Changing Perspectives for Students At-Risk Through Expressive Art Experiences| A Case Study

• Main Author: Bengtson, Jaylene K.
• Language: EN
• Published: Franklin Pierce University 2015
• Subjects: Art education|Educational leadership|Curriculum development
• Online Access: http://pqdtopen.proquest.com/#viewpdf?dispub=3722340

<p> Integrated art curriculum is established in many school programs as a vital addition to curriculum design in the arts. When utilized as tools for learning and growing, model programs contain key elements that provide insights into how children function in a variety of educational settings. Based on the success of an innovative integrated art program in a rural school district, the following dissertation unpacks the specific elements that contribute to its success and relates their applicability as motivational tools. Through focus on the processes of evidence-based decision-making for program development and the experiences of the art educator, the students and the school-wide community, the integrated art program is examined as it evolved as a leader in creating philosophical change towards collaborative practice. Rationale is then provided for the use of visual art as an intervention component in the school&rsquo;s alternative education model. The development of an art intervention program called Studio Express is introduced and highlights the strategic processes by which art may be used as a means of positive self-expression for the student at-risk in the public school setting. Evidence is also provided that supports expressive art making processes as an aide in the development of positive self-leadership qualities in diverse student populations. The sustainability of such leadership art programs is implied through the further teaching of their development to post-secondary education students.</p>