CREATIVE THERAPY
1 WHAT IS CREATIVE THERAPY?
THERAPEUTIC [ ther-e-’pyß-tik ] adjective having a beneficial effect on the body or mind; tending to make a person healthier
TRADITIONAL
THERAPIES
BEHAVIOR AL:
changing unwanted behaviors through rewards, reinforcements, and desensitization.
BIOMEDICAL:
medication alone, or in combination with psychotherapy.
COGNITIVE:
aims to correct thinking patterns that can lead to negative feelings and behaviors.
COUNSELING :
involve discussions and problem-solving sessions facilitated by a therapist.
painting g ra p h i c a r t
c in e m a
CREATIVE THERAPY using the creative process to improve a person’s physical, mental, and emotional well-being.
visual m i xe d - m e d i a p o e tr y
FILM/ VIDEO
ART WRITING
music videos
jou r n al in g
s t or ytel l in g
quotes
yo g a i n s t r u m e nts
MUSIC
DANCE m ove m e n t c re a t e s t re t c h i n g
s h e e t mu s i c listen
2 WHY HERE? WHY NOW?
2018
CREATIVE ARTS EDUCATION
1875
Donald Trump’s budget proposal cuts funding for 19 publicly funded bodies, including the National Endowment for the Arts, the National Endowment for the Humanities, and the Corporation for National and Community Service, which could cut key pathways to arts education.
CURRENT
BEGINNING Formal arts education in the United States begins in the late 19th century, with the rationale that future workers need to be able to design competitive industrial goods. Many artists, in particular minority artists, had their first contact with art in public school.
17,000 BCE Ellen Dissanayake’s hypothesis that suggests the arts came about to make the ordinary special, making the development of the arts an important component of human evolution (Dissanayake, 1992). Her theory suggests that the arts have continued to exist because they are an aspect of culture that allows humans to create feelings of mutuality between each other and facilitate the need for belonging, finding and making meaning, as well as gaining physical competence, all of which are evolutionarily important.
2005
EVOLUTIONARY
The No Child Left Behind Act introduces standardized test for only two subjects: reading and math. With the emphasis on just those two, arts education suffers. With the passage of NCLB, 22% of elementary school leaders report a decline in their art and music instruction.
SUFFERS
NEBRASKA’S ART EDUCATION POLICY
NO requires course credits in the arts for high school graduation
[ 26/50 ]
YES defines the arts in statute or code as a core or academic subject [ 29/50 ]
requires districts to offer arts instruction at the: • elementary school level, • middle school level, • and high school level [ 45/50 ]
requires state-, district- or schoollevel assessment of student learning in the arts [ 17/50 ]
specifies arts education as a requirement for schools to be accredited [ 17/50 ]
provides funding for an arts education grant program or a statefunded school for the arts [ 20/50 ]
kids spend a majority of their time in schools
SHORTAGE OF ARTS/ MUSIC AT SCHOOL
CREATIVITY GOES UNNOTICED
NEGATIVE REACTIONS LACK OF CREATIVE OUTLETS
C R E AT I V E C L A S S | P O P U L AT I O N | C R I M E < 20%
>15,000
20-23% 23-26%
1,000-15,000
22-29% > 30%
<1,000
CHADRON 5,851
VA L E N T I N E 2,737
VERDIGRE
DODGE
575
612
S E WA R D 6,964
HARRISON 251
BROWNVILLE 132
GERING 8,500
ROSCOE 63
MCCOOK 7,698
R E D C LO U D 1,020
AURORA 4,479
FA L L S C I T Y 4,325
3 PROPOSAL
NEBRASKA ART THERAPY COLLECTIVE
CLIENT- CENTERED
STRENGTHS
BASED
COLLABORATIVE
APPROACH
WHAT WE OFFER
• Expressive arts therapy • Trauma & PTSD • Anxiety and Depression • Play therapy • Parenting Support • Bullying and Self-Esteem • Autism Spectrum Disorders • Women’s Issues • Mindfulness and Meditation • Behavioral Therapy • Groups and Workshops • Team-Building for organizations
4 D ESIGN AND THE BUILT ENVIORNMENT
stages
4
3
2
1
staff
patient
activities
type
Helps client generate alternatives, clarifies new feelings about effort and results.
