices. This program applies to
National Art Centre subscription performances including concerts by the
NAC
Symphony Orchestra, plays of the NAC Theatre, and the NAC Dance series.
The availability and
opportunity for the enjoyment of arts and cultural activities in the
Based on information
collected from the
Music
In the
Often the campus plays
host to prestigious classical concerts involving artists of
international
renown. For example, based on the
Canada’s Capital Region
Info-Guide lists many folk, jazz, blues, and classical music festivals
in the
region, including the Ottawa Folk Festival, the Ottawa International
Jazz
festival, the Urban Music Festival, the Ottawa Bluesfest and the Ottawa
International Chamber Music Festival to name only a few.
Arts, Dance and Theatre
Arts, dance and theatre
brochures, such as those from the Great Canadian Theatre Company, the
National
Ballet of Canada, the National Gallery of Canada, lead to the
conclusion that
the region enjoys plentiful opportunities in these activities. A number
of art
exhibitions are held on campus featuring artists from the University
community. The viewing and purchase of a
wide variety of art is possible at any of the over 50 art stores and
galleries
listed in the
Myriad dance and
theatre opportunities are available at reduced fares to
The region has a rich
theatre tradition whether it is amateur or professional. Students have
the
opportunity to attend theatrical presentations on campus courtesy of
the
Department of Theatre. As well, according to the
Other Arts and Cultural
Opportunities
Over and above the
opportunities described above, during the academic year University of
Ottawa
students have the choice of over two dozen different cultural festivals
in the
Ottawa region (e.g., Winterlude, Odawa Pow Wow, the Canada Dance
Festival,
Festival Franco-Ontarien, the Hot Air Balloon Festival, etc.), and many
museums
(e.g., the Canadian War Museum, the Canadian Museum of Civilization,
etc.) and
historical sites (e.g., the Rideau Canal, the National Archives, the
Royal
Canadian Mint, etc.). All of which are
accessible to
It would appear that
students at the
Method
The methodology used to
collect the data for this study involved the distribution of a
questionnaire to
a convenience sample of undergraduate students enrolled in the Faculty
of
Social Sciences at the
Subjects
A sample of 343
undergraduate students completed questionnaires for this study. All
students
were registered in the Faculty of Social Sciences at the
Females made up 61.5%
(n=211) of the sample and the remaining 38.5% (n=132) were male. The
average
age of the respondents was 21.4 years with a standard deviation of 1.9
years
(minimum=18 years & maximum=29 years).
Procedures
A questionnaire was
developed based on the survey instrument used by the Québec
government
in an
authoritative province-wide study of arts and culture activities
(Government of
Québec, 1980). Sections dealing with reading, music, arts and
crafts,
theatre
and dance were adapted to be applied to undergraduate student
respondents. The
Québec report provided full copies of the original instrument.
The
adapted
questionnaire was pilot tested on one third year class. Minor
modifications
were made to the wording of some questions.
Initially, students
were asked to simply name their favourite leisure activities. For
questions
regarding frequency of participation in specific activities, subjects
were
asked to estimate if they had done some thing “never,”
“once,” “2 or 3
times,”
or “more than 3 times” over the last 12 months. A series of
such
questions were
asked under the headings of “
Questionnaires were
distributed in two courses at each of the 1000 level (first year), 2000
level
(second year), 3000 level (third year) and 4000 level (fourth year),
for a
total of eight classes. Professors were contacted in person and
arrangements
were made to have them hand out and collect completed questionnaires in
their
courses. Courses were selected to give relatively equal numbers of
students in
all years a chance to participate in the study if they chose. While
third and
fourth year students could be enrolled in first or second year courses,
the
converse was rare.
In some classes fewer
students chose to participate because, according to the professors in
those
classes, they were rushed at the end of a busy class. In others,
students had
already completed the questionnaire in an earlier class, so they did
not fill
out another. Once the questionnaires were completed, the professors
returned
them to the researchers’ mailboxes where they were gathered
together
for
analysis. Results were analysed using simple cross-tabulations and
student’s
t-tests along with chi-square tests of significance to determine the
differences in arts interest and participation between males and
females, and
according to age and year of study.
Results
Despite the opportunities for students to
engage in
a variety of arts activities, many did not.
