in schools today. Educators such as Thomas Armstrong (1994) and David Lazear (1991), have helped translate Gardner's theory, which is essentially a psychological framework, to the world of classroom teachers. Gardner suggested that there are at least seven intelligences that most people bring to learning. Of the seven, two (linguistic and logical/mathematical) seem to predominate in most classrooms, although many children have dominant intelligences in other domains. The theory, with respect to schooling, is that if we expanded the repertoire of teaching practices to include more attention to students' capacities to use their musical, spatial, intrapersonal, interpersonal, and bodily/kinesthetic intelligences, we may reach more children. Building on students' strengths through their more dominant intelligences equips them to learn more fully.” Socio-emotional development A significant consensus among research on arts education exists and this is that arts reach students who are not otherwise being reached and that the arts reach students in ways that they are otherwise not being reached. Students failing is commonly explained by disengaged students and finding that arts provide students a reason and a motivation for being engaged with school and thus preventing students from dropping out of school. This motivation found within can be examined through the way that engagement in arts enhances self-awareness, self-confidence, trust and empowerment. Creating art is a personal experience and involves the student’s personal resources implicating a greater involvement and investment in a work without right or wrong answers. Personal investment nourishes self-directed learning and encourages the learning experience itself rather than learning as a means of test score performance. The confidence, collaboration, and creativity that arts education fosters has a circular, positive effect on academics as well as cultural engagement. Socio-cultural development These changes were measured by the American Indian Belief Inventory was measured on four groups exposed to Native American culture and a fifth group with no cultural exposure. All of the four groups showed improvement while the fifth control group did not. Longitudinal studies have shown that students with arts education are more civically engaged. This socio-cultural effect of arts integration is disproportionately stronger for at-risk students. Cognitive development Research on the contribution of the arts to the cognitive field show a great array of cognitive developments in spatial-temporal abilities, verbal skills, memory and spatial reasoning. A study by Chan et al. using sixty female college students in the U.S showed a relationship of the students’ music training