Moves in a new direction away from lifestyle.
- individual expressive arts - music production - photography
- studio - multi-use
Clarifies vague thinking with Socratic questioning, evaluates consequences of ideas and actions, helps client correct mistaken ideas about self & others.
Takes steps to improve lifestyle, starts noticing small changes.
- journaling - guided art and dance - photo collaging
- private offices - studio space
Gathers unstructured relevant information, details of presenting problem & life tasks, early childhood influences and memories.
Recognizes lifestyle and makes organized plan.
- sand therapy - virtual reality simulations - storytelling
- central atrium - sand pit
Offers warmth, empathy, acceptance, hope, reassurance, & encouragement. Creates cooperative working relationship.
Gains trust in staff member. Comforted by seeing works of other patients in gallery.
- parent accompanied interview - review current challenges - set personal goals
- cafe seating - gallery space
area
3,000 SF
ENCOURAGEMENT
CL ARIFIC ATION
INFORMATION
EMPATHY & REL ATIONSHIP
PROCESS
USER
800 SF
400 SF
4,000 SF
SPACE
4
3
2
1
ENCOURAGEMENT
CL ARIFIC ATION
INFORMATION
EMPATHY & REL ATIONSHIP
PROCESS
LEVEL 1
1
EMPATHY & REL ATIONSHIP
PROCESS
Offers warmth, empathy, acceptance, hope, reassurance, & encouragement. Creates cooperative working relationship.
Gains trust in staff member. Comforted by seeing works of other patients in gallery.
USER
- parent accompanied interview - review current challenges - set personal goals
- cafe seating - gallery space
4,000 SF
SPACE
2
INFORMATION
PROCESS
Gathers unstructured relevant information, details of presenting problem & life tasks, early childhood influences and memories.
Recognizes lifestyle and makes organized plan.
USER
- sand therapy - virtual reality simulations - storytelling
- central atrium - sand pit
400 SF
SPACE
artwork by Miriam Alejandra Guerrero
LEVEL 2
3
CL ARIFIC ATION
PROCESS
Clarifies vague thinking with Socratic questioning, evaluates consequences of ideas and actions, helps client correct mistaken ideas about self & others.
Takes steps to improve lifestyle, starts noticing small changes.
USER
- journaling - guided art and dance - photo collaging
- private offices - studio space
800 SF
SPACE
LEVEL 3
Helps client generate alternatives, clarifies new feelings about effort and results.
4
Moves in a new direction away from lifestyle.
- individual expressive arts - music production - photography
- studio - multi-use
3,000 SF
ENCOURAGEMENT
PROCESS
USER
SPACE
section 1
2
1
section 2
section 3
section 4
3
4
CREATIVE THERAPY
helpin g peo ple harnes s their cre ativ e energies to improve their lives
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Staricoff, R., & Loppert, S. (2003). Integrating the arts into health care Can we affect clinical outcomes? In D. Kirklin & R. Richardson (Eds.), The healing environment without and within. London: Roya College of Physicians.
“Go to the Atlas.” USDA ERS - Go to the Atlas. Accessed March 05, 2018. https://www.ers.usda.gov/data-products/food-environ ment-atlas/go-to-the-atlas/.
Sternberg, R. J. (2006). Creating a vision of creativity: The first 25 years Psychology of Aesthetics, Creativity and the Arts, 1, 2–12.
BUREAU, Joe Duggan WORLD-HERALD. “Nebraska’s juvenile lockup rate 3rd highest in U.S.” Omaha.com. February 27, 2013. Accessed March 05, 2018. http://www.omaha.com/news/ nebraska-s-juvenile-lockup-rate-rd-highest-in-u-s/arti cle_777f3612-d294-5707-9596-0995d2e25171.html.
Vygotsky, L. (1942/1971). The psychology of art. Cambridge, MA & London: MIT Press. Wang, C. C., Morrel-Samules, S., Hutchison, P., Bell, L., & Pestronk, R. M. (2004). Flint photovoice: Community building among youth, adults, and policy makers. American Journal of Public Health, 94, 911.