Although there were variations by gender in the interest and
participation of respondents, many of these were not significant. As well, there were no statistically
significant differences in responses based on the participants’
age or
year of
study. However, several recurring
themes, including family background, relating to the interest and
participation
in the arts did emerge in the extensive comments provided by respondents
Libraries and Bookstores
Figure 1 above depicts the frequency of
students’
non-school related visits to a library or bookstore in the last 12
months. Almost half of the students
surveyed had
visited the library and bookstore more than three times. Of note, 21.6%
of the
students never went to the library, and 14.9% did not go to a bookstore
over
the last year.
Reading
Table 1
Frequency
of Reading
(N=343)
|
Material
Never
Rarely
Quite Often Very Often
|
|
Newspapers
2.0%
35.3%
40.5%
22.2% Magazines
0.0%
25.7%
44.3%
30.0% Books
9.3%
40.2%
32.9%
17.8% |
As seen in Table 1 above, 62.7% of
respondents read
the newspaper “quite often” or “very often” in
the past 12 months. As well, fully 74.3%
read magazines “quite
often” or “very often” while just 50.4% read books
for pleasure “quite
often”
or “very often.” Interestingly,
9.3% of
respondents did not read a single book for pleasure over the last 12
months. Also with respect to reading for
pleasure, some students claim to have read more than 100 books over the
past
year. The mean number of books read,
however, is 7.1 with a standard deviation of 12.4 books.
In terms of reading activities, 71.7% of
students
surveyed reported to have read novels for pleasure, 44.9% biographies,
43.7%
specialized works (crafts, cooking, etc.) and 35.9% self-improvement
works in
the last 12 months. Students read
primarily for enjoyment (80.8%), to pass the time (75.8%) and for
self-improvement (64.4%). Many
participants indicated that they did not read more because they had no
time
(74.3%). Some do not read more because
they are not interested (36.4%) or feel that it is too expensive
(20.1%). One student said, “My
reading for
pleasure
will increase in the future because I hope to replace mandatory
university
readings with leisurely reading of my choice.” Another student
commented
“reading is too passive for me.”
Music
According to the respondents, 75.5% went to a
music
store more than three times in the last year and 95.9% of participants
listen
to music “quite often” or “very often.” Pop
music was chosen as the
favorite
kind of music by 75.2% of respondents.
All other types of music constituted less than 5.0% each. Of note, 90.1% of the students surveyed had
purchased recorded music in the last year and bought an average of one
recording per month.
As
shown in Figure 2 above, 62.4% of respondents did not attend any
classical
music concerts or recitals in the last 12 months, whereas 70.8%
attended at
least one pop music concert over the same period. A participant
indicated that,
“I would like to attend more classical music concerts but the
cheap
tickets
sell out too quickly and all other seats are too expensive.”
Theatre and
Dance
Figure 3 above shows the frequency of tickets
purchased for theatre and dance performances in the past 12 months. Only 11.1% of respondents had bought tickets
for at least one classical dance performances over the past year. Of students surveyed, 17.2% bought tickets
for one or more jazz dance performances and only 7.8% of respondents
had bought
tickets for one or more folk dance performances over the past 12 months. On the other hand, 64.4% of respondents
bought tickets for one or more theatre performances within the same
time
period.
When
asked why they did not buy tickets for theatre or dance events,
respondents
indicated that the tickets were too expensive (67.3%), they were not
interested
in attending (43.7%), they didn’t know enough about theatre or
dance to
feel
like going (29.7%), they felt these performances were boring (24.2%),
or were
disappointed in previous performances so didn’t want to go again
(12.0%). One respondent stated that,
“I’m
indifferent. I don’t like
dance.” Results indicated that 30.9%
of respondents
prefer to watch television than go to the theatre and 51.6% prefer to
go to the
movies. A participant provided the
following rationale; “I watch a lot of TV even though it’s
not my
favorite
activity. It’s more accessible than
going
out to the theatre or a concert.”
Arts and Crafts Fairs,
Shops and Art
Galleries
Figure 4 below illustrates the
respondents’
frequency of visits to crafts boutiques, antique shops, arts and crafts
fairs
and art galleries in the last 12 months.
Many students did not participate in these activities. Of the
students
surveyed, 36.2% indicated that they bought works of art or crafts in
the last12
months and had purchased an average of approximately two of these items
in this
time frame. A student indicated that, “art prices are way too
high for
me.”
