Using visual art-based interventions for a primary school student with difficulties in perseverance, attention, and concentration

Abstract

Primary school teachers in Slovenia are regularly confronted with a large number of students with special needs who show deficits in perseverance, attention, and concentration. Therefore, considerable professional support is required to provide an inclusive approach to visual art-based activities, including art-based interventions. In this study, a 12-step qualitative action research programme was conducted over a 3-month period in order to help with the integration of a 10-year-old boy who had deficits in individual learning areas, such as perseverance, attention, and concentration. Our results show that art-based interventions using different visual art areas, techniques, materials, expressive methods, and concepts in art classes had a positive effect on the student’s perseverance, attention, and concentration abilities. During the study period, his concentration and perseverance levels improved. He also accepted the fact that effort and perseverance are essential to complete a work of art, leading to better quality art and personal satisfaction.

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