How Art Instills a Sense of Competence: Engaging Inner City Children through Imaginative Drawing

Autor/in	Lee, SeungYeon
Titel	How Art Instills a Sense of Competence: Engaging Inner City Children through Imaginative Drawing
Quelle	In: Art Education, 70 (2017) 5, S.43-49 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, SeungYeon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2017.1335548
Schlagwörter	Art; Art Education; Urban Education; Competence; Art Expression; Freehand Drawing; Imagination; Art Teachers; Social Support Groups; Art Activities; Self Esteem; After School Programs; Art Therapy; Student Attitudes; Teacher Student Relationship; Middle School Students; Learner Engagement; Feedback (Response); Middle School Teachers; College School Cooperation; New York (New York) + Suchen Sie Ihr Suchwort? Arts; Kunst; Education; Art in Education; Bildung; Erziehung; Stadtteilbezogenes Lernen; Kompetenz; Drawing; Zeichnen; Art teacher; Kunsterzieher; Kunsterzieherin; Social support; Soziale Unterstützung; Künstlerische Tätigkeit; Self-esteem; Selbstaufmerksamkeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Kunsttherapie; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	A student's lack of belief in his or her own ability to do well in school can be a driving component of disengagement. In response, the author created art activities aimed to build students' confidence in their ability to learn, carry out a given art task, and identify a competence; such asset-based thinking approaches encourage students to reach a new level of engagement, undertaking positive action and achieving traction in the present moment (Buckingham & Clifton, 2001). In this article, the author explores how students perceived their ability to carry out a given art task and to discuss how their perception of their own artistic competence changed through participation in an after-school art program. Finally, the author describes the educational implications of therapeutic art activities, such as expressive drawings, which use the imagination to identify and develop the motivation and competence of students. The author's experiences with these students emphasized the significant role that a teacher can play in establishing a conducive and caring learning space by providing mutual and reciprocal interactions that promote artistic engagement and expression. A teacher who respects a student's sense of autonomy also optimizes his or her opportunities to take the initiative and explore potentials (Legault et al., 2006). It is quite a significant benefit for students to achieve something using their own skills; it motivates them toward further engagement with learning and competence development. Through such experiences, students become more aware of their own abilities, and able to draw on a range of alternatives when coping with daily challenges. This ultimately makes them feel empowered rather than vulnerable. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01