ART AS THERAPY* CART 40329 Arts 331 3 Credits
Judith Peck, Ed.D.
Office: Berrie Center 233
Telephone: 201-684-7654
Email: jpeck@ramapo.edu
*CA Upper Level Core, Gen Ed : Arts and Humanities, Teacher Education/Art
COURSE DESCRIPTION
A study of art productions as an aid in understanding human experience. The course examines the projective window that expressive art affords into personality and behavior, and the value of art in enhancing quality of life. Through analysis of original artwork from Dr. Peck's collection, and using slides and reproductions, a spectrum of art productions is examined; examples include children's art in normal developmental stages; the art of psychiatric patients, incarcerated inmates, youth who have been physically and/or sexually abused, Holocaust victims, and families in upheaval.
GOALS AND OBJECTIVES
Students should leave the course with an understanding of the ways in which
expressive art can reveal inner needs and conflicts, and in some cases aid in
finding resolution. The art productions of confined or otherwise disadvantaged
individuals has been given new dignity in the art world under the designation
"outsider art." A study of this art and the conditions under which it is
produced, preceded by a study of the developmental stages in children's art from
age two to eleven, can enhance our understanding as artists, teachers, parents
and caring human beings. Through lectures, selected media presentations,
readings, and individual student research through their oral reports, students
become acquainted with the content, style and symbolic imagery frequently seen
in art productions. In so doing, students learn how art can provide a window
into the unconscious and a doorway to positive change for people in need of
help.
REQUIRED READINGS, TEXTS, MATERIALS
Books are either available for purchase in the campus bookstore or on reserve in
the Library.
Clinical Art Therapy, (Landgarten, 1987 Brunner/Mazel) Bookstore
This text, notwithstanding its clinical title, is chosen
for its expansive, well illustrated case histories; its lucid style helps to
make the complex field of art therapy accessible to the undergraduate student
who wants primarily to understand what an expressive art experience consists of,
what it accomplishes and in what situations it is most helpful.
Understanding Children’s Art (Malchiodi, 1998, Guilford Press) Bookstore
An inclusive summation of the major work in the field of art therapy with children; the book includes many diverse approaches, theories, perspectives and techniques, as well as actual case studies.
Smart Starts in the Arts, (Peck), 2003 Imagination Arts Publications) Bookstore
This book, for parents and child care providers, describes the importance of an imaginative approach to early child care for fostering emotional well being and provides practical ways to accomplish this.
Book excerpts are also assigned to augment topics under discussion, using writings by Kellogg: Analyzing Children's Art; Lowenfeld: Creative and Mental Growth; Alschuler and Hattwick: Painting and Personality; Hammer: The Clinical Application of Projective Drawings; Peck: Art and Interaction; and Malchiodi: Handbook of Art Therapy. All are on library reserve.
APPROXIMATE CALENDAR OF CLASS SESSIONS
Note that changes will occur to maintain flexibility, so
that topics that arise out of student interests and the professor’s response to
creative ideas can be in included in course content.
Class 1: Background information provided by students: their prior study in fine
art, art therapy, social work, psychology, or communications; discussion of the
relation of these disciplines to course topics and research; an overview
provided by instructor of the intent, focus, content, requirements and grade
determination of the course, using the Syllabus as basis.
Students participate in a short art therapy exercise in
class and the “paper bag” project is introduced as a home assignment.
Assignment: read Chapter 1 and Chapter 2 in Malchiodi. Be prepared to discuss
one topic in either chapter that caught your particular attention.
Class 2: Fields where art as therapy is used; the objectives, scope, obstacles
and current status of expressive art within the helping professions;
requirements and prospects concerning careers in related professions. Topics are
suggested for student oral reports and dates for presentations are set (topics
to be determined later). Ideally, no more than two oral reports per session are
scheduled.
Students voluntarily present their “paper bag” art therapy project. Assignment: read Chapter 3 in Malchiodi and an overview of Landgarten to help you select topic for oral report. Be prepared to briefly discuss one particular topic in the Malchiodi chapter.
Class 3: Analysis of normal developmental stages in children's art. Students learn to recognize profound deviations and to recognize the validity of children's art when later they assume the role of parent or teacher. The focus is on children's art, ages 2 through 6. Slides and original artwork are viewed. If possible, find and bring in children’s drawings accompanied by your verbal analysis. Assignment: Read assigned chapters of Lowenfeld, Creative and Mental Growth on reserve in the Library and Malchiodi, Chapter 4 in Children and their Art, and Peck, Introduction to Smart Starts in the Arts. Relate these readings to class lecture and your notations.
Class 4: Continued analysis of the normal developmental
stages in children's art. Focus is on children's art, ages 7 to 12. Continue to
find and bring in children’s drawings accompanied by your verbal analysis.
Assignment: read and relate class material to Lowenfeld’s chapters on this age
group (on library reserve); read Chapters 2 and 3 in Smart Starts in the Arts.
