TAEA
Tennessee Alternative Educators’ Association
2010 Summer Institute for Alternative Education
MacTaggart, John, Rainbox 2005
Art as Emotion©: VISUAL ARTS INTEGRATION as an
ANGER MANAGEMENT STRATEGY in ALTERNATIVE HIGH SCHOOLS
Delores Brazzel, Ed. D. (ABD)
Metropolitan Nashville Public Schools
Baxter Alternative Learning Center
Nashville, TN
delores.brazzel@mnps.org
delzel@bellsouth.net
615 525-7374
”Art as Emotion” Great Commission Communications Delores Brazzel delzel@bellsouth.net
1
TABLE OF CONTENTS
I.
INTRODUCTION . . . . . . . . . ………………………3
a. Workshop Objectives
II.
Research …………………………………... . . . . . . . .4-8
a. Relevant Data and Research
b. Pilot Study
III.
Art as Emotions Lesson plans ………………………………………9-11
a. Lesson Plan 1 Elements of Art; COLOR – Color Theory
b. Lesson Plan 2 Visual Art Integration with History
c. Lesson Plan 3 Elements of Art: LINES – Expressive Lines
IV.
Examples
a. PPT –
b. Participants’ Assignments Handouts
V.
Completed assignments
a. Display Students’ artwork
b. View students’ technology completed assignment
i. PPT
ii. Electronic Portfolios (Photo story)
VI.
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . .
Researcher’s biography . . . . . . . . . . . . . . . . . . . . . . . . .
“The best alternative programs have always searched for ways to make learning relevant
and applicable outside of school…, the pledge to reach all students with high standards will rise or
fall on the performance of alternative education programs that serve a quarter of those who must
be educated” (Kraemer & Ruzzi, 2001).
”Art as Emotion” Great Commission Communications Delores Brazzel delzel@bellsouth.net
2
Introduction
The purpose of this workshop is to establish how the implementation of a visual arts
integrated curriculum unit, “Art as Emotion,” created by the presenter, influences anger
management strategies among students in disciplinary alternative high school classrooms.
The goal of this workshop is not to eliminate the anger emotion but to envision as well as show
evidence of the “Art as Emotion”, visual arts curriculum, in the management of anger. This
workshop session will explore the effectiveness of curriculum integration of art education,
academics, and technology as anger management strategies in alternative high school settings.
Objectives
Demonstrate the degree of effectiveness of visual arts in the domain of anger
management among students in disciplinary alternative high school classrooms.
Provide an option for the alternative education programs that are primarily punitive, nonrehabilitative, or authoritarian which are largely ineffective in preventing future
behavioral problems (Bear, Quinn, & Burkholder, 2001).
Provide suggestions and plans for a visual art integration programs that succeed in
helping students at risk of dropping out to obtain educational credentials.
After first hand observations as well as examining the literature on anger management, art
education, and constructivist principles, a complementary relationship between them seems to
exist. Visual Art I is one of my class where I see the theoretical framework alignment of
constructivist learning theory, visual art education, and anger management. This workshop
session is crafted from those observations, my continuing education as well as committed interest
in being the most beneficial teacher to my students. “Art as Emotion”© is a dynamic workshop
and will continue to develop and evolve.
3
Relevant Data and Research
According to the National Center for Education Statistics (NCES) Common Core of Data
(CCD), in the school year 1993 there were 2,606 public alternative schools compared to 3,850
public alternative schools in 1997-1998 (Hoffman, 2001). The National Alternative High School
Youth Risk Behavior Survey (Grunbaum et al., 1998) found that in 1998-1999 there were 1,390
alternative schools serving approximately 280,000 students at risk of education failure (2% of
all high school students in the United States). The Common Core of Data for school year 200708 show 10,300 district administered alternative schools and programs for at-risk students.
This same report lists 645,500 as the total number of students enrolled in public school
districts who attend alternative schools and programs for at-risk students. Program type;
Students Served. School districts across the nation increasingly look toward alternative
educational programs to meet the educational needs of these students while maintaining safe
school environments (Van Acker, 2007). National Center for Education Statistics “District
Survey of Alternative Schools and Programs: 2007-08 reported that 90,300 students who
receive special education enrolled in alternative schools and programs. The southeast region
i.e. had almost twice the student population who receive special education enrolled in
alternative schools and programs with 25, 200 students compared with the northeast region
13,000.
