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AnnotatedBibliography
a. What,ingeneralarepeoplewritingaboutintheresearchliteraturerelatedtoyour
project?Ifyouorganizedthearticlesandbooksyouhavefoundandlookedat,what35
differentsubtopicswouldyouplacetheminto?
Generally,thearticlesareaboutatriskyouthandtheeffectsoftheirinvolvementinarts
education.Subtopicswouldinclude:Youthmotivation,Educational,socialandcivic
outcomesrelatedtoartsinvolvementandBestpracticesforartsinstructionforatrisk
youth.
b. Withineachsubtopic,whicharticlestakewhatsortofapproachtothatsubtopic?What
kindsofideasareraised?Whatsortsofconclusionsaretypicallydrawn?
Allarticlerevealpositiveoutcomesforatriskinvolvementinthearts.Theabilityfor
youthtoexpressthemselvesfreelyisasafeoutletforatriskyouth.Programstructureand
accountabilityareessentialforstudentmotivation.
c. Whatismissingfromtheliterature,basedonyourexperience?Whydoyouthinkthisis
missing?
Ihaventfoundanarticlethatrevealsanegativeaspectforatriskyouthinvolvementin
thearts.Idontbelievethereisanegativeaspect.
d. Howdoesyourprojectfitintothisworldofresearchliterature?
Myprojectfitsintothisworldofliteratureaspartofthebestpracticesforapproachinga
Choicebasedartscurriculumforatriskyouthcombining,structure,encouragementand
accountabilitywhileallowingforindividualfreedomwithintheclassroom.
_________________________________________________________________
Gifford,S.(2012).NewNAEResearchReportShowsPotentialBenefitsofArtsEducationfor
AtRiskYouth,NationalEndowmentfortheArts,March30,2012.Retrievedfrom
http://arts.gov/news/2012/
Articleconfirmsthestudyrevealingpositiveoutcomesassociatedwithartsexposure:
courseworkinmusic,dance,theaterandvisualarts.Thereportshowsthepositivevalueofarts
educationlinkingwithothereducationaloutcomes.Engagementinthearts,specificallyatthe
highschoollevelshowedanincreaseinmotivationtobemorecivicallyengagedandaspireto
highercareergoals.
KregerSilverman,L.(2009).AtriskYouthandtheCreativeProcess.VisualSpatialResource
Center.Retrievedfromhttp://www.education.com/reference/article/Ref_Risk_Youth_Creative/
Articlestatesthestatisticsofatriskjuvenilestudentpopulationthatare(surprisingly)giftedand
talented.Themajorityexhibitsfluidorspatiallearningwheretherightbrainhemisphereis
favoredovertheleft.Thisarticlesuggeststhatmanyatriskstudentsbecomedisengagedwiththe
leftbrainstandardteachingmethodsofsequentiallearning,stepbystepinstruction,testing,etc.
Thestudysuggeststhatthereisadifferentbrainorganizationandthisisahugereasonthat
studentsbecomedisengagedwithschoolandbecomemoreatriskforantisocialendeavorsand
promotescreativepursuitastheanecdotetoreverseunderachievement.
Oesterreich,HeatherA.&Flores,S.(2009).LearningtoC:VisualArtsEducationasStrengths
BasedPracticeinJuvenileCorrectionalFacilities.JournalofCorrectionalEducation,60(2).

Thisarticleaddressesapproachesatunderstandingatriskyouthsstrengthsandcompetencies
andhowtoapplythesestrengthsintheirlivestoaffectpositivechangeandgrowth.This
approachoffersyouthtoactivelyengageinthefiveCs:Connection,Community,
Contribution,ConcentrationandCompletion.Theartsengagethehand,eyeandbrain,
expressingtheidentityofthewholepersonencouraginganaturalselfdisciplineandautonomy.
Cummings,KarenL.(2012)MotivatingUrbanYouth:HonoringtheExperiencesofAdolescents,
ArtEducation,November.
Thisarticlefocusesonadolescenturbanyouthsdisconnectwithschooling.Confrontedwith
manychallengesandissuesoutsideofschool,theartprogramtookacriticallookatitself.
Creatinganengagingandstimulatinglearningenvironment,developingsupportiverelationships
andofferingopportunitiesforstudentchoicesinactivitieswerekeyelements.
Gasman,M.&AndersonThompkins,S.(2003).ARenaissanceontheEastside:Motivating
InnerCityYouthThroughArt.JournalofEducationforStudentsPlacedatRisk,8(4),429450.
Themesofselfdiscovery,problemsolvingskills,positiverisktakinginart,andmasteryof
artisticskillshelpedtodevelopresiliencyaswellasprotectivefactorswhenanartsprogramwas
establishedmotivatingatriskyouth.
Block,D.&Harris,T.&Laing,S.(2005).OpenStudioProcessasaModelofSocialAction:A
ProgramforAtRiskYouth.JournaloftheAmericanArtTherapyAssociation,22(1),3238.
Thearticlerevealedthepositiveoutcomesofanafterschoolartsprogramforatriskyouthusing
structureandinterdisciplinaryconnectionsusingintention,artmaking,witnesswriting,sharing,
noforcedparticipationpoliciestopromotehealthydecisionmakingandhealthymanagementof
theturbulentadolescentworld.
Bedrick,A.(2012).ChoiceWithoutChaos,ISBN9780615681993
Teachingwithchoicemeansthatthestudentschoosewhattoworkon.Manydifferentprojects,
inmanydifferentmedia,occursimultaneouslyatthedifferentcentersaroundtheroom.Oncea
centerisopenandtheproperuseofitexplained,thesuppliesarealwaysaccessible.Itisnot
uncommonforstudentstoworkatmorethanonecenteronanindividualpiece,makingamixed
mediaartwork.Studentsworkonpiecesinspiredbytheteacherandbygreatart,butalsoon
piecesinspiredbytheirpeers,thematerials,andtheirownlives.Inachoiceartroom,ideascome
fromanywhere.Studentsworkattheirownpace,notonmyschedule,sotheyareneverrushedto
finishaproject.Aprojectcantakeanywherefrompartofoneclassperiodtosixorsevenclass
periods.
ExcerptFrom:AnneBedrick.ChoiceWithoutChaos"

TheEducationAlliance.(2008).TeachingforArtisticBehavior:ChoiceBasedArt
BrownUniversityretrievedfromhttp://www.alliance.brown.eduand
http://knowledgeloom.org/tab/
Thisarticlerevealedtheoutcomesofachoicebasedarteducationasselfmotivating,students
workingattheirownpace,varietyinideasandtechniques,persistentartrisktaking,masteryin
oneartarea,andindependentthinking.