This study was born of this teacher/researcher/participant’s first hand observations of angry “at risk” students and the behavior change Visual Art education seem to affect in those students.

Visual Art I curriculum planning support the theoretical framework alignment of constructivist learning theory, visual art education, and anger management.

An examination of the literature on anger management, art education, and constructivist principles, provided evidence that a complementary relationship seems to exist.

This study is crafted from my observations, research, continuing pursuit of educational excellence, as well as my commitment to being the most beneficial educator to students and especially the “at-risk” populations I am privileged to serve .

ART AS EMOTION – AN EXPLORATION OF VISUAL ARTS INTEGRATION AS AN ANGER MANAGEMENT STRATEGY IN AN

ALTERNATIVE HIGH SCHOOL Graduate Research Series No. ______Delores Brazzel - September 14, 2010

Alternative Education Alternative forms of education begin in the United States in

the early 19th century, but their widespread adoption did not occur until the 1960s and 1970s.

Alternative education programs are expanding in the United States due to

zero-tolerance policies changes in the Individuals with Disabilities Education Act, increases in youth violence and school failure, as well as

the knowledge of the developmental trajectories leading to antisocial behavior (Tobin &Sprague, 2000).

Alternative schools were created to remediate students academically as well as behaviorally for return to their regular schools.

National Center for Education Statistics (NCES) Common Core of Data (CCD) school year 1993• 2,606 public alternative schools compared to

3,850 public alternative schools in 1997-1998 (Hoffman, 2001).

Common Core of Data for school year 2007-08 show 10,300 district administered alternative

schools and programs for at-risk students. 645,500 as the total number of students

enrolled in public school districts who attend alternative schools and programs for at-risk students

Alternative School Students and Anger

Students in alternative school settings usually exhibit or have exhibited chronic behavior problems.

Disruptive students may mask their academic insecurities by acting out rather than “being dumb.”

Youth who feel ignored are often angry, oppositional and resentful of an adult world with adult rules (Melton, 2001).

Mandatory placement of students, which includes both short and long-term placement, adds to the anger some students bring into the alternative school classroom.

Statement of the Problem Anger is often found at the root of the behavior problems for

alternative school students. Among the most powerful factors for school violence is anger, especially sudden rage.

Students who have not learned to manage their anger are at-risk for aggression, perhaps even violent explosive behavior (Skiba & McElvey, 1999).

The Center for Disease Control’s surveillance of students attending alternative schools’ students found that: 32.9% carried a weapon such as a gun, knife, etc compared to

17.3% of students from mainstream schools. 13.8% were more likely to carry a gun on one or more days of the

30 days preceding the survey compared to students from regular schools ( 4.9%).

60% of students had been in a physical fight at least once in the pass year compared to 35.5% of students from standard schools (Escobar-Chaves, Tortolero, Markham, Kelder, & Kapadia, 2002).

”Art as Emotion” Great Commission Communications Delores Brazzel delzel@bellsouth.net

Theoretical Framework

Theoretical frameworks sharpen the significance of what notable observations are in the study and to lessen the significance of some preconceived notions. The theoretical framework serving as the foundation of this study includes:

Alternative high school students Anger management Maslow’s Hierarchy of Human Needs (1943) Art therapy Constructivism utilizing technology.

Purpose of the StudyThe purpose of this study is to explore how the

implementation of a visual arts integrated curriculum unit, “Art as Emotion,” created by the researcher, influences anger management among students in disciplinary alternative high school classroom.

This study will focus on several areas of the anger experience and the effectiveness of visual art integration.

Art integration in schools provides psychological safety for students as expression and creativity become the important focus and risk taking is restrained.

Significance of the Study Aggressive behavior and violence leading to

disciplinary and legal difficulties have reached epidemic proportions among our youth.

The severity of problems and social as well as economic costs to society have increased markedly (Osofsky & Osofsky, 2001).

There is a consensus among educators that comprehensive research based anger management programs could have a positive impact on the total school climate.

Significance of the Study Instruction time, necessary for the development and

application of skills students need to become productive responsible citizens, is lost due to disruptive behavior.

Anger management in alternative schools is necessary to allow students an opportunity to acquire and hone the skills necessary to become productive citizens

Art offers a process to aid in articulating emotions such as anger that may not be expressible in words.

