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
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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 .
Alternative Education
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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
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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
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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
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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 Study
The 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
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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
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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
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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 goaldirected 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
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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
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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 Therapy
Edith 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)
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Arts Integration and
Anger Management
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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
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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 subscales.
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.
Descriptive Statistics
Anger
Hos tility
Pos itivecoping
Des tructive
testing
Before
After
Total
Before
After
Total
Before
After
Total
Before
After
Total
Mean
2.4135
2.4712
2.4423
2.1354
1.8750
2.0052
1.9609
2.1016
2.0313
1.8125
1.6389
1.7257
Std. Deviation
.48640
.45367
.46360
.76792
.51819
.65785
.69029
.47919
.58888
.69058
.48091
.59198
N
16
16
32
16
16
32
16
16
32
16
16
32
Pilot Study Results
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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:
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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
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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
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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
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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.
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Research Questions- Quantitative
Quantitative data drawn from two sources
(1) Multidimensional Student Anger Inventory (MSAI)
quantitative research questions regarding
measurement of:
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positive coping skills,
anger experiences,
school hostility
destructive expressions among students
Researcher/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
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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 Sampling
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This 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.
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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
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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
Quantitative
SMS Chancery
Attendance 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 Chancery
Discipline data
3. How does the implementation of
“Art as Emotion” affect
participating students’ academic
achievement?
Quantitative
SMS Chancery
Progress reports-
“Art as Emotion” affect
participating students’ attendance?
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
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Anger Experiences (Quantitative data)
Attendance (Quantitative data)
Discipline (Quantitative data)
Academic (Quantitative data)
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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 furtherrefinement and development”
Core
Category
Other
Measurement Relationship
Categories
Art As Emotion: Attendance
Anger
Management
Quantitative-SMS
Art As Emotion:
Anger
Management
Quantitative-SMS
Discipline/
Behavior
Art As Emotion: Academic
Anger
Achievement
Management
Quantitative-SMS
Research Phases
Phase
RESEARCHER Data Collection
TASKS
Procedure
Phase I:
Approvals
Institutional Review Board
Approval from Tennessee
State University
Submit 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
Phase II
Pre Study Assessments
RESEARCHER Data Collection
TASKS
Procedure
Instrumentation
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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
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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” ©
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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
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Lesson Plan1 Art as Emotion© Elements of
Art; COLOR – Color Theory
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Lesson Plan 2 Art as Emotion© - Elements of
Art: LINES – Expressive Lines.
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Color Wheels; Color theory artwork; Warm/Cool
color artwork.
(1) Hands (2) Expressive Lines
Lesson Plan 3 Art as Emotion© - Visual Art
Integration with History
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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
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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.
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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 wheel
o 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, fire
Cool 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.
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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
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Recognize expressive features, functions, and
purposes of works of art in terms of the use of
the organizational components of art and
design. (L1)
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Recognize the difference between utilitarian
and intrinsic purposes of artworks. (L1)
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Create works of art that demonstrate utilitarian
and/or intrinsic qualities. (L2).
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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.
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 selfselected 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
Sistine Chapel Ceiling Layout
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
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*Exhibits critical and creative thinking
skills with the perceptual awareness
necessary for understanding and
producing works of art.
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**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 twodimensional 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