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Lesson Plans


Re: A QUESTION OF HISTORY... art therapy

[ Thread ][ Subject ][ Author ][ Date ]
Melissa Enderle (melissae)
Sat, 17 Jul 1999 22:34:41 -0500


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Linda, you've hit many important points regarding art therapy. It takes
training to learn how to analyze the symbols and images of individuals -
something not done in art ed. college courses. What you have done is gained
an awareness of some of the things to look for - and refer the matter to
psychologists or similar school workers. In college we were told about a
child who drew pictures only with black crayons. It turned out that the
student was using the only color that was not being used by the other kids.
We have to be careful and not rush to judgement about kids' artwork and what
they mean. If I do see something suspicious, I observe to see if it repeats
itself over several art pieces, observe student behaviors, seek discrete
clarification (if appropriate) from the student, and then speak to the
school psychologist, etc.
__________________________________
| Melissa Enderle |
/)| melissae |(\
/ )| || \
__( ( art teacher/ adaptive art /_) ) )__
((( \ \ /_) / / / ) ))
(\\\ \ \_/ / \ \_/ / ///)
\ / \ /
\ _/ \_ /
/ / \ \
/ / \ \
Melissa Enderle
melissae

----------
From: "Linda Kelty" <lckelty>
To: "Melissa Enderle" <melissae>
Subject: Re: A QUESTION OF HISTORY... art therapy
Date: Sat, Jul 17, 1999, 7:40 AM

Melissa, I enjoy the way you use your keyboard to create images of hands,
etc. Nice stuff.
I think art therapy should be part of the pre-education courses at most
colleges and universities. I had one workshop and identified 2 cases of
sexual abuse through the symbolism of the hands drawn. I just shared it
with the proper consultants and it turned out it was true. that was one
case where it was very helpful. I was, of course, very discreet and also
aware of my limits. I do think it benefits everyone and had so many special
needs classes that I had to teach myself how to adapt for special needs. it
isn't covered well enough in basic teacher education. Linda
-----Original Message-----
From: Melissa Enderle <melissae <melissae> >
To: Bob Beeching <robprod <robprod> >
Cc: ArtsEdNet <artsednet.edu
<artsednet.edu> >
Date: Friday, July 16, 1999 10:55 PM
Subject: Re: A QUESTION OF HISTORY... art therapy

What's wrong with art therapy? I find that my undergraduate training in both
art ed and art therapy has helped me in my teaching. I cannot dismiss the
individuality of my students - rather I work with this. This is especially
true when working with students who have disabilities or other challenges.

__________________________________
| Melissa Enderle |
/)| melissae |(\
/ )| || \
__( ( art teacher/ adaptive art /_) ) )__
((( \ \ /_) / / / ) ))
(\\\ \ \_/ / \ \_/ / ///)
\ / \ /
\ _/ \_ /
/ / \ \
/ / \ \
Melissa Enderle
melissae

----------
From: "Bob Beeching" <robprod>
To: <artsednet.edu>
Subject: A QUESTION OF HISTORY...
Date: Fri, Jul 16, 1999, 2:45 PM

RE: "Am I sacrificing the opportunity to foster creative
problem solvers to teach them Art History? I know
this sounds very Lowenfeldian, but I think we should
all be asking ourselves this."

Lowenfeld was a dear, but 180 degrees off about elementary
levels of visual arts instruction.

As many others in his day, Lowenfeld was caught up
in an antiquated view of educational psychology that promoted
the use of art as therapy - not art as subject matter, i.e. as learning
principles and elements of design.

