Youth and Islamic Art

Mareya Isa Saleh

Paper written in partial fulfillment for the

Bachelor of Visual Design
Bahrain Polytechnic

Abstract
Thesis report Youth and Islamic Art, that is produced by Mareya Isa Saleh, a Visual
Design student in Bahrain polytechnic, submitted 8th December 2013. The aim of this
thesis is to determine the reasons that hinder using Islamic art as an artistic
expression by the youth. 40 participants were questionnaire and 3 were interviewed
to collect a qualities data from Bahraini youth perspective. From one perspective the
result shows that religion, culture and tradition hinder the usage of Islamic art to
express youth feelings. On the other hand, youth believes in using Islamic art as an
expressional art if they think about it creatively.

Acknowledgment

Above all, I thank Allah for guiding, helping and give me the patient to finish the thesis
paper and blessed me. I owe many thanks to people who supported and guided me during
writing this paper. I would also thank Bahrain polytechnic, whom without this paper
couldnt be established in reality. Also, I would like to thank my tutor and advisor Karen
Ralph from Visual Design Faculty for guidance and support. Moreover, thanks go to Angela
Smith and Reem Jaberi from Humanities Faculty for given writing instructions. Special
thanks go to my family and friends for their support and appreciation during the past six
months or so on to finish this paper. Last but not least, I would like to thank Bahrain City
Center mall for allowing me to distribute the questionnaire on mall visitors.

Contents
Table1: Age ranges
List of Tables
List of Figures
Glossary
Introduction
Literature Review
Introduction
Islamic Art
Geometrical Shapes
Abstraction
Usage of Light
Blue
Youth
Youth culture (believes and behavior)
Youth and Art
Summary
Methodology
Introduction
Ethics
Methods
Questionnaires
Interviews
Constraints
Result
Introduction
Questionnaire
Interview
Conclusion
Recommendation
Introduction
Recommendations
Appendices
Questionnaire
Interview
References
Books
Online Research
Bibliography
Books
Online Research

16
4
5
6
7
8
8
9
9
10
10
10+11
11
12+13
13
13
14
14
14
14
14
15
15
16
16
16-20
21+22
22
23
23
23
24
24
25
26-27
27
27
28
28
28-30

List of Tables
Table1: Age ranges

16

List of Figures
Figure1

Figure 2

10

Figure 3

10

Figure 4

11

Figure 5

17

Figure 6

17

Figure 7

17

Figure 8

18

Figure 9

18

Figure 10

19

Figure 11

19

Figure 12

20

Figure 13

20

Glossary
Ethics: It relates to human values about a specific conduct.

Moral: It is about the goodness or badness of human ethics.

Culture: It is the characteristic that categories a specific group of people based on their
language, religion and habits.

1. Introduction
Art is an interactive cultural mirror that appeals within it shapes, colors and meaning. It
determine with it characteristics and rules to be differentiated from other types of art. More
important, Islamic art is a cultural and religious art that represent this combination. It shows
that the Bahraini youth neglected this type of art and used alternatives to express
themselves, even positively or negatively. This research will clarify the reasons that lead the
youth to stay away of using Islamic art as an expressional art.
This research is useful for youth, communities as well as youth centers as it helps in showing
the importance of art in youths life and being an investment source that is taken from
religion and tradition from the same time.

This research goes over a number of crucial key terms which are: Islamic art, youth,
behavior, believes, culture, religion and art expression.

The thesis covers a number of sections that detailed the information about the topic itself
and information gathering sources as well. Literature review section clarifies Islamic art,
youth and then it supports ideas by undertaken studies. Gathering information can be
achieved by a number of methods; the methods are discussed in the methodology section.
Gathered information results are interpreted based on target participants responds and
answers. Finally, a number of recommendations were suggested to ensure getting the final
goal of bringing the Islamic art back creatively by youth.

