Art Educational Practices: Fostering Self-Control and Improving Focus for Students Coping with Anxiety

Autor/in	Ogle, Alexandra
Titel	Art Educational Practices: Fostering Self-Control and Improving Focus for Students Coping with Anxiety
Quelle	(2013), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art Education; Self Control; Coping; Anxiety; High School Students; Art Activities; Self Esteem; Problem Solving; Creativity; Work Ethic; Catholic Schools; Action Research; Instructional Effectiveness; Educational Environment; Teaching Methods; Student Behavior; Secondary School Curriculum; Student Projects; New Jersey + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Selbstbeherrschung; Bewältigung; Angst; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Künstlerische Tätigkeit; Self-esteem; Selbstaufmerksamkeit; Problemlösen; Kreativität; Arbeitsethos; Katholische Schule; Projektforschung; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Schulprojekt
Abstract	This action research study served to help students suffering from anxiety or anxiety related issues by using Art as a means of improving focus and fostering self control. The student participants in this study were a group of 25 sophomore and junior high school students, both male and female, ranging between the ages of 15-17. The participants attend a Catholic Diocesan high school in southern New Jersey. Out of this study group, six individuals were officially classified, while five showed signs of struggle and required additional support. I met with this group for 43 minutes every day for 40 days. The findings presented in this study confirmed that art practices, specifically curriculum, instructional strategies and the environment, played a vital role in reducing stress by building students' focus and developed more self control. Throughout the duration of this research, the high school student participants increased their self confidence, were able to creatively problem solve, developed an independent work ethic and utilized instruction strategies to assist them in the production of their assignments. This study holds substantial evidence that educators should utilize art making as a tool in reducing anxiety for students suffering from severe stress or depressive like symptoms. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10