According to the Tennessee’s Alternative Schools Comptroller of the Treasury Office of
Education Accountability April, 2005 report, Tennessee state board rules and regulations call for
the availability and accessibility of services, such as counselors or psychological services, and
cooperative partnerships to provide support to the students as needed. This same report states
that less than 30 percent of alternative schools provide such services “sometimes” while over 10
4
percent of alternative school programs “rarely” or “never” provide these support services.
Conclusions from the Executive Summary of this report include but are not limited to:

The quality of alternative school programs varies significantly across the state.

Many alternative schools do not thoroughly assess the academic needs of incoming
students.

Although most alternative school programs attempt to model the core curriculum of the
regular school system, limitations exist.

Neither the department nor school systems systematically measure performance
outcomes—dropout, graduation, attendance – of alternative school students.

Behavior management standards are not uniformly followed statewide.
Legislative recommendations from to the Tennessee’s Alternative Schools Comptroller of the
Treasury Office of Education Accountability April, 2005 report, include but are not limited to:

The Education Oversight Committee or the Senate and House Education Committees
may wish to hear presentations from alternative school representatives and encourage
legislators to make on-site visits to alternative school programs.

The General Assembly may wish to revise Tennessee Code Annotated 49-1-520,
Tennessee model dropout prevention program, to address more explicitly the dropout
tendencies of the alternative school student population.

The General Assembly should consider appropriating funds again for alternative school
pilot programs.
5
Statement of the Problem
Anger is often found at the root of the behavior problems for many of 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). Anger undermines the education process.
In cognitive –behavioral terms, anger is caused by maladaptive thinking patterns which mask an
individual’s core beliefs about themselves and their surroundings, triggering negative emotional
and behavioral responses (McGinn & Sanderson, 2001). 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). Mandatory placement of students, which
includes both short and long-term placement, adds to the anger some students bring into the
alternative classroom.
The Center for Disease Control’s surveillance of students attending alternative schools
showed that approximately 32.9% of alternative school students carried a weapon such as a gun,
knife, or club compared to 17.3% of students from mainstream schools. Alternative high school
students were almost three times (13.8% ) 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%). Approximately
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).
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Anger Management Programs
While there are many purported violence prevention programs, the most promising
results will come from those 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. 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). These approaches are more individualized, have more respect for the students, parent and
teacher, and are more experiential and interest based (Mintz, 1995; Raywid, 1999). “Art as
Emotion”© is the initiation of an inventive academic approach for alternative education.
There are many indicators that America’s youth continue to struggle with school failure
and problem behavior. Some indications of these problems include: (a) one out of four
students drop out of high school (these percentages raise to 50% in poor, urban high
schools), (b) 3 million students and teachers are crime victims each month, and (c) violencerelated deaths in youth have risen six percent from 1993 to 1998. McWhirter, J., McWhirter, B.,
McWhirter, A., & McWhirter, E. (1998).
Art Therapy
Art offers a process to aid in articulating a situation that may not be expressible in words
(Brooke, 2006). Some facilitators (Zwirn & Graham, 2005) have seen the need and have
designed courses for teachers based on the idea that integration of art into the curriculum helps
prevent the departmentalization and segmentation of academic areas, develops connections
between academic areas, and helps students make connections to the world around them. Critical
Evidence (2005) found that students at risk of not successfully completing their high school
educations cited their participation in the arts as reasons for staying in school.
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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).
Constructivism learning theory aligned with art therapy may provide students with anger issues
an external release from an internal impasse. Anger management strategies gained from
fundamental knowledge construction skills are relevant and essential to the quality of, as well as
functional throughout, one’s life. Processes as well as the higher order skills learned through
constructivism learning theory will consistently affect the learners’ lives as they constantly
construct knowledge to understand and react to experiences, including anger, throughout their
lives.
“Art as Emotion” © is the unit created by the researcher for the study and workshop. 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” coalesces art therapy anger management strategies along with the art integration
curriculum.
“Art as Emotion” Pilot Study Hypothesis
The pilot study hypothesized that 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.
8
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. Students also
exhibited a slight increase in Positive Coping Skills, 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).