Art is used to externalize and formalize a story, fear, or experience (St. John, 2006).

Art can provide a safe means to explore and express feelings. Identifying emotions and normalizing the physical sensations of feelings can be supported in the creation of an art product.

ART AS EMOTION – AN EXPLORATION OF VISUAL ARTS INTEGRATION AS AN ANGER MANAGEMENT STRATEGY IN AN ALTERNATIVE HIGH SCHOOL

oThe goal of this study is not to eliminate the anger emotion but show evidence of the “Art as Emotion”, visual arts curriculum, in the management of anger. oThis research will explore the effectiveness of curriculum integration of art education, academics, and technology as anger management strategies in alternative high school settings.

”Art as Emotion” Great Commission Communications Delores Brazzel delzel@bellsouth.net

Anger Overview

Anger occurs when “events are judged to involve a trespass upon the personal domain, an insult to or an assault upon ego identity, a violation of values and expectations, and/or unwanted interference with goal-directed behavior” (Deffenbacher, Huff, Lynch, Oetting, & Salvatore, 2000 pg. 15). ).

In the cognitive domain, anger is associated with biased information processing.

In the behavior domain, anger can be either functional (e.g., being assertive, setting limits) or dysfunctional (e.g., being aggressive, withdrawing, using alcohol and drugs) (Hogan, 2003).

Anger Management Theory

Results have been encouraging; adolescents acquired anger management skills and exhibited a reduction in the frequency and intensity of acting-out incidents (Kellner & Bry, 1999).

As a result of growing evidence of the minimal success of “last chance” detention center programs, alternative educational programs are shifting toward smaller, innovative academic programs for socially and academically at-risk students (Kochlar-Bryant, 2005).

Anger Management Programs

Participants in anger management programs are often encouraged to use a log, recording anger-provoking situations and assessing the degree to which anger was successfully managed (Deffenbacher,Dahlen, Lynch, Morris, & Gowensmith, 2000).

The most promising results will come from anger management programs that are comprehensive, data driven, and seek to develop positive productive skills and strengths in students (Amendola, Scozzie, 2004).

Empirical studies provide evidence that a number of successful anger management programs have demonstrated success in reducing youth violence.

Art TherapyEdith Kramer (1958, 1971, 1979,) argued

that healing occurred within the art-making process itself rather than discovery through the process of free association. Her approach was especially suited for children with emotional problems.

Art therapy (Ulman, 1961) decreased chaotic feelings, and changes in personality became a permanent part of the client/student’s individual qualities. Ulman (1961)

Arts Integration and Anger Management

Problem students often become the high achievers in arts learning settings.

Success in the arts can be a bridge to success in other areas of learning (Oreck, Baum, & McCartney, 1999).

Students taught using integrated arts learning use more self-regulatory behaviors and have a sense of identity that make them more confident and resilient (Oreck, 1999, p. 70).

Pilot Study Hypothesis

The effective curriculum integration of anger management strategies utilizing technology and art integration in alternative high schools will increase the students’ positive coping skills while reducing their anger, school hostility level, and destructive expressions.

There will be no statistically significant difference, at the .05 levels or better in students’ level of anger and the anger experience sub-scales.

Descriptive Statistics

2.4135 .48640 16

2.4712 .45367 16

2.4423 .46360 32

2.1354 .76792 16

1.8750 .51819 16

2.0052 .65785 32

1.9609 .69029 16

2.1016 .47919 16

2.0313 .58888 32

1.8125 .69058 16

1.6389 .48091 16

1.7257 .59198 32

testingBefore

After

Total

Before

After

Total

Before

After

Total

Before

After

Total

Anger

Hostility

Positivecoping

Destructive

Mean Std. Deviation N

Manova I – Overall there is no statistically significant difference in the pretest and posttest results of anger management strategies in the four areas of the anger experience – Anger; Hostility; Positive Coping, and Destructive Expression.

Pilot Study Results

The researcher (Brazzel, 2005) found no statistically significant difference, at the .05 level, in students’ level of anger or on the anger experience sub-scales: School Hostility; Positive Coping; and Destructive Expression, after anger management strategies intervention. However, the anger management intervention strategies did have some effect on students: School Hostility scores, lowering them from 2.13 before

intervention to1.87 after intervention. Positive Coping Skills exhibited a slight increase, from

1.96 before intervention to 2.10 after intervention. Destructive Expression showed a slight decrease from

1.81 before to 1.64 after intervention (Brazzel, 2005).

