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An Implementation of Therapeutic-based Art Pedagogy : = Enhancing Culturally Diverse Students' Self-esteem.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Implementation of Therapeutic-based Art Pedagogy :/
Reminder of title:	Enhancing Culturally Diverse Students' Self-esteem.
Author:	Chen, Chun-Chieh.
Description:	1 online resource (313 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Art education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355884449

An Implementation of Therapeutic-based Art Pedagogy : = Enhancing Culturally Diverse Students' Self-esteem.
Chen, Chun-Chieh.

An Implementation of Therapeutic-based Art Pedagogy :Enhancing Culturally Diverse Students' Self-esteem. - 1 online resource (313 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2018.

Includes bibliographical references

The purpose of this research is to investigate if the implementation of therapeutic-based arts pedagogy can be regarded as effective interventions and strategies in promoting positive self-esteem, self-confidence, and cultural identity of culturally diverse students and the foreign- born and/or immigrant students who I have termed Mandarin language learners (MLLs) in Taiwan in this research. The therapeutic-based arts strategies in this study included the incorporation of parts of crucial components of Sheltered Instruction Observation Protocol (SIOP) and effective strategies inspired by play therapy and mindfulness practice. As learning is a by-product of playing, therefore, the arts activities in this study were play-based, therapeutic-based, and student-centered. With this sense, not only are the art activities therapeutic, but also they are informative and educational. More importantly, this research was designed to examine the specific challenges that may happen to culturally diverse students/MLLs in schools. The significant implications of this research for educators and/or practitioners are first, encouraging educators and/or practitioners to rethink how they conceptualize culturally diverse students/MLLs as well as their culture and heritage. Second, while the culturally diverse students/MLLs continue to increase on institutions and college campuses, this study could be of benefit to educators who teach second language learners in mainstream classrooms across the United States. Third, the study findings may bring awareness of negative stereotypes and issues resulting in losing self-esteem and confidence. Therefore, this therapeutic-based arts approach may meet the unique needs of culturally diverse students and MLLs in Taiwan. From an educational perspective, this therapeutic-based arts intervention may foster solid self-confidence and successful academic performance. Hence, this series of therapeutic-based arts strategies could be considered as a critical and social pedagogy in art education, which promotes diverse sociocultural perspectives, invites personal social statements, and encourages critical thinking. Consequently, the culturally diverse students and immigrant students (e.g., ELLs and MLLs) may become productive and successful members of their schools, communities and countries.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355884449Subjects--Topical Terms:

1179362
Art education.
Index Terms--Genre/Form:

554714
Electronic books.

An Implementation of Therapeutic-based Art Pedagogy : = Enhancing Culturally Diverse Students' Self-esteem.
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520 $a The purpose of this research is to investigate if the implementation of therapeutic-based arts pedagogy can be regarded as effective interventions and strategies in promoting positive self-esteem, self-confidence, and cultural identity of culturally diverse students and the foreign- born and/or immigrant students who I have termed Mandarin language learners (MLLs) in Taiwan in this research. The therapeutic-based arts strategies in this study included the incorporation of parts of crucial components of Sheltered Instruction Observation Protocol (SIOP) and effective strategies inspired by play therapy and mindfulness practice. As learning is a by-product of playing, therefore, the arts activities in this study were play-based, therapeutic-based, and student-centered. With this sense, not only are the art activities therapeutic, but also they are informative and educational. More importantly, this research was designed to examine the specific challenges that may happen to culturally diverse students/MLLs in schools. The significant implications of this research for educators and/or practitioners are first, encouraging educators and/or practitioners to rethink how they conceptualize culturally diverse students/MLLs as well as their culture and heritage. Second, while the culturally diverse students/MLLs continue to increase on institutions and college campuses, this study could be of benefit to educators who teach second language learners in mainstream classrooms across the United States. Third, the study findings may bring awareness of negative stereotypes and issues resulting in losing self-esteem and confidence. Therefore, this therapeutic-based arts approach may meet the unique needs of culturally diverse students and MLLs in Taiwan. From an educational perspective, this therapeutic-based arts intervention may foster solid self-confidence and successful academic performance. Hence, this series of therapeutic-based arts strategies could be considered as a critical and social pedagogy in art education, which promotes diverse sociocultural perspectives, invites personal social statements, and encourages critical thinking. Consequently, the culturally diverse students and immigrant students (e.g., ELLs and MLLs) may become productive and successful members of their schools, communities and countries.
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