Expressive Arts Therapy as Alternative Education: Devising a Therapeutic Curriculum

This brief report describes a cooperative classroom art therapy intervention in a public elementary school that provided conflict resolution education, social learning, and group cohesion among sixth-grade students. The organizing framework of a "circle justice" group explored the roles of fictional characters in conflict, including group discussion, writing, art-based reflection, and problem solving. Results indicated a culture change in the group that is essential for incorporating conflict resolution in the classroom.

Section: Circle Justice Group Process and Resultsmentioning

confidence: 99%

“…Addressing conflict resolution through art-based interventions for the entire classroom helps to create an atmosphere of mutual respect, empathy, and security. These components are viewed as necessary for a curriculum to function therapeutically (Henley, 1997).…”

Section: Literature Reviewmentioning

confidence: 99%

Circle Justice: A Creative Arts Approach to Conflict Resolution in the Classroom

Gibbons¹

2010

“…I added that I thought it was my duty to help my clients become more skillful artists. As my friend David Henley (1997) writes, "The art therapist must be prepared to function both as an artist and teacher, as well as a therapist." I told my colleague that of course I thought Laura's work was acceptable, but that she could make it even more effective by learning new techniques... expanding her artistic vocabulary.…”

Section: Laura's Heartmentioning

confidence: 99%

The Tears Make Me Paint: The Role of Responsive Artmaking in Adolescent Art Therapy

Moon

1999

The intent of this article is to provide art therapists with a theoretical, historical, professional, and personal examination of the art as therapy approach and art psychotherapy (Moon, 1998). The author explores the role of responsive artmaking for art therapists who are working with emotionally disturbed adolescents. Responsive artmaking, a process that involves the art therapist in creating artworks in reaction to the images of clients, is helpful in establishing empathic relationships with adolescents, in providing art therapists with an expressive outlet for the potent feelings that arise in the clinical context, and in forming the foundation for imaginative, interpretive dialogue with adolescent clients. The article integrates art therapy theory and clinical vignettes with historical context.

“…Although the benefits of team sports for young people are taken for granted and much has been written about using art with children and adolescents (Franklin, 1992;Henley, 1997;Kramer, 1958Kramer, , 1971Kramer, , 1979Landgarten, 1987;Levick, 1983;Linesch, 1988;Lowenfeld & Brittain, 1970;Moon, 1998;Riley, 1994;Rubin, 1984;Unger, 1995;Wadeson, 2000), we have found nothing in the literature about the combination of art and team sports. In this respect, the Hockey/Art Alliance was truly unique.…”

Section: Introductionmentioning

confidence: 95%

The Hockey/Art Alliance

Wadeson

Wirtz

2005

Ice hockey can be a violent sport as evidenced by the fighting among the members of an ice hockey team of 13-year-old boys from mixed racial and socioeconomic backgrounds. Two series of eight art sessions were used to help the boys develop respect for themselves and others, to solve conflicts without combat, and to build more positive interpersonal relations. Through the art experience, the boys expressed their feelings and came to know one another in a more gentle and reflective way than on the ice and in the locker room. Their relationships with their coaches became more respectful as well. The coaches noted less fighting and more cooperation during practice and games, and the parents reported improved behavior at home as well. The Hockey/Art Alliance has been developed to be a model program that can be used by other groups in various settings.