Museums and Historical Sites
Figure 5 below represents the frequency of
student
visits to museums and historical sites as leisure activities in the
past
year. It should be noted that 37.9% of
respondents had not visited a museum in the past year and 37.0% had not
visited
a historical site.
Family Background
Family background has an impact on the arts participation of these students. In this regard, some of the most frequent and typical comments included the following; “I think I go to the theatre more often than my classmates because I have a family tradition of doing so.” Another student commented that, “I go to the theatre often because my parents take me.” Still another student said, “I go to classical music concerts because it’s part of my family background.” To explain why they attend dance performances, a student indicated that, “I have a sister who is into jazz dance, so I’ve developed a taste for it.” Although social class was not a measured variable, university students are likely to be from a higher socio-economic background than the general population.
Recurring
Themes
Several recurring themes were found in the comments provided by the participants (see Table 2 below). Statements about lack of interest, time, money, accessibility, and the preference for physical activity emerged frequently as common issues in the questionnaires. These can be classified as “constraints” to participation in arts activities and are similar to those found by Fennell (1996) in his study of youth participation. In general, many students indicated that they don’t have enough time or money for the arts activities available to them and prefer physical activity. Participants’ comments that attest to these themes are given in Table 2.
Table 2
Recurring Themes
in
Respondents’ Comments
(N = 343)
|
Theme
Comments |
|
Time
“I have
deadlines
that take up a lot of my leisure time.” “My participation will increase after graduation when I will have more time.”
“There’s not time left after school and my
job.”
|
|
Accessibility
“I watch a lot
of TV
even though it’s not my favorite activity
It’s more accessible than going out to the theatre
or a
concert.”
“I listen to music regularly when I’m in my
room, or
commuting. It’s accessible.”
“Transportation is an issue, I don’t have
access to a car.” |
|
Money
“In the future I can see myself going more often to
classical
music concerts because I will have more money to
attend.”
“I’ll buy more arts and crafts in the future
when I have a
steady
income.”
“I rarely buy tickets for arts events because they
are
expensive.” |
|
Lack of Interest
“I’m
simply not
interested in attending a classical music
concert.” “I don’t go to the theatre because my boyfriend and I are not interested.”
“I don’t buy art because I don’t have an
appreciation for
it.” |
|
Physical Activity
“I prefer to
participate in physical activity more than the arts.”
“I tend to get involved in outdoor activities more
often.”
“I do a lot of sports because my friends and I are
into
it.” |
Gender
The results of this study show that
there are some differences in both interest and participation in arts
activities
between males (n=132) and females (n=211). However, there were no
significant
differences expressed between male and female students with regard to
attendance at classical music, dance or theatrical performances.
Nevertheless, there are statistically
significant
differences between males and females in their reasons for not going to
the
theatre. As shown in Table 3, the number
one reason (68.4%) males did not attend theatre performance was that
they
prefer to go to the cinema. On the other
hand, only 40.76% of females preferred going to the cinema over
attending the
theatre. Additionally, males were more
likely to say that there were not enough plays that interest them
(57.58%) than
females (35.07%). Results also indicated
that males preferred television as a reason for not going to the
theatre more
than females did. The number one reason
females gave for not going to the theatre was that it was too expensive
(74.41%), whereas only 56.06% of males felt this was a reason for not
going to
the theatre. As shown in Table 3, males
are more likely to say they don’t go because they just
don’t like the
theatre.
Similar numbers of males and females go to
libraries
and bookstores. As well, neither male
nor female respondents reported going to museums, art galleries or
historical
sites more than the other. However,
70.14% of females have gone to an arts and crafts boutique over the
last year
while only 45.45% of males reported doing the same (c2 = 38.768, p<0.001).
Among females, 46.45% actually bought arts
and crafts during the last 12 months, with only 19.70% of males having
done so
(c2=25.170,
p<0.001). Females also purchased more
arts and crafts
over the same period, an average of 2.5 pieces compared to 1.0 for the
males (t
= 3.0393, p<0.01).
Table 3
Reasons
for Not Going to the Theatre by Gender
|
Reason
Males
Females
χ2
(n = 132)
(n = 211)
Probability |
|
Prefer cinema
68.94%
40.76%
p<0.001 Plays not of interest
57.58%
35.07%
p<0.001 Too expensive
56.06%
74.41%
p<0.001 Prefer T.V.
