| The purpose of this study was to examine ways in which incarcerated youth respond artistically to young adult literature. A group of four males ranging from the ages of 13 to I7 years old was chosen from a secured facility. The inquiry sessions included listening to three young adult literature books being read orally, artistic response, and an interview session following the completion of the response.; A qualitative case study methodology allowed the researcher to be the primary instrument for gathering and analyzing data. The gathering of data included an interest inventory, pre and post attitude survey; field notes, artistic response, and interviews. Through examination of the artistic responses and taped audio interviews, this inquiry explored types of artistic responses exhibited by incarcerated youth, the change in their attitudes toward reading and literature, artistic response as a means of engaging reluctant readers, and the similarities and differences that occur among/between artistic responses made by the youth.; Artistic responses were categorized using Squire's Framework (1964) including: (1) Literary judgment; (2) Interpretational response; (3) Narrational response; (4) Associational response; (5) Self-involvement; (6) Prescriptive judgment; (7) Miscellaneous. Additional findings and considerations derived from interviews concerning the art products that impacted types of artistic response, attitude toward reading, engagement with text, and similarities/differences in responses were: (1) Out of home placement; (2) Abuse; (3) Drugs; (4) Gangs; (5) Arts; (6) Run risk; (7) Personal connections; (8) Aggression; (9) Symbolism; (10) Self-reflection; (11) Food; (12) Judgments; (13) Miscellaneous.; The goal of this study was to explore alternative methods for helping male youth respond effectively to young adult literature. The information gained from this study benefits educators who instruct not only the special needs population of incarcerated youth, but struggling male learners in the regular classroom. |