Pilot Study Results

The fact that there was not a statistically significant difference in the anger experiences before and after application of the anger management strategies could be attributed to other factors such as length of time (abbreviated application) and

consistency (strategies not applied everyday); teacher had principal designee and other

administrative duties also students’ absences due to suspensions, further

behavior issues and other external forces  (Brazzel, 2005).

Discussion This study did not show a statistical significant difference

in students receiving anger management intervention. However, long term studies in the area of anger managements strategies in alternative school students are limited, but should be expanded.

Anger management strategies learned and implemented by these students will help them not only in the short term but in the long term as well.

Anger management strategies will become part of these students just as other critical thinking skills that they acquire.

These anger management skills will be an invaluable part of their education and serve them well throughout life. Anger management training could be life altering for many of these students

CHAPTER III RESEARCH METHODOLOGY

Detailed description of the study Research questions Research design Procedures Participants and setting, Data collection and analysis so that replication is possible and to

substantiate validity.

Research Questions- Quantitative

Quantitative data drawn from two sources (1) Multidimensional Student Anger Inventory (MSAI)

quantitative research questions regarding measurement of:

• positive coping skills, • anger experiences, • school hostility • destructive expressions among studentsResearcher/Teacher will administer both the pretest

and posttest of the MSAI to students participating in the study.

Research Questions- Quantitative

Quantitative data drawn from two sources

(2) Student Maintenance System will address other quantitative questions including:

• ATTENDANCE• DISCIPLINE• ACADEMIC ACHIEVEMENT

Research Questions- Qualitative

Qualitative data will be collected using the RESEARCHER/TEACHER

OBSERVATIONS MINI CASE STUDIES STUDENT INTERVIEWS STUDENT SURVEYS STUDENTS’ ARTWORK (ARTIFACTS).

Research Design

The research design used to structure this study is a quasi-experimental design with multiple groups and multiple measures.

Methodology Event Sampling Method (ESM) will be the

methodology for this study. This technique is from the field of psychology is also referred to as Experience Sampling Method and addresses several evaluation needs (Csikszentmihalyi &. Larson 1987).

The Experience Sampling Method takes place over time, and collects quantitative and qualitative data.

Experience Sampling Method can be used to obtain empirical data on the following types of variables: a) frequency and patterning of daily activity, social interaction, and changes in location; b) frequency, intensity, and patterning of

Theoretical SamplingThis method is best used when the research

focuses on: theory and concept development the researcher’s goal is to develop theory and

concepts that are connected to, or emergent from real life events and circumstances.

The researcher’s development of theories and concepts will be connected to the four week intervention, “Art as Emotion” unit.

Strauss and Corbin’s (1990) guidelines of Open

Coding, Axial Coding and Selective Coding Open Coding is “the process of breaking down, examining, comparing,

conceptualizing, and categorizing data” Quantitative & Qualitative data

Research Questions Data Type Data Source

1. How does the implementation of “Art as Emotion” affect participating students’ attendance?

Quantitative SMS ChanceryAttendance data

2. How does the implementation of “Art as Emotion” affect participating students’ discipline and suspensions, to include In School Suspensions and Out School Suspensions?

Quantitative SMS ChanceryDiscipline data

3. How does the implementation of “Art as Emotion” affect participating students’ academic achievement?

Quantitative SMS Chancery

Progress reports-

Report cards data

Open Coding is “the process of breaking down, examining, comparing,

conceptualizing, and categorizing data” Quantitative & Qualitative data

Research Questions Data Type Data Source

11. What are students’ general perceptions of the “Art as Emotion” unit with regard to social skills (i.e., interpersonal, intrapersonal, and interaction to include peers as well as teacher)?

Qualitative Teacher observation Students/Participants surveys

2. What are students’ perceptions of the “art as Emotion” unit respective to the relationship between creative expression and academic achievement?

Qualitative Teacher observation Students/Participants surveys

3. How do students interact during the “Art as Emotion” classroom lessons? (Interactions may include verbal and non-verbal interactions) ?

