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People without any arts education were very differentiated according to their educational background with regard to their arts listening . The traditional liberal arts education offered at most universities is designed within the structure of a specific field such as literature , history , or psychology . The largest difference between them was in consumption of arts via video media , in which community-based arts education was much more important than school-based arts education . Those with the most arts education were also the highest consumers and creators of various forms of visual art , music , drama , dance , or literature . Also , arts education was viewed from a global perspective rather than by individual art form as investigation was made into the possibility of causal relationships between types of arts participation and arts education . Curiously , those people with high levels of general education and a more extensive arts education spent less time , rather than more , creating arts ( writing , composing , painting , drawing , etc. ) . Arts education was much more important in predicting this type of arts participation than personal background or leisure and more strongly predicts arts listening than any other type of arts participation . Arts education was the strongest predictor of almost all types of arts participation ( arts performance being the exception ) . Similarly , arts education had a more powerful impact on arts attendance for individuals of greater overall educational attainment ; whereas arts education alone , without the larger socialization that education provides , had less of an impact on arts attendance .