Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online

Sajnani, Nisha; Mayor, Christine; Tillberg-Webb, Heather

doi:10.1016/j.aip.2020.101668

Cited by 46 publications

(44 citation statements)

References 70 publications

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“…There has also been a small although growing dialogue on CATs online and distance learning pedagogy where our results can also inform teaching practices. This is particularly true regarding closer connections between joint CATs factors and their impacts on clinical skills such as intentionality, presence, and evaluation in distance-learning contexts (Vega and Keith, 2012 ; LaGasse and Hickle, 2015 ; Beardall et al, 2016 ; Blanc, 2018 ; Sajnani et al, 2019 , 2020 ; Pilgrim et al, 2020 ). Some studies can contribute directly to pedagogy in areas such as the student experience and student development (Orkibi et al, 2021 ), curricular and program development (Moon, 2003 ), field training approaches and models (Fish, 2008 ; Landy et al, 2012 ; Orkibi, 2012 ) and program evaluation and assessment protocols (Julliard et al, 2000 ; Cruz, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

From Therapeutic Factors to Mechanisms of Change in the Creative Arts Therapies: A Scoping Review

et al. 2021

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Empirical studies in the creative arts therapies (CATs; i.e., art therapy, dance/movement therapy, drama therapy, music therapy, psychodrama, and poetry/bibliotherapy) have grown rapidly in the last 10 years, documenting their positive impact on a wide range of psychological and physiological outcomes (e.g., stress, trauma, depression, anxiety, and pain). However, it remains unclear how and why the CATs have positive effects, and which therapeutic factors account for these changes. Research that specifically focuses on the therapeutic factors and/or mechanisms of change in CATs is only beginning to emerge. To gain more insight into how and why the CATs influence outcomes, we conducted a scoping review (Nstudies = 67) to pinpoint therapeutic factors specific to each CATs discipline, joint factors of CATs, and more generic common factors across all psychotherapy approaches. This review therefore provides an overview of empirical CATs studies dealing with therapeutic factors and/or mechanisms of change, and a detailed analysis of these therapeutic factors which are grouped into domains. A framework of 19 domains of CATs therapeutic factors is proposed, of which the three domains are composed solely of factors unique to the CATs: “embodiment,” “concretization,” and “symbolism and metaphors.” The terminology used in change process research is clarified, and the implications for future research, clinical practice, and CATs education are discussed.

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Section: Discussionmentioning

confidence: 99%

From Therapeutic Factors to Mechanisms of Change in the Creative Arts Therapies: A Scoping Review

et al. 2021

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“…Therefore, it is necessary to apply a learning style test to understand Strengthening skills each student's learning style (Dantas & Cunha, 2020;Mashurwati, 2018). Innovations learning settings that prioritize holistic multi-sensory so that each individual is facilitated with the services provided (Sajnani & Mayor, 2020). MCO's support research results that online counselling guidance proven to improve student learning achievement, students capable of problem-solving, and adapt to their new environment & conditions (Fahyuni et al, 2020;Gozali, 2020;Haryani, 2018;Hernawati & Al., 2018;Koper, 2014;Satyawan et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Mobile Counselling Online an Alternative Counselling Guidance System For Millennial Era Student

Fahyuni

Taurusta

Hariastuti

et al. 2021

j.of education technology

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This study analyses the counselling service system during the COVID-19 pandemic on introducing potential and preparation of learning strategies for junior and senior high school in the Sidoarjo district. This research design is a mixed-method with quantitative and qualitative approaches using exploratory factor analysis and further research and development (R&D) to produce products in online counselling guidance services. The results of the exploratory factor analysis qualitatively reveal various problems experienced and needed by students during the COVID-19 pandemic. In contrast, quantitatively, shows that eight forms of Counselling guidanceservices, the strengthening of skill skor 0.999 is the highest. Its effect on increasing students' self-efficacy and achievement motivation. The findings of this study indicate that students need online counselling services in recognizing their learning potential and problems. Hereafter, online counselling guidance must three factors: understanding the potential for effective learning, designing and developing learning strategies, and building students' internal and external motivation. The innovation of online counselling guidance must consider the factors of convenience, convenience, and user confidentiality services that are adaptive, flexible and unlimited in the millennial era.

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“…Banyak guru yang merasa belum sepenuhnya memenuhi syarat untuk mengajar seni budaya menggunakan platform media sosial, dan peserta didik merasa tidak nyaman belajar melalui media sosial karena belum nyaman menggunakannya untuk tujuan pendidikan. Beberapa peserta didik tidak terbiasa dengan platform pembelajaran media sosial sehingga kurang dalam kompetensi meta-kognitif, keterampilan manajemen waktu, dan pembelajaran mandiri (Goodsett, 2020; Sajnani et al, 2020;Xia, 2020). Tantangan ini dapat diatasi dengan menyediakan kurikulum baru untuk mengakomodasi fleksibilitas yang melekat dalam lingkungan pembelajaran interaktif melalui media sosial.…”

Section: Gambar 6 Kekurangan Pembelajaran Memanfaatkan Media Sosial Menurut Peserta Didik (Sumberunclassified

Social Media Interdisciplinarity in Multimodality of Arts and Culture Education for Millenials

Fahmi¹,

Djatiprambudi²,

Handayaningrum³

2021

PJR

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This study aims to explore the problems of art and culture interactive learning at the Junior High School level which belongs to the millennial generation. The focus of the study lies in the interdisciplinary aspect of social media in its delivery in multimodality of arts and culture learning process. Furthermore, to find out about opportunities, challenges, and responses from students about the use of social media in its development as a medium in art and culture interactive learning. The research method uses qualitative-analytic. Data collection used observation techniques which were carried out from January 2020 to June 2020, and questionnaires to 75 art teachers and 500 Junior High School students who were taken randomly, with spatial boundaries in Surabaya, East Java. The results showed that the learning involvement experienced by students had complexity and multimodality, including collaborative work, observing and evaluating each other's work, and involvement in finding, identifying, and exploring trends related to delivery in social media as a medium for art and culture learning process. Furthermore, it's able to motivate students to be more actively involved in learning with a sense of joy; positioning artwork with others on social media; increase the contextual and conceptual understanding in the material of art and culture and apply it as a process of actualizing students' aesthetic skills; and improve critical thinking and problem-solving skills.

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Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online

Cited by 46 publications

References 70 publications

From Therapeutic Factors to Mechanisms of Change in the Creative Arts Therapies: A Scoping Review

From Therapeutic Factors to Mechanisms of Change in the Creative Arts Therapies: A Scoping Review

Mobile Counselling Online an Alternative Counselling Guidance System For Millennial Era Student

Social Media Interdisciplinarity in Multimodality of Arts and Culture Education for Millenials

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