Qualitative Teacher observation Students/Participants surveys

Strauss and Corbin’s (1990) guidelines of Open Coding, Axial Coding and Selective Coding

Axial Coding is “a set of procedures whereby data are put back together in new ways after open coding, by making connections between categories”.

Connections between Art as Emotion unit and Anger Experiences (Quantitative data)

Attendance (Quantitative data)

Discipline (Quantitative data)

Academic (Quantitative data)

Selective Coding is “the process of selecting the core category, systematically relating it to other categories, validating those relationships, and filling in categories that need further refinement and development”

Core Category

Other Categories

Measurement Relationship

Art As Emotion: Anger Management

Attendance

Quantitative-SMS

Art As Emotion: Anger Management

Discipline/Behavior Quantitative-SMS

Art As Emotion: Anger Management

AcademicAchievement

Quantitative-SMS

Research Phases

Phase RESEARCHER TASKS

Data CollectionProcedure

Phase I: Approvals

Institutional Review Board Approval from Tennessee State UniversitySubmit proposal to Institutional Review Board @ Tennessee State University Institutional

Obtain general approval from Alternative High school Principal Obtain written approval from Power County

Obtain approval from

parents of all participants.

Phase RESEARCHER TASKS

Data CollectionProcedure

Phase II

Pre Study Assessments

Instrumentation The Multidimensional School Anger Inventory (Smith, Furlong, Bates,

and Laughlin, 1998) is one of the research instruments that will be utilized. The MSAI is designed to measure affective, cognitive, and behavioral components of anger among youth. This scale is based on the School Anger Inventory (SAI) (Smith, Adelman, Nelson, & Taylor, 1988) which was modified from the Children’s Inventory of Anger (Finch, Saylor, & Nelson, 1987). Scales include anger experience, cynical attitudes, and destructive expression

The Multidimensional School Anger Inventory has high rate of reliability and validity; 71 – 100. Students will respond to 27 anger expression items using a four-point Likert-type scale

1 = I’m not angry at all 2 = I’m a little bit angry 3 = I’m pretty angry 4 = I’m very angry. I’m furious The anger expression portion of the questionnaire asks about how frequently

the student expresses anger in various ways using these responses: 1 = Never 2 = Occasionally 3 = Often 4 = Always

Data Collection Data will be collected in a consistent manner. The

pretests and posttests will be collected as soon as they are completed.

The items of the pretest and posttest will be examined for reliability.

The items selected for analysis will have test-retest reliability ratings of .52 or higher.

Variables will controlled through consistency and planning as much as possible.

Social science measurements especially behavioral measurements are difficult to accurately assess. However, the data will be as scientifically collected and evaluated as possible.

“Art as Emotion” ©

is the unit created by the researcher/teacher participant.

“Art as Emotion” coalesces art therapy anger management strategies along with the art integration curriculum

The visual art integration projects/lesson plans will align with the core curriculum of history, math, English and other academic courses to provide relevant and long lasting learning.

Art As Emotion Unit Lesson Plans

Lesson Plan1 Art as Emotion© Elements of Art; COLOR – Color Theory Color Wheels; Color theory artwork; Warm/Cool

color artwork. Lesson Plan 2 Art as Emotion© - Elements of

Art: LINES – Expressive Lines. (1) Hands (2) Expressive Lines

Lesson Plan 3 Art as Emotion© - Visual Art Integration with History Examples – PPT – Renaissance Artists Lesson Plan 4- Visual Art Integration with

Geometric Shapes

Lesson Plan1 Elements of Art; Color Theory. Knowledge of color theory helps us to express our

feelings in an artwork. TN DEPT OF EDUCATION STANDARDS STANDARD 3.0 Students will choose

and evaluate a range of subject matter, symbols, and ideas.

2.1 Demonstrate an understanding of art elements and design principles. COLOR.

2.2 Analyze and critique organizational components and expressive qualities of artworks

Learning Expectations: The student will: recognize that subjects, symbols, and ideas are used to communicate meaning in works of art; compare sources of subject matter in their own work and the work of others;

Choose and apply subject matter and symbols to communicate ideas;

Research works created as a series. Create a series of works based on a

particular subject matter.