2. Literature review
2.1 Introduction
Islamic art have been used over the years, but nowadays youth loss their passion about it.
Most likely, religion, culture and parents affect youth believes and feelings. These factors
could limit them of expressing their feelings and thoughts through Islamic art. The
following paragraphs will show the relationship between Islamic art and youth culture in
term of using Islamic art as an expressional art.
2.2 Islamic art
Islamic art represents the Islamic civilization in an artistic way (Al Daraysaa, 2009). It started
in the antiquity of caves period by using geometric shapes. However, it was titled Islamic art
1400 years ago, in the Islamic era. Islamic art includes three types, which are: Arabic
calligraphy, decoration and the art of nature (Al Daraysaa, 2009).
All these types recognized by the only rule, which is forbidden using human and animal
figures in Islam (Al Daraysaa, 2009). To recover this rule different characteristics were
created to represent Islamic art, as follows:

Geometrical shapes:
It is about using geometrical shapes as signs to deliver the message rather than
representing the actual scene (Al Daraysaa, 2009). Figure 1, represents the usage of
geometrical shapes in masjids architecture.

Figure 1 Geometrical Shapes

Abstraction:
This characteristic is a consequence of the forbidden of using human and animal figures
as mentioned earlier. Figure 2 represents the usage of circular shapes s well as curved
lines that symbolize flowers, leaves and branches to end up with an abstract piece of art
that represents nature.

Figure 2 Abstraction

Usage of light:
Usage of light is a critical concept that is used to symbolize Allah. This characteristic has
been reflected in different objects by creating holes to allow sunshine go through it.
Figure 3 represents the holes in masjid that allow sunshine entrance.

Figure 3 Usage of Light

Blue:
The blue color is used mostly in Islamic art works to represent the water as a crucial
living source especially for Arabic Islamic countries that are known with high
temperature (Al Daraysaa, 2009). Figure 4 shows the usage of the blue color that
emphasizes being fresh and vital.

10

Figure 4 Blue Color

Islamic art was not reflected correctly following its rule in teens life nowadays. However,
they express themselves randomly without following any rules. As response, an action
should be taken to bring Islamic art back to youth life within current living situation.
2.3 Youth
The word youth is not defined as an age range only; it is the sum of the age category,
behavior, ethics, ways of living, and the adolescent expression ("Youth definition," 2013).
Holm and Helve mentioned that youth are who in the age range between 15-25 years of age
(Holm & Helve, 2005). While there were other definitions such as Galambos and Kolaric
(1994), those divide the previous range into two groups, which are: teens and young adults.
Also Galambos and Kolaric included the young adolescent between 10-14 years of age to be
a third group range of the definition. Mainly many sources defined the word youth as the
period between childhood and adulthood (Holm & Helve, 2005). In Bahrain youth are who
aged between 18-22 were they depend on themselves.

Youth culture (believes and behavior):

According to the western ideology, the youth period is the stage where they start to
take a role in the society and develop it to move forward with their identity (Holm &
Helve, 2005). Ethics are important as they affect youth behavior positively or negatively
through their thoughts, talk and actions. A study was undertaken by Josephson
Institute of Ethics in 2012 on nearly 23000 high school teenagers to examine the youth
believes in their behaviors ("2012 report card," 2012). The study revealed that 99% of
youth responded with believe in being a good person ("2012 report card," 2012). This

11

leads them to be independent and trustworthy as 96% of the high school teenagers
aspire to be part of their morals. 93% of youth thought that their own identity might be
marginalized due to following their parents desires and other influential factors such as
the social activities ("2012 report card," 2012). While another study shows that youth
activities with their parents and friends by going to churches limit expressing their
thoughts and believes (Smith, 2011).
93% of todays youth are more satisfied with their behavior and are not affected by
their parents ("2012 report card," 2012). On the other hand, more than 50% of
teenagers admire to become as popular attractive character and to be esteemed ("2012
report card," 2012).
In Bahrain, youth are more affected by their parents believes and thoughts as well as
their religion. A study was conducted in 2005 about The Religious and Spiritual Lives of
American Teenagers on 3000 young people and their parents. The study result revealed
something different from the normal picture of teenagers which claims that they are
hostile to religion. Smith says, around 65% of American teenagers believe in god, who is
mentioned in the Bible or a god similar to it. More than 84% of American teenagers
consider themselves being religious, and the majority of them, around 75% identify
themselves to be Christian. Besides this, 50% teenagers mentioned that religion is "very
important" or "extremely important" to them. Moreover 40% of teenagers attend
religious talks and services more often (Smith, 2011). This study reflects the Bahraini
youth and their relation to Masjids that consider as a religious place.

