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ERIC Number: ED567777
Record Type: Non-Journal
Publication Date: 2016-Aug
Pages: 108
Abstractor: As Provided
Turning Anxiety into Creativity: Using Postmodern Principles to Alleviate Anxiety and Stress through the Art Curriculum and Beyond
Ferry, Lisa Marie
Online Submission
The purpose of this action research study is to help students alleviate their anxiety and stress symptoms using activities based on Olivia Gude's postmodern principles. The activities included are the participants own take-along visual art journal kit and classroom projects. Professional learning outcomes include the knowledge to equip teachers with the ability for increased collaboration with guidance departments, expand teacher skill to foster engagement and productivity with not only students with anxiety disorders, but also all students in the classroom, and promote the ability for teachers to guide students to use art in the community. The participants attend MMI Preparatory School in North Eastern Pennsylvania and the ages range from 13-18. I met with the participants several times during the week along with the group of participants at the beginning, middle and end of the study. Throughout the duration of this research, I found that the participants use of the visual art journal kit, based on the postmodern principles, helped alleviate their anxiety and/or stress, and all students have a voice, freedom of choice, and fostered their self-confidence. This research holds substantial evidence that educators can use as a tool for reducing anxiety and/or stress to create a positive environment in the classroom and beyond. The following are appended: (1) Consent Form-Principle; (2) Overview Letter for Parents; (3) Parental Consent Form; (4) Full Lesson Plans; (5) Questionnaire for Initial Interview; (6) Group Discussion Questions During Study; and (7) Group Post Data Questionnaire.
Publication Type: Reports - Research; Guides - Classroom - Teacher; Tests/Questionnaires
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania