This thesis is an action research study that explored effects of incorporating drum circles and shamanic journeys into a middle school art project. The participants consisted of two 7^th grade middle school art classes in an urban middle school setting. The researcher chose a mask making project that she had previously administered over a 13-year period. Data collection included the researcher's observations of student behavior and comments, with focus on differences from previous years' projects. Data gathering also consisted of students' written journal entries, pre/post survey forms, and exit evaluation forms. Students participated in drum circles and a shamanic journey concurrent with working on their masks. Study results suggest value in further exploration of such non-traditional approaches to help meet adolescent needs and to increase sense of community, confidence, engagement, creativity and teamwork in the art classroom.