ABSTRACT
This paper explores the transformative potential of arts programming as a means of rehabilitation, reintegration, personal growth and community building for individuals transitioning from incarceration back into society. This includes art making as a tool for the enhancement of social and emotional well-being, the development of essential life skills, and reintegration of these individuals into their chosen communities.
Based on community artmaking, surveys, interviews, and workshops with Project Rebound students who were incarcerated before attending college, evidence from this study and the extant literature suggests that participation in artmaking programs offers therapeutic outlets for self-expression, fosters a sense of empowerment, and encourages personal growth and self-awareness, thereby facilitating the cultivation of new post incarcerated artists and community leaders. Finally, this paper explores how arts-based initiatives can be instrumental in reducing recidivism rates by offering post-incarcerated individuals a chance to explore new identities and skills, build self-esteem, and connect with their communities in meaningful ways. Through a combination analysis, the paper demonstrates how arts programming can address a spectrum of issues related to reintegration, including but not limited to unemployment and mental health challenges.
This paper presents an argument for the expansion and integration of arts programming within the broader framework of reentry initiatives, underscoring the potential of the arts to help post-incarcerated students embark on a journey of healing, transformation, and social reconnection. The findings and insights presented herein contribute to a growing body of research advocating for innovative approaches to reintegration that prioritize the well-being and success of those who have experienced incarceration.
https://scholarworks.calstate.edu/concern/theses/s4655q644
COLLECTION OF WRITING ON WORKS
After over 9 years teaching art in public school I am looking to expand my teaching skills in other realms of education, while also making my art business official.
I’ll miss the kids, my fellow teachers and staff but I know I’m making the right decision for myself and family. Even though I won't be in this classroom after June, I know that my love of this profession will carry me into other forms of artistic work, and I will forever be involved in providing art access to students from all walks of life. As I've said in another post, my pot is too small - time to replant.
I'll continue building up lessons, experiences, presentations and video via my blog for any teachers/artists or art lovers.
Additionally, thanks to CA Dept of Ed and Pearson for hiring me on contract to assess for CAL TPA Art for pre-service teachers this season.
Through training via NAEA, Chibitronics and with financial support from Front Porch Foundation, GATE students at elementary level are exploring building circuitry, lights, coding commands for them and applying their knowledge to the creation of a unique light painting.
Used Love to Code Kits, developed by artist Jie Qi.
I’ve always been an outsider. Comfortable looking but never engaging unless necessary. And I’m a hillbilly. An educated hillbilly is called a hill William as my father always says. I moved a lot growing up and I’ve moved a lot as an adult. At one point my husband and I moved 11 times in 10 years.
But I’ve seen a lot more slivers of the world this way and I’ve never regretted that.
As the first Blog entry on New Year's Eve of 2023, I thought I'd post my newly defended thesis abstract and link to paper to follow.
I hope this research can serve as a evidence of the power of collaboration among many people, groups and institutions, and just how much the arts can be a catalyst for positive change in all facets of life.
https://www.csustan.edu/news/warriors-powerful-project-sheds-light-project-rebound-and-honors-formerly-incarcerated
Group Presentation from NAEA 2023 Convention, San Antonio TX
Sarah A Graham, Artist/Educator, BOFG Unified, CSU-Stan CERC/Project Rebound, CA
Denise L. Greene, Director of Community Programs, Arts Students League of NY
Sheila McGuire, Head of Student and Teacher Learning, Minneapolis Institute of Art, MN
Leslie Burwell, NBCT Teacher/Arts Dept Chair, Chatham County Schools, NC
Brett Henzig, Director of Programming, Artists Working in Education (AWE), WI (audio recording)
Being a teaching artist and site coordinator for William James Association, Prison Arts Project at local state prison prior to, during and post pandemic, until contract and subsequent funding was complete in August of 2022.
Tying together Paint Boxing event and Heart Weaving during COVID with elementary and middle school students to create an object of remembrance of community struggles during the pandemic.
SEL inspired lesson - very adaptable for all ages and mediums
SEL and The Arts ppt and Neurographic Art Lesson for Teachers
Sarah Graham/Tenaya School 6/4/21 SEL CoP Mini Grant – Review
All School Field Day Activity - Paint Boxing (Inspired by Japanese artist USHIO SHINOHARA)
Applied for NAEA School for Art Leaders (twice!) and got in just as the pandemic was ramping up. It was an incredible experience in that you get to meet so many other art educators from all walks of life doing amazing things.
Given to Mental Health Coalition teachers at TCSOS, 2018/19
Short video of 3D printing into software via TinkerCad for teachers
Tenaya Elementary 5th graders did an art exchange with International School in Kiev, Ukraine (pre-pandemic, pre-conflict)
Students exchanged artwork based on various themes ranging from nationality, history and folklore. Additionally, students were able to record questions via video and send back and forth with students and whole class to gain further info about one another's school, students and artwork.
Practiced art and body movements in the style of Heather Hansen, incorporating STEAM lesson on proportions of the body (looking at Da Vinci's Vitruvian Man) and applying charcoal medium to large scale works individually and in partners (upper elementary and middle school). Talked about grounding the body, breath, symmetry, significance of charcoal as a medium historically, etc...
As part of STEAM PD for Teachers, collaborated with yoga/dance instructor to create art lesson for teachers to practice at Outdoor School.
Inspired by Andrea Anderson's Queens of the Mines Podcast and book, I created a series of local women from the Gold Rush Era. A small collection of these illustrations are hung in the General Store in Columbia Historic State Park, Columbia, CA.
Teaching paper marbling techniques, esp. suminagashi is a great way to practice hand eye coordination, color theory and lots of patience. Adding block printing to these unique papers creates one of a kind prints.
Project Rebound Community Voices: The Phoenix Sculpture and Arts Programming Research with Post Incarcerated Students
12/31/2023
ABSTRACT
This paper explores the transformative potential of arts programming as a means of rehabilitation, reintegration, personal growth and community building for individuals transitioning from incarceration back into society. This includes art making as a tool for the enhancement of social and emotional well-being, the development of essential life skills, and reintegration of these individuals into their chosen communities.
Based on community artmaking, surveys, interviews, and workshops with Project Rebound students who were incarcerated before attending college, evidence from this study and the extant literature suggests that participation in artmaking programs offers therapeutic outlets for self-expression, fosters a sense of empowerment, and encourages personal growth and self-awareness, thereby facilitating the cultivation of new post incarcerated artists and community leaders. Finally, this paper explores how arts-based initiatives can be instrumental in reducing recidivism rates by offering post-incarcerated individuals a chance to explore new identities and skills, build self-esteem, and connect with their communities in meaningful ways. Through a combination analysis, the paper demonstrates how arts programming can address a spectrum of issues related to reintegration, including but not limited to unemployment and mental health challenges.
This paper presents an argument for the expansion and integration of arts programming within the broader framework of reentry initiatives, underscoring the potential of the arts to help post-incarcerated students embark on a journey of healing, transformation, and social reconnection. The findings and insights presented herein contribute to a growing body of research advocating for innovative approaches to reintegration that prioritize the well-being and success of those who have experienced incarceration.
https://scholarworks.calstate.edu/concern/theses/s4655q644