Table 1: MANOVA Descriptive Results
Variables
Testing
M
Std. Deviation
N
Anger
Before
After
Total
2.4135
2.4712
2.4423
.48640
.45367
.46360
16
16
32
Hostility
Before
After
Total
2.1354
1.8750
2.0052
.76792
.51819
.65785
16
16
32
Positive Coping
Before
After
Total
1.9609
2.1016
2.0313
.69029
.47919
.58888
16
16
32
Destruct Expression Before
After
Total
1.8125
1.6389
1.7257
.69058
.48091
.59198
16
16
32
`
Overall, there is not a statistically significant difference in students’ level of anger and the
anger experience sub-scales School Hostility; Positive Coping; and Destructive Expression
after anger management strategies intervention (F= 120, p< .731).
The anger management intervention strategies did have some effect on students’
School Hostility lowering it from 2.13 before and 1.87 after. Students also exhibited a slight
increase in Positive coping skills from 1.96 before and 2.10 after. Destructive expression
posted a slight decrease from 1.81 before to 1.64 after.
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Art as Emotion© Lesson Plan1 Elements of Art; COLOR – Color Theory
Knowledge of color theory helps us to express our feelings in an artwork.
The language of color has entered our vocabulary to help us describe our emotions.
TN DEPT OF EDUCATION STANDARDS
STANDARD 3.0 Students will choose and evaluate a range of subject matter, symbols, and ideas.
o
2.1 Demonstrate an understanding of art elements and design principles. COLOR.
o
2.2 Analyze and critique organizational components and expressive qualities of artworks
o
Learning Expectations: The student will: recognize that subjects, symbols, and ideas are
used to communicate meaning in works of art;
o
compare sources of subject matter in their own work and the work of others;
o
Choose and apply subject matter and symbols to communicate ideas;
o
Research works created as a series.
o
Create a series of works based on a particular subject matter. ( EASTER Baskets)
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
o Monochromatic
o Complementary
o Warm/cool
*Perceive how artists use value to suggest emotion and mood.
Picasso’s Blue Period; Rose Period
Art as Emotion© Anger Management Lesson 1 PPT
Examples Color Theory Lessons : (1) Color Wheels; (2) Warm colors Cool Colors
artwork (3) View Clip Easter Baskets – Community Service
”Art as Emotion” Great Commission Communications Delores Brazzel delzel@bellsouth.net
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Art as Emotion© Lesson Plan 2 - Visual Art Integration with History
Dome Duomo of Florence,
Santa Maria del Fiore
Filippo Brunelleschi'
Face of God –
Sistine Chapel
Michelangelo
Head Young Woman Tousled Hair
Leonardo da Vinci
__________________________________________________________________________________________________________
VIRTUAL TOUR SISTINE CHAPEL http://mv.vatican.va/3_EN/pages/x-Pano/CSN/Visit_CSN_Main.htm
TNDOE Standard 4: VISUAL ART I
Historical and Cultural Relationships
Students will understand the visual arts in
relation to history and cultures.
4.1 Demonstrate an understanding of how
historical and contemporary works of art
reflect and influence societies and cultures.
4.2 Interpret the function and explore the
meaning of specific art objects within varied
cultures.
4.3 Demonstrate how history and culture
influence the production of art
MNPS Objectives – CULTURAL AND
HISTORICAL CONNECTIONS :
TNDOE WORLD HISTORY 1.0 Culture
Culture encompasses similarities and differences
among people, including their beliefs,
knowledge, changes, values, and tradition.
Students will explore these
elements of society to develop an appreciation of
and respect for the variety of human cultures.
Learning Expectations:
The student will
1.1 Understand the multi-cultural components to
world culture.
1.2 Understand the development and migration
of art, architecture, language, religion, music.
1.3 understand the ways in which individuals
and groups contributed to changes in social
conditions.
Understands art history, art production, and
design in the context of visual culture.
Objectives
Assignments
works:
CaveofPaintings;
Dynasty;MNPS
Egyptian
Art
**Examines Art
specific
works
art and artists
1.1 Understand the multi-cultural components
in terms of history, aesthetics, and culture.
to world culture.
Differentiates specific works of art and
Assignment: Michelangelo – Sistine Chapel1.2 Understand the development and
artists as belonging to particular cultures,
migration of art, architecture, language, religion,
music and theater.
movements, time periods, and places.
1.3 Understand the ways in which individuals
Identifies how the visual arts reflect cultural
history, purpose, and function.
Understands how culture context influence the
function, meaning, creation of artwork.
and groups contributed to changes in social
conditions.