Youth and art:

The Power of Art report that was the result of an inquiry about considering arts as an
effective method for at-risk youth revealed valuable information about the relationship
between youth and art. The study targeted at-risk youth in California to examine their

12

behavior in response of using art (Anderson, Walch & Becker). Major findings of the
study, which are:

Arts are considered as an influential factor in youth wellbeing. It is the strongest

commitment formed with youth in comparison to other activities.

Art provides youth with mentor relationships and social connectivity.

Youth are involved in terrorist actions and join gangs for the purpose of searching
for self-expression.

Art provide an alternative positive way to address adolescents needs without

getting involved in negative and harmful behaviors.

This study considers Bahraini youth behavior in response of using art to recover their
negative behaviors such as: burning tires, writing on walls or other illegal actions.
2.4 Summary
As the studies prove that youth life is mainly affected by different factors such as religion,
culture and parents, they might limit their thoughts and feelings. However, Islamic art could
stimulate Bahraini youth to express their thoughts and feelings in an artistic way even if it is
considered to be religious and cultural art.

13

3. Methodology
3.1 Introduction:
The previous chapter showed a number of studies about youth and whether they can use
Islamic art as an art expression or not. This section investigates Bahraini youth thoughts and
believes in Islamic art. Collected information will be gathered from two methods:
Questionnaires and interviews.
3.2 Ethics:
Questionnaire and interview ethics are important to ensure that they are conducted
appropriately with Participants confidential information and kept secure from loss or illegal
use (Collin, 2010).
Participating in the questionnaire and interview is voluntary and participants have the
opportunity to withdraw at any time. Participants` names will remain confidential unless
they agree. Overview information will be provided to participants in order to give them a
better understanding of the topic (Collin, 2010).
3.3 Methods:
3.3.1 Questionnaire:
Questionnaires are popular method of collecting data from participants responds about a
particular topic. The questionnaire will target mixed gender youths between 18-22.
This method allows access to a large number of participants over a short period (Collins,
2010). The questions will be based on the literature review to provide an appropriate image
about their opinion and beliefs of Islamic art.

The questionnaire will be conducted with 40 participants in Bahrain City Center mall during
the weekend and with Bahrain polytechnic students. This number of participants will
provide a better result. The participant will have maximum of 5 minutes to answer the
questionnaire in order to get their first impression about the topic (Collins, 2010). The
questionnaire will include both open and closed questions to get a broaden information as

14

well as elaborate upon within the topic and give additional information (Collins, 2010).

3.3.2 Interview:
Questionnaires gather specific participant responses, interviews gives the opportunity for
detailed information (Collins, 2010). Three youth participants aged between 18-22 will be
interviewed to obtain better understanding of the research topic. Using structured
interview type will offer detailed directed information (Collin, 2010).

3.4 Constraints:
A number of constraints might come up during the chosen research methodologies. Time is
one of the constraints in completing the questionnaire design and getting 40 participants to
answer the questionnaire questions. Also, participants might choose random answers and
answer open questions. Moreover, analyzing 40 questionnaires and 3 interviews could prove
time consumption.

15

4. Result:
4.1 Introduction:
The previous chapter discussed a number of methods that will be used to collect the
research information. This chapter will show the result of analyzing gathered information
from the pre-mentioned methods. 40 random participants have taken part in the
questionnaire circulation and 3 students were interviewed. The questions will examine
youth usage of art during their life to express themselves and feelings. Also, it assesses their
opportunity to use Islamic art as an art expression.
4.2 Questionnaire:
Questionnaires can gather participant answers in a short period of time. The questionnaire
for this research was divided into three sections that are: art section, Islamic art section and
youth section.
Question 1 elicited broad information about participants age that helped to categorize
respondents.
The highest percentage was 25% of the participants were aged 20, while the lowest
percentage was 10% of the participants aged 18. 19 and 21 years participants were equal
and got 22.5% and 20% of the participants were 22 years (See table 1).
Table 1 Age Ranges
Age

18

19

20

21

22

Percentage

10%

22.5%

25%

22.5%

20%

The art section started with question 2 about the places that youth prefer to search for art.
42% of participants prefer blogs to look for art, magazines with museums coming in third
place. Other media mentioned in the other` selection choice were art galleries and books
with 5 participants preferring that (See figure 5).

