INTEGRATING ART THERAPY INTO SCHOOL-AGED PROGRAMMING

Stacy Gross, MALife Skills Counselor/Art TherapistTherapeutic Elementary Education Program, Canvas Health

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ART MAKING EXPERIENTIAL

Take about 10 minutes to draw what the caveman is running from…

If you don’t have a pen, I have some pencils…

We’ll come back to this later…

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WHAT IS ART THERAPY?

As defined by the American Art Therapy Association (2011),

“Art therapy is the therapeutic use of art

making, within a professional relationship, by people who experience illness, trauma, or challenges in living, and by people who seek personal development.  Through creating art and reflecting on the art products and processes, people can increase awareness of self and others; cope with symptoms, stress, and traumatic experiences; enhance cognitive abilities; and enjoy the life-affirming pleasures of making art.”

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ART THERAPY CONTINUED…

Art therapy is an effective treatment for people experiencing developmental, medical, educational, and social or psychological impairment.

Art therapists work in a wide variety of settings including hospitals, psychiatric and rehabilitation facilities, wellness centers, forensic institutions, schools, crisis centers, senior communities, private practice, and other clinical and community settings

Art therapists are trained in both art-making and counseling 4

WHAT DOES AN ART THERAPIST DO?

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I encourage clients to create art and reflect on their art

I help clients learn and use artistic media to express themselves

I teach clients how to use art as an emotional container

ART THERAPY CAN…

Change attitudes Increase assertiveness Impact self-development Expand children’s awareness Stimulate verbal and nonverbal

communication Provide insights Release and relieve emotional stress Develop coping strategies

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SKILLS CHILDREN LEARN FROM ART

Creativity Confidence Problem Solving Perseverance Focus Non-verbal Communication Collaboration Dedication

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STAGES OF GRAPHIC DEVELOPMENT

The Scribble Stage (10 months-4 years) Random Scribble Stage (10 months-2 years) Longitudinal Scribble Stage (2-3 years) Concentric Scribble Stage (2-3 ½ years) Isolated Closure Stage (3-4 years)

Preschematic Stage (4-7 years) Schematic Stage (7-9 years) Realistic Stage (9-11 years) Naturalistic Stage (12-14 years)

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SCRIBBLE STAGE (10 MONTHS-4 YEARS)* Color use is random during this stage Random Scribble Stage (10 months-2 years)

Based on normal development of reaching, grasping, clasping Tools are an extension of the hand

Longitudinal Scribble Stage (2-3 years) Repetition of movement; learning takes place Develop an awareness of boundaries of paper

Concentric Scribble Stage (2-3 ½ years) Characterized by concentric circles Between ages of 3 and 4 years, scribble changes from

counterclockwise to clockwise Isolated Closure Stage (3-4 years)

Characterized by closure of figures and spontaneous naming of figures

Has ability to create boundaries and purposeful form Appropriate Art Materials:

Large crayons Washable markers Chalk on chalkboard Thick tempera paint with ¾” brushes Flat surfaces to work on

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PRE-SCHEMATIC STAGE (4-7 YEARS) Encephalopod—typical 4

year old form Beginning to develop

graphic capability as shown in form

Appropriate art materials: Tempera paint on large

paper Crayons on smaller

paper Pencils for more detail Thick markers to

increase control Towards the end of the

stage, skinny markers Avoid constant variation

of materials10

SCHEMATIC STAGE (7-9 YEARS) Schema—consistent graphic

representation Schematic deviations occur

when something is either significant or unimportant

Most people stop developing their ability to draw sometime between the ages of 7 and 9 years

Appropriate art materials: Facilitate self expression, not

inhibit it Don’t force materials Thick tempera paints Large paper Crayons Chalk Collage Natural items

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REALISTIC STAGE (9-11 YEARS)**NOT EVERYONE GETS TO THIS STAGE

Schema is no longer adequate—humans are differentiated, usually by clothing

Trying hard to get things right

“Gang” stage—when gang is left out, think about social isolation

In this stage of development (graphic and otherwise), drawings can be used to increase a different point of view

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FLUID MEDIA RESISTANT MEDIA (AFFECTIVE) (COGNITIVE)

Watercolor on wet paper Stone/Wood Sculpture

Fingerpaint on fingerpaint Clay

paper

Other paints on dry paper Colored pencils/pencils

Collage Chalk pastels Crayons

Oil pastels Soft water-based clay

Markers

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INTEGRATING ART THERAPY INTO PROGRAM

The process of creating art is just as, if not more, important than the product

Strategically placed/utilized interventions can help reduce anxiety, promote relaxation, and foster the development of coping skills

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MANDALAS

Clinically proven to reduce stress and induce relaxation

Utilize a combination of coloring sheets and blank circles

Ideas for integration: MCA testing After gym

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DOODLE BOOKS Foster creativity while

reducing anxiety Ideas for integration:

Art projects Supplement to coloring

sheets

The Boys’ Doodle Book: Amazing Pictures to Complete and Create by Andrew Pinder

The Anti-Coloring Book by Susan Striker 16

ZENTANGLE

Drawing structured patterns

Relaxing Increases focus There’s no wrong

way to do it so everyone is “good” at it

Ideas for integration: Art project Quiet activity/fidget

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PLAY-DOH SCRATCH BOARDS

Sensory integration technique

Can be used to reduce anxiety and assist in the development of a feeling of calm

May be useful when talking with a student when they are in “trouble”

Very kinesthetic Tool that can benefit

those feeling anxious

You can purchased packaged scratch boards or students can make their own

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CREATING A WINDOW

Cut out a small window in construction paper Place this on top of the paper where the child

is drawing The child draws on the paper through the

image Fosters containment and reduces anxiety

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HOW TO TALK TO CHILDREN ABOUT ART

Let children create their own art without making uninvited marks on it

Take time to reflect on the art Approach the image with curiosity (the child

is the artist and the expert on the meaning) Be mindful of your speech Treat the completed work with respect and

care

Using our caveman drawing from earlier, what are some things you might say? 20

HELPFUL PICTURE BOOKS

Ish by Peter K. Reynolds The Dot by Peter K. Reynolds Beautiful Oops by Barney Saltzberg My Many Colored Days by Dr. Suess One by Kathryn Otoshi

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THINGS TO REMEMBER

You are NOT an art therapist Art making is a legitimate, evidence-based

practice and clinical treatment Some believe that you should always make

art when the children are while some believe that it could inadvertently influence them; use your judgment

What you are already doing with children is a form of therapeutic art

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HOW TO CREATE AN ART DIRECTIVE (USING A PICTURE BOOK)

Once you’ve picked out a book, think about… What do you want each child to learn from the

book? Were there any artistic elements that you can

piggyback off of? How could the children best experience the

lesson from the book? Remember…

There is no wrong way to do this; try and if it doesn’t work out, adjust it for next time

Use your resources!

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Thank you!

Questions or comments?

Stacy Gross, MA

stacyleegross@gmail.com24