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2 Art Therapy in the Classroom Art is art, whether is occurs in a home, a classroom or a therapy room. (Rubin 16) Introduction Our journey has grown these last few weeks from the broad history of art therapy and application to child art therapy and classroom applications. I ve become increasingly fascinated with art therapy and how it benefits children. Through practicing different techniques of art, I discovered how simple and pleasurable art is. Art is an expressive form of communication for children. Art is enjoyable for children, and therapeutic. (Rubin 2005) But how is art therapy applied in the classroom? How is art therapy helpful to children with special needs? What are basic theories of art therapy? What are applications and methods of art therapy in a school setting? These are questions that spark my curiosity and I feel cover the basics of child art therapy. In this case, I present the information I ve found that best answers these questions. Warning, there are some disturbing pictures. I only include these unpleasant pictures as a means of illustrating important points. Art Therapy Theories While the focus of this essay is education, I feel it is necessary to discuss two major theories behind art therapy. These include Art Psychotherapy and Art as Therapy, I also will explain the differences between the two. 1

3 Art Psychotherapy Margaret Naumburg, the Mother of Art Therapy, was by trade a psychotherapist. She coined the term art therapy through successful art themed experiments with clients. In a sense, she stumbled on the idea of art therapy. She went on to author texts based on her findings in which she immortalized the term art therapy in print during the 1940 s. From then on, this new form of therapy gained popularity and use. (Junge 2010) Art as Therapy As we learned from color field artists such as Jackson Pollack s struggle to treat his alcoholism, Edith Kramer prefers the term art as therapy, which focuses on using art in therapy as a healing tool. A debate emerged between Naumburg theorists and Kramer s camp to the true meaning of art therapy. In defense, Kramer states she feels art therapy is an essential component of the therapeutic milieu and a form of therapy which complements or supports psychotherapy but does not replace it (Junge, 2010, p. 48). She further states the art therapist will not, as a rule, directly interpret unconscious meaning, but... will use his knowledge to help the child produce artwork that contains and expresses emotionally loaded material (Junge, 2010, p. 48). Incidentally, color field artist Jackson Pollock, also used art as therapy. Pollock struggled from poor mental health and alcoholism. Art as therapy sessions was a release for him. After a few years of these sessions, Pollock s mental health improved and he gave up alcohol. Sadly, his condition would decline yet again as he returned to alcohol. (Sedivi 2009) 2

4 Art Therapy Theories: Differences In the early years of art therapy, the lack of widespread information led to major misconceptions. Many believed that Naumburg meant the act of making art was simply all there was to this new form of therapy. This is not the case. Naumburg used art within her psychotherapy sessions, but for psychoanalysis purposes. This aspect of art therapy is not something everyone is capable of doing. Only licensed therapists who have proper psychoanalyst knowledge can direct this form of therapy. (Junge 2010)(Rubin 2005) Kramer s theory of art as therapy, is more universal as it focuses on healing through the creation of art. Her model of this therapy is to deal with the here and now emotions brought out in the moment of art creation. Naumburg used the art creation as a means to further analyze the mental state, diagnose and treat her clients. (Junge 2010)(Rubin 2005) I agree with both perspectives although. However, I believe as in any discipline, some therapists are better than others. I am concerned that interpreting results of a patient s art involves subjective methods which might be more difficult to interpret than compared to mainstream medical tests such as blood tests that are easier to understand and study. This has left the field of art therapy open to a wide range of theories based in many different theories of human development. From strict Freudian ideas to theories based on behaviorism such as B.F. Skinner s theories. There are many different approaches to art therapy. (Karkou 2010)(Junge 2010) We cover theories of human development in last year's Human Development, Learning Theory, Curriculum and Methods Video. (Dunlap 2012a ) 3

5 I remain concerned that interpreting something as vague as a piece of art as a diagnostic tool of the conscious or the subconscious mind can be inaccurate. However, these paintings do appear to come from someone with altered thinking. Even more disturbing is the fact the artist used his own blood in the first example. It is easy to assume that these paintings come from a deeply disturbed mind. (Kevorkian, n.d.) Genocide Not only is the content of these paintings disturbing and violent, but we see the use of red which according to Patricia Valdez suggests anger. (Valdez 1994) The artist responsible for both of these paintings was Dr. Jack Kevorkian commonly know as Dr. Death who went to prison for his participation in assisted suicide. (Johnson) (Kevorkian, n.d.) The Gourmet 4