16

42%
31%
17%
10%

Figure 5 Art Search

The third question covers the area of using art to express feelings. 57.5% of participants
mentioned they would use art to express their feelings such as: happiness, sadness, anger,
dreams, mystery, spirituality and boringness while the rest do not prefer to use art to
express their feelings (See figure 6).
57.50
%

30%
12.50
%

Yes

No

Maybe

Figure 6 Expressional Art

This leads to a breakdown question of the previous question and find out more about
expressed feelings. The results showed that 48% of participants use art to express
happiness. While 36% of the participants have chosen sadness (See figure 7).

17

48%
36%

16%

Happiness

Sadness

Others

Figure 7 Specific Feelings

The fifth question gives an indication of the importance of Islamic art to youth in a scale
from 1 to 5. Results of the choices essential and neutral are equal which make 35%. 20%of
participants think that Islamic art is very important. The rest have chosen somewhat
important which constitute 10%. (See figure 8).
35%

35%

20%

10%

0%
Not important

Somewhat
important

Natural

Essential

Very important

Figure 8 Importance of Islamic Art

The following question focus on Islamic art components that are mostly liked by youth.
Figure number 9 shows the highest percentages, which constitute 64% of participants, see
that geometrical shapes attract them. Natural shapes attract 21% of participants, while 13%
of them go for human figures. 2% of participants are not attracted even by the Islamic art.

18

64%

21%
13%
2%
Human
figures

Natural
figures

Geometrical
figures

Nothing

Figure 9 Islamic Art Components

The seventh question focuses on youth believe in whether Islamic art represents Bahraini
culture or not, The majority of participants who are about 82% believe that Islamic art
represents Bahraini culture, while the rest do not think so (See figure 10).
82.50%

17.50%

Yes

No

Figure 10 Representation of Bahraini Culture

The eighth question investigates the factors that affect youth believes. As it shows in figure
11 that Parents affect 69% of participants beliefs and thoughts, while 18% of them are
affected by religion. Culture affects only 13% of them.

19

69%

18%

Parents

Religion

13%

Culture

Figure 11 Influential Factors

This takes us to the next question of places youth like to see Islamic art used in. 85%
participants would like to see Islamic art used in buildings and streets and 13% of
participants want to see it in design sections, while 2% want to see them within different
countries (See figure 12).
85%

13%
2%
Buildings

Countries

Dsign
sections

Figure 12 Actual Implementation

The last question examines youth believe in whether Islamic art can help them express
themselves creatively. Figure 13 shows that the majority of participants, who make 82.5%,
believe in that and the rest do not believe so.

20

82.50%

17.50%

Yes

No

Figure 13 Islamic Art and Creativity

4.3 Interviews:
This section discusses the results of the interviews that were chosen as another method to
collect more detailed information. Three random participants were interviewed participant
A, B and C`.
Question1 has been asked to obtain general knowledge of art from each participant. Only
one participant had some difficulties in answering the question while 2 out of 3 answered
with landscape art. The first question was leading to the main point that relates to art.
Question 2 and 3 examined participants preference in learning Islamic art. Participants
believe in the relation between Islamic art, religion and culture. Due to this relation, they
are interested in learning and experimenting Islamic art. They express happiness, sadness
and other feelings through Islamic art. Throughout the interview, participants clarified how
youth could use Islamic art in creative ways. Participant B said: youth would bring
modernity to the art rather than using it in a traditional way. In addition, Participant A
mentioned that this type of art would be safe way for youth to express their feelings rather
than doing reckless actions like: drifting or smoking.

21

5. Conclusion:
Questionnaires and interviews result revealed that youth could use Islamic art as an art
expression. It shows that Islamic art was not experienced before as an expressional art, and
due to that it would be a new way to express feelings. Most participants believed that they
could use the Islamic art in a creative way to express their feelings and thoughts.
The research has found successful results on the study that will encourage youth to
experiment a new type of art in a new form. Implementing the result of this research in
youths life will help them express their feelings without limiting themselves. Consequently,
this will expand the usage of this art. It will illustrate the visual part of the religion to be
presented in a new way rather than what people used to see. Furthermore, it will help to
identify the religion and the culture of Bahrain to the rest of the world. Islamic art is more

22

than shapes only; if youth used it creatively, it will become an expressional art. In addition,
this research will become a non-educational way to enhance the knowledge of youths
religion and culture.
This research will help in flourishing the future of the design field in Bahrain. It will help in
producing different designs based on this type of art. It will also create high quality
deliverables that are based on design elements not randomness. In addition, it will increase
the number of designers in this field to deliver the message of this art by using different
mediums. Tertiary educations such as Bahrain polytechnic would benefit from the research
by implementing it as an elective course for students from different majors.
Time constraints led to limit the resources of the research. However, it could go further and
include more studies that affect youth believes and thoughts as well as art types that the
youth will prefer.

