This research investigates whether or not therapeutic art intervention aids elementary school students undergoing temporary emotional stresses. It begins with the definition and history of art therapy and the differences and similarities between the fields of art therapy and art education. The following secondary research questions are examined: how students experiencing temporary emotional stresses are portrayed in a classroom, what art therapy techniques might help those students, and how those techniques may impact other students in the classroom. A qualitative methodology was used to investigate the ideas above. Data was collected in the form of interviews with art educators, art therapists and art therapists who are also art educators. Although the research had limitations, results indicate that the use of mandalas as a transition technique to prepare students for art class is an effective tool. It is important for art teachers to understand the emotional needs of their students and how stress impacts their ability to learn. However, this research confirms that art teachers without an extensive background in art therapy, should not attempt to interpret the mental state of their students through examination of their artworks. Rather, art teachers should be attentive to signs that may indicate issues of concern and confer with adequate school personnel.
|Advisor:||Glassman, Emmy Lou|
|Commitee:||Honig, Selila, Lawton, Pamela H.|
|School:||Corcoran College of Art + Design|
|School Location:||United States -- District of Columbia|
|Source:||MAI 54/01M(E), Masters Abstracts International|
|Keywords:||Art education, Art therapy, Art therapy techniques, Mandala, Temporary emotional stress, Therapeutic art making|
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