6 These images are frightening. Within the context of Dr. Kevorkian s life, it seems reasonable that these represent some deep-seated and abnormal obsession with death. However, what if these paintings were commissioned by a Hollywood producer for a film reflecting persecution of Christians in the first century or the beheading of John the Baptist? The context is different. The meaning is different too. This example shows our impressions are open to interpretation. Accurate interpretation depends on the skills of the therapist and the relationship between the therapist and patient within a clinical setting. Anything less is irresponsible and potentially harmful to the patient. On the other hand, it is common knowledge that Vincent Van Gogh suffered from mental illness, but created great beauty as in his painting of the Poppy Fields. (Van Gogh, n.d.) Poppy Fields This painting doesn t seem to show any sign of Van Gogh s mental illness, even though he used many of the same colors used by Kevorkian, including red. In this case, it seems Van Gogh used red simply because poppies are red. As we ve learned from the color field artists, it is far too easy for our subconscious mind or our prejudices to interpret what we see. For me, this presents a danger of misinterpreting a patient s art when used as a diagnostic tool even in the clinical setting. (Wilkin and Belz 2007) 5

7 How is art therapy helpful to children in schools? Art therapy is helpful for children who suffer traumatic events or have a mental disability. (Rubin 2005)(Coholic 2010) It is well known that as well as private practice, many art therapists are employed by schools or other agencies that support children. However, a child without special needs can also benefit from this therapy. Art is helpful to one s emotional state and growth as explained in the Survive or Thrive Curriculum Model. (Dunlap 2012b) For children suffering from traumatic events, art therapy gives them an escape; it provides them with a comfortable outlet to release negative emotions. (Rubin 2005) Applications and Methods Discussed in this section includes individual therapy, group art therapy, integrating art into coursework and open classrooms. Applications and Methods: Individual Therapy For children with mental disorders, art therapy gives them the opportunity to express their unique individuality. For example, in an interesting study done by art therapist Judith Rubin in 1963, she discovered that children with the same mental illness are not all alike. She studied 10 children with schizophrenia; she gave them each an art therapy session individually. Despite the fact these 10 children all suffered from schizophrenia, they still created their own unique art pieces during their therapy sessions. The important discovery during the 1963 study is these children found a fun escape from the challenges of their condition and opportunities to prove their unique individuality. (Rubin 2005) 6

8 The time period when Rubin s study occurred is also interesting. Obviously in 1963, discrimination was still, sadly, a normal part of American society. These children, often shut away from society, spent precious years of their childhood in a lonely hospital mental ward. Sadly, this was merely the normal practice of the times. (Junge 2010)(Rubin 2005) Rubin s findings proved that despite the common disease the children shared, the children were like everyone else in the society that shunned them. They had the ability to create beautiful art, just like everyone else, but this was not known until Rubin provided them with the opportunity they needed. Rubin states, Every person, from the moment of birth, is a unique individual, unlike any other being that ever existed (Rubin, 2005, p. 266). In reality, we are all different to some degree, yet why do people in society react negatively towards someone who is different? This opportunity should be provided much sooner than the 10-year olds of the schizophrenic ward. But how does this translate to a child s emotional growth applied in a classroom? Applications and Methods: Group Art The group art method is theme based. Theme examples could be to gain social skills, good listening skills or build self-esteem. According to social worker Diana Coholic, she recognizes that children find working in groups to me more fun. They stay focused, engaged, and creativity flows. (Coholic 2010) Applications and Methods: Coursework Integration In my sample curriculum entitled Team Curriculum Development, the idea is to encourage individuality through writing. (Dunlap 2012b) Author Vassiliki Karkou discusses some 7