* See connections between the art of the ancient civilizations, particularly Renaissance in the
1400s; High Renaissance.
*Understand the diversity of achievement during the High Renaissance in painting, sculpture,
as well as the sciences.
Assignment: RENAISSANCE REPORTS PRESENTATIONS – PPT
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Art as Emotion© Lesson Plan 3 - 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; practical
B. Intrinsic - the essential (fundamental) nature or constitution (formation) of a thing.
TNDOE Standard 2.0: Structures and Functions – Performance Indicators
o Recognize expressive features, functions, and purposes of works of art in terms of the use
of the organizational components of art and design. (L1)
o Recognize the difference between utilitarian and intrinsic purposes of artworks. (L1)
o Create works of art that demonstrate utilitarian and/or intrinsic qualities. (L2).
o 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 line
CREATION AND COMMUNICATION –
 Exhibits critical and creative thinking skills with the perceptual awareness necessary
for understanding and producing works of art.
o 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.
o Associate some expressive qualities with different line techniques in drawing
experiences, and when responding to artworks.
o Creates original works using teacher and self-selected subject matter, symbols, and
meaningful images.
Assignments: (1) Hands (2) Artwork Using Expressive Lines
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References
Amendola, A. M., & Scozzie, S. (2004). Promising strategies for reducing violence.
(What’s new what works). Reclaiming Children and Youth, 51-64.
Bear, G., Quinn, M., & Burkholder, S. (2001, December). Interim Alternative Educational
Settings: Balancing Zero Tolerance with the Right to an Appropriate Education.
National Association of School Psychologists, 2001.
Brazzel, D. (2005). Anger Management Strategies in Alternative Schools. Pilot Study.
Tennessee State University. EDAD 718
Brooke, S. L. (2006). Creative arts therapies manual: A guide to the history, theoretical
approaches, assessment, and work with special populations of art, play, dance, music,
drama, and poetry therapies. Springfield, IL: Charles C. Thomas Publisher LTD.
Escobar-Chaves, S. L., Tortolero, S., Markham, C., Kelder, S. H., & Kapadia, A. (2002).
Violent behavior among urban youth attending alternative schools. Journal of School
Health, 72, 357-362.
Hogan, C. (2003). Controlling anger before it controls you [Online] Retrieved from
National Mental Health Association Web site:
http://www.nmha.org/infoctr/factsheets/44.cfm
Kochlar-Bryant, C. (2005). Caring alternatives: Interagency collaboration to improve
outcomes for students with mental health needs. Journal of Alternative Education,
Washington D.D.: Hamilton Fish Institute on schools and Community Violence.
Kraemer, J., & Ruzzi, B. (2001). Alternative education cannot be left behind. Education
Week, 21(6), 43, 56.
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Mintz, J. (Ed). (1995). The almanac of education choices; Private and public learning
alternatives and homeschooling. New York: Solomon Press.
National Center for Education Statistics. (2010). Alternative Schools and Programs for
Public School Students At Risk of Educational Failure: 2007-2008
Retrieved from http://nces.ed.gov/pubs2010/2010026.pdf
National Center for Education Statistics. (2003). Public alternative schools for at-risk
students. Retrieved from http://nces.ed.gov/programs/coe/2003/section4/indicator27.asp
Oreck, B., Baum, S., & McCartney, H. (1999). Artistic talent development for urban
youth: The promise and the challenge. In E. Fiske (Ed.), Champions of change
Washington, DC: Arts Education Partnership.
Skiba, R. J., & McKelvey, J. (2000). Anger management: What works in preventing
school violence. Bloomington, IN: Safe and Responsive Schools Project.
Tennessee’s Alternative Schools. (2005). John G. Morgan, Comptroller, Office of
Education Accountability. Retrieved from
http://www.tennessee.gov/education/learningsupport/doc/AlternativeEdReport.pdf
Zwirn, S. and Graham, M. (2005). "Crossing borders: The arts engage academics and inspire
children." Childhood Education, 81, (5).
”Art as Emotion” Great Commission Communications Delores Brazzel delzel@bellsouth.net
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MSAI—Research Version
Age:.............
Sex: Male Female
Grade:………….
School:……………………………………. Date of Birth:........mo/...........dy/.............yr
These pages ask about some of the feelings, ideas, and behaviors you may have at school.
