Spring 2019

Return to Table of Contents

Using process-oriented art activities to foster self-efficacy in students…Alex Wright

How can process oriented art activities reduce social anxiety and build self-efficacy in students?

As a student and an educator, I noticed there is often a large emphasis on the end product in art education programs. I have heard students express that their own art work is not as "good" in comparison with the work of another, and at times would devalue their skills before attempting an art activity. I wanted to start an art club that offered students the opportunity to experiment with different techniques without the parameters of an end product. The art club was a chance to investigate how using experimental and sometimes uncontrollable art techniques could cultivate a sense of trust in themselves and in their social group as they took part in collaborative and process-oriented art. Research shows that play can help students build social skills and self-trust, and I saw process-oriented art as another form of play. During this art club I conducted a pre-survey and a post-survey to measure social anxiety and self-efficacy. Though there was a margin of error with the data, the overall results suggested that these art activities did promote self-efficacy in students.

Alexandra Wright received her Art degree from the University of Lethbridge in 2014. After graduation, she spent time working as an educational assistant, where she realized her passion for education and decided to return to the University of Lethbridge in pursuit of an education degree.