9 possibilities of integrating coursework with art therapy. While Karkou s book, Arts Therapies in Schools, is vague on this area of art therapy in the classroom, I still wanted to include this point since I find it supports my sample curriculum. Karkou wasn t clear on specific coursework, but writing integration is mentioned. (Karkou 2010) As discussed below, I feel that this method best translates to laypersons, such as teachers and parents in expressive exploration. This course integration method encourages spontaneity by making art supplies available to students freely at their workstation. Regardless of the project, let the student create art when and where they feel is it necessary. (Karkou 2010)(Rubin 2005)(Coholic 2010) The schizophrenic children also integrated schoolwork with their artwork. For example, some children created pieces with picture charts for remembering the special holidays of the year. (Rubin 2005) This method relies on students owns decisions, therefore a professional is not necessarily needed to guide the child. I merely listed Karkou s example to document this method. Applications and Methods: Open Classroom The idea of open classroom time may sound hectic in the school setting, but Judith Rubin says otherwise. Through yet another experiment, Rubin discovered that children can function independently in an open classroom environment (Rubin, 2005, p. 273). The open classroom method of art therapy is most common since the student has more freedom. Unlike the previous two methods I ve discussed, group and coursework integration are less common because there 8

10 are rules and planned curriculum goals. This does not mean they are not effective, but the open classroom method gives the student the most opportunity to shine and relax. (Rubin 2005) Is art therapy for the layperson? We have made it clear that no novice should attempt the unlicensed clinical practice of art therapy. Laypersons, such as teachers and parents, should strengthen children through suitable artistic support methods. In practice, this helps a child grow. It may also help the child develop their own coping skills and paths to healing when dealing with less serious problems such as common growing pains that do not need the attention of a clinical professional. (Junge 2010)(Rubin 2005) To distinguish between licensed professionals and laypersons, I call artistic support by laypersons expressive exploration through art in the classroom. You do not have to be a licensed therapist to allow a child the freedom of expressive exploration on their journey to self-actualization. (Dunlap 2012b) Just be sure art materials are available to them. (Rubin 2005) I believe last year s sample curriculum on creativity, distinguishes between the applications of clinical therapy and expressive exploration. It distinguishes these by developing a curriculum that focuses on the development of the whole child on a journey to self-actualization. (Dunlap 2012b) This survive and thrive model can help fulfill the teamed approach to curriculum development based on Maslow s Hierarchy of Needs that I also developed last year. (Dunlap 2012a) 9

11 Expressive Exploration in the Classroom: Application and Methods Last year s sample curriculum focuses on encouragement of individuality and creativity in schools on their journey to self-actualization. Study of art therapy shows how incorporating Dr. Vassiliki Karkou s encouragement of individuality into the classroom is possible. In my sample curriculum, my idea of encouraging individuality was not necessarily though art. I focused more on expressing one s individuality through writing, but my examination of art therapy does not change my ideas for encouraging individuality, it merely adds another dimension. Encouraging individuality through expressive exploration in the classroom is not the only benefit for school-age children. Expressive exploration can also help with stress and anxiety. In fact, school stress may contribute to anxiety during childhood and adolescence, but it doesn t need to. If the proper materials and opportunities are available at school, children will learn to deal with their stress and anxieties, thus furthering their emotional growth. (Karkou 2010) Expressive exploration encourages building positive personality traits such as healthy selfesteem. Equipping children with these positive personality traits, help them cope with minor growing pains. While experimenting with different art techniques over the past couple of months, I find it is easy to make them child friendly. To create art that is both fun and beautiful, I found art methods that do not need specific artistic skills. I used various common or recycled materials. Through my experiments, I now have a sample art portfolio of fun art activities children can do easily in a classroom and mostly on their own. I feel my 10

12 experiments with abstract art over the last several weeks, inspired by color field artists, accomplished this. I state this with confidence through my successful art afternoon with Mary. Extracurricular activities are being cut from school programs due to lack of funding. (CBS) However, art as therapy is continuing to grow in schools, specifically with special needs children. (Rubin 2005) I m skeptical that this growth trend will continue as public schools face budget cuts and pressure to teach for the test (CBS). In a homeschool setting, there is no excuse for lack of expressive exploration. Lack of funding and teachers is not necessarily an issue in the homeschool setting. The parents or visiting teacher can easily provide art supplies that are not expensive. For many of my art experiments, I went to my local dollar bargain store and found a wide variety of supplies. I used recycled materials and common household items such as magazines, paper towels and food coloring. Being homeschooled, this area is dear to my heart. I cannot remember a time when art supplies were not easily accessible. In fact, many of the art pieces I made I still have in storage. At the end of each school year my Mother put together a book with my accomplishments of the year, including my artwork. Microsoft Paint software is Amanda Dunlap: Untitled Abstract; Age 10, Dunlap Collection accessible anytime to create digital art. I did this example at an early age. 11

