Anxiety Reducing Drawing Activities in Secondary Education

Autor/in	Montgomery, Alexandra
Titel	Anxiety Reducing Drawing Activities in Secondary Education
Quelle	(2018), (410 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit M.A. Thesis, Moore College of Art & Design
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Anxiety; Stress Management; Art Education; Studio Art; High School Students; Art Activities; Self Esteem; Case Studies; Curriculum Implementation; Rating Scales; Art Therapy; Anxiety Disorders; Adolescents; Art Teachers; Freehand Drawing; Art Materials; Creative Activities; Art Expression; Secondary Education; Correlation; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Angst; Stressmanagement; Stressbewältigung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kunstwerkstatt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Künstlerische Tätigkeit; Self-esteem; Selbstaufmerksamkeit; Case study; Fallstudie; Case Study; Rating-Skala; Kunsttherapie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Art teacher; Kunsterzieher; Kunsterzieherin; Drawing; Zeichnen; Sekundarbereich; Korrelation
Abstract	The purpose of this study was to explore the anxiety and stress-reducing effects of drawing, using different drawing materials by promoting the development of student confidence. The drawing activities were designed to foster the exploration of identity, emotion, and sense of self, while encouraging the exploration of materials and mark making. Researcher interests included theories surrounding the therapeutic effects of drawing, the aspects of art therapy that can be utilized in art education, the effects of anxiety and stress on adolescents during development, and the promotion of art-making as a stress management tool. Through an inductive case study, a series of daily drawing warm-up activities, the theme of which changes weekly, were implemented over an eight- week period during the student participants' regularly scheduled art class periods. High school students, whose ages ranged from sixteen to eighteen, were chosen based on the self-evaluation of their stress and anxiety levels and did not need to have a diagnosed anxiety disorder. Data was collected through observation field notes, student pre and post-activity self-anxiety-rating-scales, student journal responses, audio recordings, interviews, and artwork. Data was coded by the following themes: stress and anxiety; reduction of stress; and improvement in self-confidence, as assessed by the student. The study concluded that the implementation of anxiety-reducing drawing warm-up activities into an art education curriculum could foster improvement in student confidence, as well as the exploration of drawing materials and methods; which positively impacted student stress levels. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01