43.18%
23.22%
p<0.001 Don’t know much
37.12%
25.12%
p<0.05 about theatre Don’t like theatre
36.36%
16.59%
p<0.001 Past disappointment
16.67%
9.00%
p<0.05 Don’t go out
8.33%
1.90%
p<0.01
|
With regard to reading, 35.55% of females
read
magazines “very often” compared to just 21.21% of males (c2=8.203, p<0.05). In
addition, while 42.18% of female students
reported reading books “never or rarely” other than for
school, 61.36%
of males
“never or rarely” read books other than for purposes of
studying (c2=15.710,
p<0.001). Fully 86.26% of
females said that they read “for enjoyment” and 83.89% read
“to pass
the time”
compared to 62.88% (c2=10.665, p<0.001) and
71.95% (c2=4.272,
p<0.05)
respectively for males.
For 78.20% of female students, the main
reason for
not reading more for pleasure was the lack of time.
Only 26.54% gave “lack of interest” as the
main reason for not reading more.
Comparatively, 68.18% of the male students (c2=4.272, p<0.05) indicated that a lack of
time was the main reason for not reading, and that a lack of interest
(52.27%)
was the main reason (c2=23.214, p<0.001). As
for type of books read, 81.99% of females
and 55.30% of males (c2=28.514, p<0.001) read
novels while males read scientific works (26.52%) more than females
(14.22%, c2=7.995,
p<0.01). A further explanation for the
lack of reading
in males was that they preferred more active pursuits. For example,
female
students reported going to sporting events over the last 12 months
significantly less than males: 58.77% versus 77.48% (c2=8.761, p<0.05).
Year of Study
and Age
There
are no statistically significant differences in interest or
participation in
the arts between first, second, third or fourth year students, or
according to
student’s age. Nevertheless,
responses
indicate that the older and upper year students tend to engage in
virtually all
arts and culture activities more than those younger students in lower
years.
One might suspect that upper year students would be more aware of the
opportunities available to them, and, perhaps, that their experience at
the
university might somehow “cultivate” an interest in the
arts. Further
research
will need to be carried out to confirm this tendency.
Discussion
The
results of this study indicate that the participation of a group of
university students in arts activities, while not necessarily frequent,
is
varied. The reading of newspapers and magazines for pleasure is quite
extensive, but the students did not often visit bookstores. Only half
regularly
read books for pleasure. The predominance of required readings for
university
courses and a preference for more active pastimes do limit reading for
pleasure, as do related time constraints. On the other hand, nearly all
students do find time to listen to music fairly often and regularly
purchase
recorded popular music. Often they are multitasking, studying for
example,
while listening to music. Attendance at classical music concerts and
dance recitals
was limited as nearly two-thirds of the surveyed students had not
purchased
tickets for theatrical performances within the last year. Cost was
frequently
mentioned as a constraint, but a lack of interest and a preference for
television, videos or movies were also common. Although museums and
historical
sites are plentiful to the students surveyed, almost 40% had not
visited these
attractions in the last year. Fewer still were interested in arts and
crafts
fairs or shops, or art galleries.
In
explaining their non-participation in a variety of arts activities,
respondents
cited a lack of time and money. As well, a lack of interest, coupled
with
easier access to television, movies and recorded popular music, along
with an
expressed preference for more physical activity, all contributed to
students
not participating in, or limiting their participation in the arts.
Those who
did participate in the arts most often cited their family background as
the
reason for their interest. For example, students who had family members
active
in the arts or whose family regularly attended arts and cultural events
and
performances, were more likely themselves, as students at the
university, to
participate in the arts. This finding supports McCaughey’s (1993)
view
that young
people’s involvement is greatest if an interest in the arts is
established
early in life. Indeed, in their study of elementary school students
Upitis et.
al. (2001) found that even the youngest children were more likely to
participate in arts activities when their parents valued and
participated in
the arts and culture. Thus schools can be seen to have the potential to
support
or reinforce family-based interest in the arts.
Female
students surveyed were less likely to express a lack of interest in the
theatre,
arts and crafts, or reading for pleasure. Males were more likely to
explicitly
state that they preferred sports and physical recreation to the arts.