6. Recommendation:
6.1 Introduction
This chapter will summarize the research chapters. The research was conducted to
investigate youth preferences of using Islamic art as an art expression. As well as reveal the
reasons behind using it as an expressional art.
Different methods were used to collect the data, such as: Books, online sources,
questionnaires and interviews. Books and online sources discussed worldwide studies in
relation with the research topic. While the rest methods were used to stimulate youth
respondent on using Islamic art as an art expression. As questionnaires allowed accessing
large number of participant in short period, interviews collect detailed information.

23

Research results indicate that youths will use Islamic art as an art expression, especially due
to it relation to their religion and culture but they are the main factors that limit their
creativity and stop them bring modernity to it.
6.2 Recommendations
The futures of this research recommend different areas to benefit the future of Bahrain as
well as organizations and the design field. It`s recommended to do the following:
1. Further studies need to be done to stimulate the influence of Islamic art types on
youth life in order to change their reckless actions.
2. Further researches need to be done to investigate the interactive mediums that
would effect youths positively in order to motivate them apply Islamic art in a
modern way.
3. Parents take responsibility to introduce and educate their children to Islamic art as a
traditional religious art in a modern way.
4. Credence the research within tertiary educations such as Bahrain polytechnic to
encourage youth learns and experiment Islamic art.

7. Appendices
7.1 Questionnaire

24

7.2 Interview
Interview questions:

25

What types of art you are interested in?

Do you think we need to learn about Islamic art? Why?

Do you think you will be interested in learning it?

What thoughts and feelings do you want to express through Islamic art?

As Islamic art is part of our nation, do you think the youth could use it creatively to
express themselves?

8. References
8.1 Books

26

Al Daraysaa, A. H. (2009). Islamic decoration. Aman, Jordan: Arabic library community.

Collins, H. (2010). Creative Research-The theory and practice of research for the creative
industries.
8.2 Online Research
Beautiful Masjids Around The World. (2012). Retrieved from
http://www.somalinet.com/forums/viewtopic.php?f=14&t=307037
Beautiful Mosques Gallery around the world. (n.d.). Retrieved from
http://www.beautifulmosque.com/jama-masjid-delhi-india/
dludvigson. (2008, November 7). Factors that Affect Art. Retrieved from
http://dludvigson.edublogs.org/2008/11/07/128/
Helena Helve, G. H. (2005, January 1). Contemporary Youth Research: Local Expressions and
Global Connections. Retrieved from
http://books.google.com.bh/books?id=gXuqQ_hueXQC&lpg=PA3&ots=17MF_s9yw&dq=Co
nceptualizing and theorizingg yoUth: Global perspectives&lr=&pg=PA3&redir_esc=y
Josephson Institute of Ethics . (2012, November 20). 2012 Report Card on the Ethics of
American Youth . Retrieved from
http://charactercounts.org/pdf/reportcard/2012/ReportCard-2012-DataTablesHonestyIntegrityCheating.pdf
Macmillan dictionary. (2013). Youth definition. Retrieved from Macmillan dictionary:
http://www.macmillandictionary.com/dictionary/american/youth
Smith, M. K. (2013). What is youth work? Exploring the history, theory and practice of work
with young people. Retrieved from infed: http://infed.org/mobi/what-is-youth-workexploring-the-history-theory-and-practice-of-work-with-young-people/

27

The Center for Youth Ministry Training. (2011). The National Study of Youth and Religion in a
Nutshell. Retrieved from ym today: http://www.ymtoday.com/articles/2664/the-nationalstudy-of-youth-and-religion-in-a-nutshell
usan Anderson, N. W. (2013). The power of art. Retrieved from
http://www.calendow.org/uploadedfiles/publications/by_topic/disparities/general/the
power of art.pdf
Youth definition. (n.d.). Retrieved from Mac Millan:
http://www.macmillandictionary.com/dictionary/american/youth

