Today, a large number of multicultural publications and resources are available for elementary classroom use. The purpose of the study was to examine existing multicultural elementary art curricula and resources to evaluate their adequacy and availability to the classroom art teacher, according to criteria, methods, and materials recommended by scholars in art education. The examination included price range and adaptability of material, audiovisual resources, art production, art criticism, art history, aesthetics, sequential organization, developmental appropriateness, cultural integrity, and multicultural content level. Upon completion of this study, two of the five curriculum publishers proved to consistently produce multicultural art education curriculum at a high quality level. Crizmac and Crystal Publications offer a number of curriculum settings that comply with current NAEA standards as well as the criteria set forth in this paper. Supplementary resources and the future of multicultural art education in respect to curriculum and classroom implementation are also discussed.

<p>My study suggests by adding cultural relevant material to a curriculum does not alter the way a teacher teaches, it changes the "why." By selecting material that connects students in regards to their social, cultural or historical experience a teacher adds to the creditability of the lesson. The selection of a culturally relevant subject changes the detached "Why I am drawing this" to a subject that has a deeper meaning. The study of culturally relevant material provides students with cultural "depth" that becomes a part of their visual experience. Cultural depth is a necessary component in developing critical thinking skills and becomes a foundation for a student's creative expression. </p><p> A necessary goal of art education is visual literacy. Visually literacy requires no tactile skill, it is the critical thinking component of art. The tactile skill component of art used to express ideas in a creative way varies from those with talent (the ability to draw well) to those with very little or none. Visually literacy transcends talent. Little talent is need to develop the ability to put in context and frame visual and written information allowing one to discern the fiction from the non-fiction. </p><p> African-American art and artist were selected for my case study but the subjects studied do not need to be limited to demographics or ethnicity. There are many social and political issues within and outside the students' community that would have relevance. The key to improving visual literacy is connecting subject relevance to the students, in order to develop critical thinking skills and to have students think about what they see. The goal is always is to improve students' learning and achievement. </p>

<p> Two six-week research studies in two different geriatric facilities were conducted on how art making affects the anxiety levels, depression levels, and symptomology of geriatric patients with a diagnosis of COPD. There were 10 participants total between the two studies, all with varying stages of COPD and different symptoms of depression and anxiety.</p><p> The participants attended a one-hour creative arts therapy group once a week for six weeks. During each week, a different art directive was presented with new materials and new themes. Through pre- and post- self assessments each group, research showed how these art materials, discussions, and directives affected their medical and emotional symptoms. Research demonstrated how medical and emotional symptoms are intertwined, often greatly affecting one another. Providing art directives and group support, this study provided ways to observe how affecting one symptoms may possibly benefit other underlying symptoms and even a person's well-being as a whole.</p>

<p> <i>Skins</i> is a project that evaluated the impact of art participation on choices regarding food and gardening in a rural Arizona community. The study was structured by an emergent methodological design, making use of survey, interview, and observation in an effort to capture the full richness of participant experience. The purpose of the project was to meet community wide health goals and measure if and how the arts can create conversation that will result in positive social change. Participants were invited to join open public groups and were also generated from existing groups and organizations in the town of Ajo, AZ. As an artist and former teacher, I chose to implement this project in Ajo partly because of its unique geography, history, and culture, and mainly because of my committed role in the community. In addition to proving that the arts can indeed lead to social change, I also implemented the <i>Skins</i> project as a way to practice my community based arts facilitation and leadership skills and put theory to practice. The results of this project support current theories and trends in the community development field including efforts such as building social capital and utilizing asset based strategies. The project exemplified arts education at work in the community and made a strong case for the positive outcomes of involving youth in the arts process. Planning and activities exhibited the value of one of the Community Based Arts field's main tenants of allowing process to dictate product. Statistics and quantitative data showed that by participating in arts activities on the topic of food and gardening, Ajo community members found a desire to change their eating and nutrition habits and manifested this desire in numerous ways. By impacting personal decision making and provoking a shift in thought patterns and in behavior this project contributed to wider community change. This study allowed for many directions for further research and serves as a contribution to the evolving Community Based Arts field.</p>

<p> Bullying behaviors among primary school-aged children are underreported, which communicates to the children that the issue is not important to the adults who should be promoting a safe and healthy environment. The purpose of this qualitative, hermeneutic phenomenological study was to explore the perceptions and lived experiences of a purposeful sample of 15 fourth- and fifth-grade elementary teachers concerning the possible effect of Bernstein&rsquo;s Artful Learning&trade; Model strategies (an arts integration program) on bullying behaviors of fourth- and fifth-grade students at an arts magnate school. Face-to-face interviews were conducted with a purposive sample of 15 fourth- and fifth-grade teachers, using an interview guide with open-ended questions, about their perceptions of bullying at the research site and the effects of Bernstein&rsquo;s Artful Learning&trade; model on bullying behaviors. The study results indicated use of the model has the potential to help deter bullying behaviors. Participants believed the model&rsquo;s community-building component and strategies helped decrease bullying and aggressive behaviors. This study provides educational leaders with a demonstration the efficacy of an arts-integration program in deterring bullying behaviors among elementary students.</p>