Class 5: Debate on divergent opinions about children's mental development, as
seen in their art, through study of the writings of Lowenfeld (that children
draw what they experience not what they know); and Kellogg (that a natural
aesthetic exists which informs children's art universally) and Peck, that
learning can be energized by using the natural endowments of childhood:
imagination, physical energy and the need for self expression. Presentation of
drawings by youth which demonstrate problems. Assignment: take-home quiz about
some of the differences in theoretical concepts by art educators. Read pages
81-101 in Smart Starts in the Arts.
Class 6: Quiz due. Description of projective tests and procedures used in art
therapy, such as Kinetic Family Drawings (KFD). Examples demonstrate how such
procedures are used for assessment and help. Students do the KFD procedure
personally and later out of class select a subject for analysis. (Following 2-3
class lectures and readings, students will analyze the material provided by
their subject and present their analysis in class; critical discussion is
generated about the validity of such assessment procedures.) Assignment:
readings on reserve: Malchiodi Handbook.
Class 7: Continued presentation of Kinetic Family Drawings to demonstrate the symbolism, styles and configuration which reveal personality, needs and conflicts. Assignment: prepare mid-term. Choose a subject for the KFD projective drawing procedure and administer it.
Class 8. Note: A continued presentation of KFD examples may be made, delaying delivery of the written midterm assignment, normally due. Presentation of the House/Tree/Person procedure as a projective personality indicator. The HTP will be explained using the professor’s collection of actual studies and research by Emanual Hammer and John Buck (placed on reserve in the Library). Assignment: read assigned chapters in Hammer, The Clinical Application of Projective Drawings.
Class 9: Mid-term assignment on the KFD due. Presentation of a 3-D method devised by Peck for projecting family problems and devising clinical help. Students participate by assuming the roles of both therapist and patient to present their productions. Students begin presenting the Kinetic Family Drawings completed by their subjects, analyzing the drawings and generating class discussion. Assignment: to be announced.
Class 10: Art as therapy with children: the use and
effectiveness of various spontaneous art activities with sexually and physically
abused children, as well as with more "normal" problem situations. The short
video “Michael” is shown. Student KFD presentations and analysis are continued.
Assignment: Read about family art therapy in Landgarten..
Class 11: Art as therapy with families: the exploration of such themes as
communication between family members, divorce, single parenting, new baby, loss
and mourning. The Landgarten book will be used extensively for this topic and
several which follow. Assignment: read assigned chapters in Malchiodi Handbook
on reserve. Read “Lori” in Landgarten. Bring in photographs of family or friends
(including yourself) in which personality may be projected.
Class 12: Art as therapy with adolescents: readings and a video on the case
history of "Lori" are discussed, showing how art therapy over a long period was
helpful. Students create a "Stages of Life” chart, containing images of past,
present and future life stages. Presentation of family and friends photographs.
Assignment: read Chapter 5 in Malchiodi.
Class 13: Art as therapy in mental illness: viewing the professor’s collection
of artwork by patients of the chronic ward of Rockland Psychiatric Hospital.
Students investigate the prevalence of distinguishing characteristics in style
and content, such as perseveration, and bizarre written notations in combination
with imagery. Students select descriptive words for the drawings as an aid in
communication between the artists and viewers of the drawings. Assignment:
Peruse the description of various populations served by the Art & Interaction
program (book on library reserve). Prepare a project that you think would be
therapeutic for one particular population.
Class 14: Art as therapy in incarceration: viewing a collection of artwork by
inmates, students investigate recurrent pictorial themes and metaphors
expressing anger, volatility, sexuality, fear and disturbing representations of
male and female stereotypes. Assignment: create a response related to your
viewing of these drawings. Your response can be literary (a short poem, for
example), a song or piece of music, a drawing or painting or a magazine collage.
Work need not be elaborate or lengthy. Begin to prepare the final paper.
Class 15: Methods of observation and evaluation: using material in Dr. Peck's book, Art and Interaction (on library reserve), students study methods of observing and reporting on behavioral changes following exposure to art therapy experiences and how evaluation instruments can be designed and implemented for particular needs. Assignment: prepare an evaluation design for something important you personally must decide, for example, whether to move or stay where you are; whether you should stay with a mate or not, etc. The method of analysis should be comprehensive and should lead you to a decision (notwithstanding that you may not abide by it)
Catch up of student presentations. Assignment: prepare the final paper.
Class 16: Final papers are due and handed in. The art of the Holocaust: a visit is made to the Rockland Center for Holocaust Studies in Spring Valley, New York to view extensive photographic, video, and gallery exhibits with the Center's guide. Assignment: prepare a response, written, visual or auditory. Creative work can be in the form of a poem, painting, drawing, song, etc.
Class 17: Final papers are returned and discussed.
COURSE REQUIREMENTS
ATTENDANCE AND CLASSROOM PARTICIPATION:
Students are expected to attend each class and participate actively. The
ambitious scope of course content indicated in the description of class sessions
necessitates consistent student participation and commitment. Attendance is
taken at each class as are notations of late arrivals. Two late arrivals count
as one absence.