13 Expressive exploration in the classroom applies just as easily at home. Group art expressive exploration could be accomplished with friends coming over for a visit, or with other siblings and family members at home. Integrating coursework with expressive exploration is not difficult. The curriculum I developed last term based on creativity supports this (Dunlap 2012b) Open classroom time needs no explanation. From my own experience, I always had materials to color and draw. It was part of life. Books, resources and videos online provide guidance in art to provide for your child or student. Almost any town has a bargain store with inexpensive art materials. Buying art supplies from online sources is also possible. Conclusion While there are many different theories of art therapy or art as therapy, these are clinical approaches to therapy based on various theories of human development for both adults and children. Therapy must be left to licensed professionals. However, in the nonclinical setting, art helps children understand, communicate and grow on their quest for self-actualization as part of supportive methods in the classroom. I distinguish between clinical and nonclinical art by reserving the term therapy for the trained professional. I call the nonclinical support method expressive exploration for the classroom. From my research, despite young age or mental challenges, children benefit from art therapy. Art therapy and expressive exploration in the classroom is productive. I ve explained that art skills are not necessary for either the children or those providing art therapy or expressive 12

14 exploration. As public schools continue to cut funding and move towards standardize core curriculum, I fear the opportunity of art therapy in schools may decline because of budget cuts. Going beyond the texts, I believe that expression exploration and Teamed Curriculum model provides the opportunity for children to receive positive feedback and the therapeutic benefits of art. If a child is not receiving art in public school classrooms, then the parents should provide what they can at home. If parents are homeschooling, they have total control over what their child learns throughout the day. Through my own experiences, I find art to be enjoyable, therapeutic, easy and inexpensive. Soon, I hope more will embrace this type of therapy. As I move forward, I personally will incorporate expressive exploration into my curriculum model and lessons plans. 13

15 References Coholic, D. (2010). Arts activities for children and young people in need: Helping children to develop mindfulness, spiritual awareness and self-esteem. Philadelphia, PA: Jessica Kingsley Publishers. Dunlap, A. [Mandy101pro]. (2012, December 3a). Human Development, Learning Theory, Curriculum and Methods [Video file]. Retrieved from Dunlap, A. (2012b). Surviving or Thriving: Who s Responsible? Employers Can't Find Enough Skilled Labor to Fill Jobs. CBSNews. CBS Interactive, 08 Nov Web. 15 Nov < Johnson, D. (1999, April 14). Kevorkian Sentenced to 10 to 25 Years in Prison. The New York Times. Retrieved March 30, 2013, from Junge, M. B. (2010). The modern history of art therapy in the United States. Springfield, IL: Charles C. Thomas. Karkou, V. and V. Karkou (2010). Arts therapies in schools: Research and practice. Philadelphia, PA: Jessica Kingsley Pub. Kevorkian, J. (n.d.). Genocide. [Painting]. Retrieved from Kevorkian, J. (n.d.). The Gourmet. [Painting]. Retrieved from Rubin, J. A. (2009). Child Art Therapy, Taylor & Francis. Van Gogh, V. (n.d.) Poppy Fields. [Painting]. Retrieved from 14

16 Sedivi, Amy Elizabeth. Unveiling the Unconscious: The Influence of Jungian Psychology on Jackson Pollock and Mark Rothko. Digitalarchive.wm.edu. The College of William & Mary, 6 May Web. 1 Feb < %20SediviAmy2009.pdf?sequence=1>. Valdez, P. and A. Mehrabian (1994). Effects of color on emotions. Journal of Experimental Psychology: General 123(4): 394. Wilkin, K. and C. Belz (2007). Color as Field: American Painting, New Haven, Connecticut: Yale University Press. 15