As well,
male students more often watched television, videos or movies because
of their
accessibility rather than going to arts or cultural performances. Such
gender
differences are apparent in students as early as Grade 1 (Upitis et.
al., 2001)
where boys are less interested in arts and culture activities and more
likely
to participate in sports, watch television or play video games. Grade 1
girls,
on the other hand, enjoyed and took part in dance, drama, art, and
music more
than the boys.
Other than those
presented above, there were no further differences between the
university
subjects with respect to gender, age or year of study.
While
Kuper (1999) suggests that the arts contribute to one’s personal
or
group
identity, most students in the present study did not indicate this
sentiment
when asked why they participated in such activities. Nevertheless,
those whose
families were active in the arts did continue their interest and
participation
while being students at university, thus manifesting and reinforcing
their
familial “identity” in this regard. As well, arts and
cultural pursuits
are
often not seen as an important element of youthful student sub-cultures
(Siegenthaler and Gonzalez, 1997). Indeed, as
Conclusion
In
general, it can be concluded that interest for and participation in
arts
activities for the surveyed students were rather moderate. Many
students,
despite the abundance of myriad opportunities close to campus, did not
engage,
or engaged minimally, in the arts. Those who did avail themselves of
the
opportunities were more likely to have a family background of arts
involvement.
Young women were somewhat more inclined than their male counterparts to
be
interested in arts activities, but no differences were apparent between
first,
second, third, or fourth year students. One might have expected that
the longer
the students were in attendance at university, the more they would
become aware
of the arts opportunities available to them, and subsequently they
would
participate more. Such was not the case. However, a larger sample from
each
year of study is recommended before more definitive conclusions can be
drawn.
The greatest explanatory factor in assessing the students’
interest and
participation in the arts remains family background. Students whose
families
are active in the arts tend to remain active themselves while at
university.
What
are the implications of this study for the future interest and
participation of
young people in the arts? Cromie and Handelman (1999), relying on
official
Government of Canada figures, postulate that growth in the arts should
continue
as the population ages, but question whether future generations will
continue
to share the baby boomer’s interest in the arts. They ask, will
“young
people
with higher incomes and education … be interested in attending
classical music,
opera, ballet and musical and dramatic theatre in the same proportion
as their
parents” (Cromie and Handelman, 1999, p. 3)? It is crucial, then,
that
the arts
appeal to younger people. It is suggested that arts and culture
curricular
initiatives can be effective strategies for attracting youth,
particularly
young males, to the arts. Nevertheless, as an American National
Endowment for the
Arts report suggests, “The future of the arts depends critically
upon
their
ability to compete for attention with a popular culture that is
powerfully
propagated by the mass media of radio, television, the movies, and the
culture
of advertising and promotion in which they are enmeshed”
(Peterson,
Sherkat,
Huggins-Balfe, and Meyersohn, 1996, p. 117).
Indeed,
popular culture can be viewed as “resistant” to the
“high culture” of
the arts
as represented in museums, galleries, and theatres (Storey, 1998, p.
206).
Young people, as consumers of the arts, can accept or reject the
intended
meanings and categorizations of these arts and cultural
“products.” The
reluctance of some youth to be “incorporated” into the
dominant arts
and
culture scene is evidenced in their involvement in, for example,
“alternative”
music. Youth culture is often seen, in this sense, as countercultural
and
presents an obstacle that the arts need to surmount in order to engage
youth.
Again, while schools can help to initiate and promote the arts in the
classroom
setting and through appropriate field trips, they cannot, of
themselves, offset
the forces of popular youth culture. Nevertheless, the arts can expand
learning
opportunities for young people in schools and there is a rising voice
of
support for arts curricula (Elster, 2001).
Another topic to
consider relates to the impact of technology, the Internet, and other
emerging
media. The arts can be delivered through these hi-tech means or such
media can
be used as entertainment instead of the traditional arts (Cromie and
Handelman,
1999). Schools can make use of technology to bring the arts to
students,
particularly males who are highly engaged in these media. Clearly, a
variety of
initiatives are needed to investigate these impacts on the involvement
of young
people, both males and females, in the arts. Nevertheless, the present
research
does provide an interesting glimpse into the interest and participation
in the
arts of a group of university students.
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