WRITTEN AND ORAL ASSIGNMENTS
Midterm Assignment: Students select a "subject" to work with on the
Kinetic Family Drawing. After implementing the project, a written report is
prepared, including:
Background information on the subject
The precise method employed
The subject’s process of drawing, including the subject's verbal and
non-verbal responses
The student's perceptions and interpretations on the KFD content
The student’s conclusions relating to the subject’s projected
personality and situation.
Students are invited to present their research orally for
an added grade after the graded paper is returned. Class discussion should be
elicited.
Final Written Assignment: Students research and write on a topic inspired
by class content; the choice of topic is made individually but must be approved
by the instructor for relevance and import of the topic. Some students may want
to write their papers in conjunction with outside work in which they are
engaged. Some students may choose to write a paper inspired by the midterm
assignment (above) though this must be substantially expanded upon. Other
suggestions for the final writing assignment are offered in class.
Oral Presentation: There are two approaches: A chapter of the book,
Clinical Art Therapy, may be selected for presentation accompanied by at least
two related articles from credible sources. Selection of topic is made early in
the term, according to students' interests. The student presenter begins the
discussion of the chapter by briefly describing its essential focus and content.
This is followed by a critical evaluation of the material using the outside
readings. The supplemental material is then presented, followed by analysis of
how this material interfaces with the topic. Class discussion follows.
A second approach is to present the oral report completely with outside references and artwork. Some students with access to original artwork related to their theme may be in a good position to present their oral report in this way.
Note: In all instances, art work, whether original or photocopied, must accompany the report.
Art work taken from the internet must be large enough for the class to see.
Presentations using Power Point must still be oral in
nature, meaning that text placed on the screen (along with artwork) should
consist only of headings, charts, notations, etc. which are verbally elaborated
upon. In other words, the presenter should not prepare a written report to be
read, whether from script or screen. Notes can certainly be used throughout,
however.
GRADE DETERMINATION
A grade is recorded for the midterm paper. The midterm paper is due the
8th class of the term: Fall 2008, Wednesday class, October 22;
Thursday, October 23. Note that this may be extended one week. The grade is
determined by assessing the student's understanding of the readings and lecture
material and his or her ability to critically interpret the material.
A grade is recorded for the final paper. The final paper is due
December 10/11. Papers will be returned during exam week, on Dec. 17/18.
Excerpts, hopefully, will be shared in class. The grade is based on quality
of research, organization, critical thinking and writing ability.
A grade is recorded for the oral presentation. Presentations will occur
throughout the semester, a schedule for which is determined in the second (2nd)
class session, though topics may be decided upon later). The grade is based on
1) research 2) organization and 3) presentation.
A grade is also recorded for the quality of class participation,
including attendance, verbal discourse, drawings contributed for sharing in
class, and minor writing assignments.
Because grades apply to written work, oral presentations and class
participation, students have ample opportunity to increase their standing.
Approximate grade proportions: (exceptional work in any category may upgrade
final grade):
Midterm: 1/4 of the grade
Final: 1/4 of the grade
Oral: 1/4 of the grade
Participation: 1/4 of the grade. Participation includes performance on two
informal quizzes about which you will be notified in advance.
Note: Students are encouraged to take the field work
course, "Art & Interaction" before, with or after "Art as Therapy" to further
their understanding of populations studied. Art & Interaction counts as a Gen Ed
selection in the category of The Human Condition and fulfills field work for
both the SSHS core (excluding the psychology concentration), and the Gerontology
minor.
CEP EXPERIENTIAL COMPONENT
A minimum of five (5) hours of unmonitored appropriate experience outside of the classroom is required.
Suggestions:
Interview any of the professional counselors in the Office of
Specialized Services about their views on how art therapy might benefit
individuals with severe physical disabilities. Consider how individuals cope
with diverse physical injuries including casualties of war, birth abnormalities,
serious accidents, debilitating illness and so on.
Visit a nursing home or assisted living facility or battered women’s
shelter or psychiatric facility or any outpatient mental health facility serving
youth or adults and interview the psychologist. Try to ascertain how therapeutic
art activity is beneficial and why (and how some so-called art activities are
not).
Many theatre productions, on campus and off, as well as art
exhibitions in the Ramapo galleries and in museums and galleries in the New York
area may pertain to course content. Feel free to bring ideas for the
experiential component to class.
POLICY ON ACADEMIC INTEGRITY
Students are expected to read and understand Ramapo College’s academic integrity policy found in the College Catalog. Member of the College community are expected to be honest and forthright in their academic endeavors. Students who violate this policy will be referred to the Provost’s Office.
STUDENTS WITH DISABILITIES
Students with documented disabilities registered with the Office of Specialized Services (OSS) should speak to the professor to make adequate arrangements.
COLLEGE POLICY ON COMMUNICATION
In accordance with College policy, I will use students’ Ramapo College email address (@Ramapo.edu) to communicate about course-related matters.