Exploring Bullying through Artmaking

Autor/inn/en	Tellie, Benjamin; Dracup, Josh
Titel	Exploring Bullying through Artmaking
Quelle	In: Art Education, 69 (2016) 1, S.8-15 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tellie, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2016.1106842
Schlagwörter	Bullying; Studio Art; Art Activities; Middle School Students; High School Students; Cartoons; Sculpture; Role Playing; Personality; Power Structure; Massachusetts (Boston); Maryland + Suchen Sie Ihr Suchwort? Mobbing; Kunstwerkstatt; Künstlerische Tätigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Zeichentrickfilm; Bildhauerei; Rollenspiel; Personalität
Abstract	School bullying is a complicated aspect of violence. It can be difficult for teachers to identify bullying and hard for students to report. This can include behaviors that are "offensive, abusive, malicious, insulting, and/or intimidating" (Quigg, 2011, p. 1). Some students struggle with bullying in the classroom and in the general school setting, but also through the Internet, blogs, e-mail, text messaging, and phone use (Campbell, 2005). Bullying can affect students in a variety of ways including school absences due to fear of victimization, physical, verbal, and/or social abuse during the school day (Belliveau, 2004). As a result of bullying incidents, victims struggle with feelings and mental health issues associated with depression, anxiety, and loneliness (Graham, 2006). The causes of bullying are indeed complex and can be attributed toward a host of issues including, but not limited to, insufficient psychosocial functioning, behavioral issues, and hostility toward the school environment (Nansel et al., 2001). Sometimes, it is difficult for teachers to intervene when bullying occurs as many incidents are isolated within their class and they are unable to witness what is happening (Mishna, Scarcello, Pepler, & Wiener, 2005). To help reduce violence in their school communities and foster compassion in their students, the authors challenged their middle and high school students to place themselves in metaphorical roles by creating an original "defender" superhero character drawing, a power "creature" made out of clay, and a recycled material sculpture. These studio projects magnified students' personal stories about bullying as they reflected on positive values, personality traits, and power dynamics related to bullying. Students explored characteristics of bullies and many complexities that occur in bullying situations including social struggles, anger issues, frustrations, fears, and denial. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01