<p> The purpose of this qualitative research case study was to investigate leadership and funding decisions that determine key factors responsible for sustaining arts programs in public schools. This dissertation represents one of eight dissertations in a thematic dissertation group at the University of Southern California. Each researcher conducted a qualitative research case study at a separate, individual school site. While the educational climate, financial constraints and use of standardized testing to evaluate schools continue to threaten arts programs in public education, Eastland High School, the site of this case study, managed to sustain its visual and performing arts program. Understanding the key factors that sustained the arts program at Eastland High School shaped the foundation of this research study. A qualitative lens investigated three research questions to understand: (1) arts programs at the school, (2) leadership decisions that support the arts program, and (3) funding decisions made at the site. The triangulation of data identified several emerging themes relevant to the three research questions. The first significant theme found collaborative leadership built ongoing social and political capital among all stakeholders to support and sustain the arts program. The findings discovered community partnerships represented a second important theme, which contributed toward the longevity of the arts program. A third theme determined resourceful funding decisions guided school leaders to build successful arts programs. The implications of this case study indicated collaborative leadership and resourceful funding decisions sustain viable arts programs in public schools. Based on the evidence analyzed and discussed in the findings, the case study provided educational leaders with recommendations for future research and advice to sustain arts education in public schools.</p>

<p> The purpose of this project was to develop a program, explore potential funding sources, and complete a grant application to secure funding for an expressive arts showcase for clients at Homeboy Industries who have a criminal and gang-affiliated past, and are now attempting to re-integrate in their communities. Narrative therapy, Cognitive Behavioral Therapy, art therapy, and mindfulness may significantly ameliorate the conditions faced by this population, as well as the overall well-being of the community through a showcase of expressive arts composed and performed by the clients of Homeboy Industries. A search for potential funding sources led to The Goldhirsh Foundation as the most appropriate source for this grant. A grant proposal was written describing an expressive arts program for Homeboy Industries that will ultimately result in a showcase for community consumption. Actual submission and/or funding of the grant were not required for the successful completion of this project. </p>

<p> In 2011, with ongoing concerns over state budget shortfalls and the increasing educational cost structure, California state legislators focused their attention on measures that could lead to access, added productivity, and value in order to sustain the current educational system. One ofthe recommendations provided by the Legislative Analyst's Office (LAO) was to eliminate state support for course repetition in activity classes. In 2012, the Board of Governors (BOG) adopted the changes to Title 5 ofthe California Code of Regulations to limit the apportionment a community college district could collect for student attendance in credit courses that are related in content. This limitation on apportionment was intended to specifically limit student enrollment in active participatory courses such as those in the visual and performing arts.</p><p> This qualitative interview study used the Discipline-Based Art Education framework to bring forth the experiences of 13 community college visual and performing arts (VAPA) instructors. The purpose of the study was to understand how VAPA instructors experienced the elimination of course repetition, how they reconciled the requirements of their discipline with the state educational policy, and how these changes influence the teaching and promotion of access to arts learning.</p>

<p> This study takes place in a Mid-Atlantic public charter school over the course of a semester with eight seventh- and eighth-grade students in a visual art painting class. The author aimed to discover whether the integration of art therapy techniques within her curriculum might increase the self-efficacy students felt towards art-making. The study employed the ethnographic method of action research to allow the researcher to implement the study within regular classroom instruction and routine. This method also allowed more in-depth and cross-sectional analysis by the researcher due to regular exposure and established relationships with the subjects. Four exercises, modeled after commonly-used art therapy exercises, were inserted into the beginning of classroom instruction along with immediate individual reflection. Along with the student artwork, four other bodies of data were analyzed including: field observations, one-on-one interviews, written responses and an initial benchmark survey. Thematic analysis allowed the researcher to identify themes that would gauge levels of student engagement, compare content of the work and recognize student affect. Results from analysis confirmed the hypothesis as evidence revealed an increase in self-efficacious behaviors and attitudes towards art-making for students. This study confirmed adolescent artistic developmental stages as well as developmental tendencies towards gaining and displaying control. These findings correspond to the need for differentiated teaching to adolescent students and the importance of educator awareness and consideration of developmental needs. This study also highlights the possibility of enhancing the student experience when the practice of art education and techniques of art therapy are carefully and intentionally combined. It provides a model of an empathetic approach to curriculum for the purpose of providing a holistic art education. </p>

<p> In this thesis, I strive to expose societal rules and regulations that constrict and restrict our social interactions in a way that promotes prejudice and xenophobia. Through interacting with the series of sculptures, viewers are given the opportunity to question these societal norms and start a process of self-reflection to truly understand the freedom that comes without prejudice. Interaction is the main element that ties the series of works together, to form a seamless journey of self-discovery. The following artists are discussed in relation to this series of work: Niki de Saint Phalle and Bj&ouml;rk Gu&eth;mundsd&oacute;ttir. Their art works share the same spirit of liberation and social revolution.</p>