Metropolitan Nashville Public Schools OBJECTIVES: SKILLS AND TECHNIQUES Demonstrates understanding and utilization of visual arts concepts, elements and principles of design COLOR. *Uses appropriate art vocabulary in oral and written form when discussing works of art. * Incorporates and applies a variety of color relationships o Analogous adjacent (next to) hues on the color wheelo Monochromatic – tints and shades of one/same color Complementary - hues directly opposite each other on the color wheel.Warm Colors are red, orange and yellow – hot things such as sun, fireCool Colors are blue green and violet

*Perceive how artists use value to suggest emotion and mood. Picasso’s Blue Period; Rose Period.

Color Theory Assignment : (1) Color Wheels; (2) Warm colors Cool Colors artwork

Lesson Plan 2 - Elements of Art: LINES – Expressive Lines TNDOE Standard 2.0: Structures and Functions Students will use knowledge of both structures and

functions.2.1 Student will demonstrate an understanding of art

elements and design principles. 2.3 Evaluate the function of artworks as to

utilitarian or intrinsic purposes. A. Utilitarian – serving a useful purpose;

functional; practicalB. Intrinsic - the essential (fundamental) nature or constitution (formation) of a thing.

TNDOE Standard 2.0: Structures and Functions – Performance Indicators

Recognize expressive features, functions, and purposes of works of art in terms of the use of the organizational components of art and design. (L1)

Recognize the difference between utilitarian and intrinsic purposes of artworks. (L1)

Create works of art that demonstrate utilitarian and/or intrinsic qualities. (L2).

Integrate visual concepts with subjects, themes, or symbols to improve communication of intended meaning in their works of art. (L3)

MNPS Objectives: SKILLS AND TECHNIQUES – Manipulates tools, media, processes and techniques proficiently and in a safe and responsible manner.

Investigates drawing concepts, techniques, and skills such as:

o Outline o Contour o Implied lineCREATION AND COMMUNICATION – Exhibits critical and creative thinking skills

with the perceptual awareness necessary for understanding and producing works of art.

Uses a variety of thematic subject matter (big idea) to create works of art.

Integrates a range of subject matter, symbols, ideas, and images to express personal meaning.

Associate some expressive qualities with different line techniques in drawing experiences, and when responding to artworks.

Creates original works using teacher and self-selected subject matter, symbols, and meaningful images.

Assignments: (1) HANDS Outline – A line joins itself to surround a shape; only outer edges are defined; usually same thickness throughout; shows little depth. Contour line—Defines edges, including edges of shapes within a form; shows depth; varies in thickness, darkness. USE OUTLINE & CONTOUR LINES TO RECREATE YOUR HAND (2) ARTWORK USING EXPRESSIVE LINES - See handout (blue) Line Personalities Vertical, Horizontal,

Diagonal, Straight, Curved, Jagged

Art as Emotion© Lesson Plan 4- Visual Art Integration with Geometric Shapes

TNDOE STANDARD 2.0: VISUAL ART I Students will use knowledge of both structures and functions.

2.1 Demonstrate an understanding of art elements and design principles. 2.2 Explore and identify how art elements and design principles applied through various media, techniques, and processes produce different effects;

2.3 Identify developments of drawings applying elements of line, SHAPE, texture, and value to create form and space.

MNPS Objectives – CULTURAL AND HISTORICAL CONNECTIONS : CREATION COMMUNICATION

*Exhibits critical and creative thinking skills with the perceptual awareness necessary for understanding and producing works of art.

**Uses a variety of thematic subject matter (big idea) to create works of art.

TNDOE GEOMETRY (3108) 3.0 The student will State Performance Indicators:SPI 3108.1.3 Use geometric understanding and spatial visualization of geometric solids to solve problems and/or create drawings.Course Level Expectations.CLE 3108.3.1 use analytic geometry tools to explore geometric problems involving parallel and perpendicular lines, circles and special points of polygons. Checks for Understanding (Formative/Summative Assessment)3108.1.10 Use visualization, spatial reasoning and geometric modeling to solve problems.3108.1.11 Identify and sketch solids formed by two-dimensional figures -lines.3108.1.12 Connect the study of geometry to historical development.MNPS Objectives – refer to State - TNDOE

Assignment: Use geometric shapes to Recreate and label Sistine Chapel Ceiling layout

Sistine Chapel Ceiling Layout