9. Bibliography
9.1 Books
Al Daraysaa, A. H. (2009). Islamic decoration. Aman, Jordan: Arabic library community.

28

Collins, H. (2010). Creative Research-The theory and practice of research for the creative
industries.
Delius, M. H. (2008). Islam art and architecture.
9.2 Online research
Allen, T. (2009, June 14). Five Essays on Islamic Art-Aniconism and Figural Representation in
Islamic Art . Retrieved from
https://courses.marlboro.edu/pluginfile.php/49121/mod_page/content/5/Allen,%20Five%20
Essays%20on%20Islamic%20ArtNH.pdf
Beautiful Masjids Around The World. (2012). Retrieved from
http://www.somalinet.com/forums/viewtopic.php?f=14&t=307037
Beautiful Mosques Gallery around the world. (n.d.). Retrieved from
http://www.beautifulmosque.com/jama-masjid-delhi-india/
dludvigson. (2008, November 7). Factors that Affect Art. Retrieved from
http://dludvigson.edublogs.org/2008/11/07/128/
Godlas, D. A. (2012, March 5). Islamic Art, Music, And Architecture Around The World.
Retrieved from Islam and Islamic Studies Resources: http://islam.uga.edu/IslArt.html
Guingan, J.-P. D. (2010, September). The Role of Art in Reducing Poverty. Retrieved from
Museum International:
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=af1f2161-a836-4108-8af1cdba1b3d4c36%40sessionmgr4002&vid=2&hid=4114
Helena Helve, G. H. (2005, January 1). Contemporary Youth Research: Local Expressions and
Global Connections. Retrieved from

29

http://books.google.com.bh/books?id=gXuqQ_hueXQC&lpg=PA3&ots=17MF_s9yw&dq=Co
nceptualizing and theorizingg yoUth: Global perspectives&lr=&pg=PA3&redir_esc=y
Hussain, Z. (2009, June 30). Introduction to Islamic art. Retrieved from BBC:
http://www.bbc.co.uk/religion/religions/islam/art/art_1.shtml
Introduction to Islamic Art. (2012). Retrieved from Muslim heritage:
http://muslimheritage.com/topics/default.cfm?ArticleID=1190
Josephson Institute of Ethics . (2012, November 20). 2012 Report Card on the Ethics of
American Youth . Retrieved from
http://charactercounts.org/pdf/reportcard/2012/ReportCard-2012-DataTablesHonestyIntegrityCheating.pdf
Macmillan dictionary. (2013). Youth definition. Retrieved from Macmillan dictionary:
http://www.macmillandictionary.com/dictionary/american/youth
Madden, E. H. (1975). Some Characteristics of Islamic Art. Retrieved from JSTOR:
http://www.jstor.org/discover/10.2307/429655?uid=3737616&uid=2134&uid=374537641&uid
=374537621&uid=2&uid=70&uid=3&uid=60&sid=21102681435561
Moreva, L. (2010, September). Art in the Mirror of Philosophical Reflection. Retrieved from
Museum International: http://web.ebscohost.com/ehost/detail?sid=672373e3-fd27-4969bd979f578206caa4%40sessionmgr15&vid=1&hid=1&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%
3d#db=aph&AN=57828706
Pinna, G. (2011, September). Islam in the Arts: New Museography of Islamic Arts. Retrieved
from Museum Internationa:

30

http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=0e382c11-f3de-45a7-8329e106287ca42f%40sessionmgr4003&vid=2&hid=4114
Smith, M. K. (2013). What is youth work? Exploring the history, theory and practice of work
with young people. Retrieved from infed: http://infed.org/mobi/what-is-youth-workexploring-the-history-theory-and-practice-of-work-with-young-people/
The Center for Youth Ministry Training. (2011). The National Study of Youth and Religion in a
Nutshell. Retrieved from ym today: http://www.ymtoday.com/articles/2664/the-nationalstudy-of-youth-and-religion-in-a-nutshell
usan Anderson, N. W. (2013). The power of art. Retrieved from
http://www.calendow.org/uploadedfiles/publications/by_topic/disparities/general/the
power of art.pdf
Vauday, P. (2010, September). On the Unpower of Art. Retrieved from Museum
International: http://web.ebscohost.com/ehost/detail?sid=79bf871d-da41-4ea2-beaef50ac37115de%40sessionmgr10&vid=1&hid=1&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3
d#db=aph&AN=57828708
Youth definition. (n.d.). Retrieved from Mac Millan:
http://www.macmillandictionary.com/dictionary/american/youth

31