Give an answer to each number (1-54). Respond by filling in the number that best shows your
answer. Remember, there are no right or wrong answers.
If these things happened to you AT SCHOOL, how mad you you be?
2
1
3
I wouldn’t be mad at I’d be a little angry
I’d be pretty angry
all
4
I would be furious
1. You didn’t notice that someone put gum on your seat and you sit on it
2. At school, two bigger students take something of yours and play “keep
away” from you
3. You tell the teacher that you’re not feeling well but she or he doesn’t
believe you
4. Someone in your classroom acts up, so the whole class has to stay after
school
5. You ask to go to the bathroom and the teacher says, “no.”
6. You go to your desk in the morning and find out that someone has stolen
some of your school supplies
7. Someone in your class tells the teacher on you for doing something
8. You get sent to the principal’s office when other students are acting worse
than you
9. The “teacher’s pet” gets to do all of the special errands in class
10. Somebody cuts in front of you in the lunch line
11. You are trying to do your work in school and someone bumps your desk
on purpose and you mess up
12. You study really hard for a test and still get a low grade
13. Somebody calls you a bad name
14. Someone starts a mean rumor about you that spreads all over the school
15. Someone steals a note that you are trying to pass to a friend
16. Someone tries to take away your boyfriend or girlfriend
17. You get cut from a team or club at school (for example, basketball,
chorus, or debate)
18. Your best friend makes fun of your hair or clothes
19. A teacher gives a surprise quiz (reliability check, high scores imply
invalid responses, i.e., fake bad)
Sum of #1-13 = 13-42 total range = Anger Experience
Used by permission of Furlong, Michael, UCLA
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1
2
3
4
1
2
3
4
1
2
3
4
15
1
Strongly Disagree
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Do you disagree or agree with these ideas?
2
3
4
Disagree
Agree
Strongly Agree
School is worthless (junk)
School is really boring
Grades at school are unfair
There is nothing worth learning at school
Rules at school are stupid
Adults at school don’t care about students
In class, I let others know when they are wrong or get in my way
Sooner or later even best friends at school let you down
I don’t need anybody’s help at this school for anything
Most days I get ticked off at someone or by something at school
At this school, teachers go out of their way to help students though tough times
Nobody at school respects me
You can trust people at this school
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
Sum of # 20-25 = 6-24 range = Hostility; #31-32 are reversed scored, can be used for reliability check. Used by
permission of Furlong, Michael, UCLA
When you get mad at school, what do you do?
1
Never
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
2
Occasionally
3
Often
When I’m angry, I’ll take it out on who ever is around
I talk it over with another person when I’m upset
When I get angry, I think about something else
When I’m mad, I hate the world
When I get mad at school, I share my feelings
When I’m mad, I break things
Before I explode, I try to understand why this happened to me
When I’m upset, I calm myself down by reading, writing, painting, or some
similar activity
I get so mad that I want to hurt myself
If something makes me mad, I try to find something funny about it
When I’m mad, I Iet my feelings out by some type of physical activity like
running, playing, etc.
If I get mad, I’ll throw a tantrum
I cry when I’m angry
When I’m angry, I want people to leave me alone
When I get mad my stomach or head aches
When I’m angry, I cover it up by smiling or pretending I’m not mad
When I’m mad at someone, I ignore them
When I’m angry, I want to be by myself
I punch something when I’m angry
When I get a bad grade, I figure out ways to get back at the teacher
When I’m mad at a teacher, I make jokes in class to get my friends laughing
4
Always
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
1
2
3
4
1
1
2
2
3
3
4
4
1
2
3
4
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
16
54. When I get a bad grade on a test, I rip the test paper into little pieces
1
2
3
4
BOLD = Destructive Expression, Total scores range 9-36; italic = Positive Coping, range 8-32; Shaded = not scored
For more information: Douglas Smith (smithdou@hawaii.edu) or Michael Furlong (mfurlong@education.ucsb.edu) See also:
www.education.ucsb.edu/school-psychology
ART AS EMOTION ©
1
I ‘m
not
mad
at all
STUDENT ANGER CHECKLIST
2
3
I ‘m
I ‘m
little very
angry angry
4
I ‘m
furious
STUDENT CALM COOL WARM HOT COMMENT
NAME
EN
EX
EN
EX
EN
EX
EN
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”Art as Emotion” Great Commission Communications Delores Brazzel delzel@bellsouth.net
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