Answering a question with a question:

How far would I get with the teaching of: reading, writing, and arithmetic
if I placed only examples on the board, and spoke of only their histories?
____________________________________________________________rb

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Re: A QUESTION OF  HISTORY... art therapy Linda, you've hit many important points regarding art therapy. It takes tra= ining to learn how to analyze the symbols and images of individuals - someth= ing not done in art ed. college courses. What you have done is gained an awa= reness of some of the things to look for - and refer the matter to psycholog= ists or similar school workers. In college we were told about a child who dr= ew pictures only with black crayons. It turned out that the student was usin= g the only color that was not being used by the other kids. We have to be ca= reful and not rush to judgement about kids' artwork and what they mean. If I= do see something suspicious, I observe to see if it repeats itself over sev= eral art pieces, observe student behaviors, seek discrete clarification (if = appropriate) from the student, and then speak to the school psychologist, et= c.
            &nb= sp;           &nb= sp; __________________________________
            &nb= sp;      |       = ;   Melissa Enderle        = ; |
            &nb= sp;    /)|        mel= issae       |(\
            &nb= sp;   / )|         &n= bsp;            =             || \=
            &nb= sp;__(  (  art teacher/ adaptive art   /_)   )= )__
            (((= \  \   /_)         &= nbsp;            = ;/  /  /  ) ))
            (\\= \ \  \_/  /          =             \ &n= bsp;\_/  / ///)
            &nb= sp;\          /   &nb= sp;            &= nbsp;       \     &nb= sp;    /
            &nb= sp; \       _/     &n= bsp;            =         \_     &= nbsp; /
            &nb= sp; /      /      &nb= sp;            &= nbsp;          \  &nb= sp;   \
            &nb= sp;/      /       &nb= sp;            &= nbsp;           \ &nb= sp;    \
Melissa Enderle
melissae

----------
From: "Linda Kelty" <lckelty>
To: "Melissa Enderle" <melissae>
Subject: Re: A QUESTION OF  HISTORY... art therapy
Date: Sat, Jul 17, 1999, 7:40 AM


Melissa, I enjoy the way you use your= keyboard to create images of hands, etc.  Nice stuff.
I think art therapy should be part of the pre-education courses at most col= leges and universities.  I had one workshop and identified 2 cases of s= exual abuse through the symbolism of the hands drawn.  I just shared it= with the proper consultants and it turned out it was true.  that was o= ne case where it was very helpful.  I was, of course, very discreet and= also aware of my limits.  I do think it benefits everyone and had so m= any special needs classes that I had to teach myself how to adapt for specia= l needs.  it isn't covered well enough in basic teacher education. &nbs= p;Linda
-----Original Message-----
From: Melissa Enderle = <melissae <melissae> >
To: Bob Beeching <robprod<= /U> <robprod> >
Cc: ArtsEdNet <artsednet.= edu <artsednet.= edu> >
Date: Friday, July 16, 1999 10:55 PM
Subject: Re: A QUESTION OF HISTORY... art therapy

What's wrong with art therapy? I find that my undergraduate t= raining in both art ed and art therapy has helped me in my teaching. I canno= t dismiss the individuality of my students - rather I work with this. This i= s especially true when working with students who have disabilities or other = challenges.

            &nb= sp;           &nb= sp; __________________________________
            &nb= sp;      |       = ;   Melissa Enderle        = ; |
            &nb= sp;    /)|        melissae
    = ;  |(\
            &nb= sp;   / )|         &n= bsp;            =             || \=
            &nb= sp;__(  (  art teacher/ adaptive art   /_)   )= )__
            (((= \  \   /_)         &= nbsp;            = ;/  /  /  ) ))
            (\\= \ \  \_/  /          =             \ &n= bsp;\_/  / ///)
            &nb= sp;\          /   &nb= sp;            &= nbsp;       \     &nb= sp;    /
            &nb= sp; \       _/     &n= bsp;            =         \_     &= nbsp; /
            &nb= sp; /      /      &nb= sp;            &= nbsp;          \  &nb= sp;   \
            &nb= sp;/      /       &nb= sp;            &= nbsp;           \ &nb= sp;    \
Melissa Enderle
melissae

----------
From: "Bob Beeching" <robprod@sierrat= el.com>
To: <artsednet.edu>= ;
Subject: A QUESTION OF  HISTORY...
Date: Fri, Jul 16, 1999, 2:45 PM


RE: "Am I sacrificing the opportunity to foster crea= tive
problem solvers to teach them Art History? I know
 this sounds very Lowenfeldian,  but I think we should
all be asking ourselves this."
 
Lowenfeld was a dear, but 180 degrees off about elementary
levels of visual arts instruction.
 
 As many  others in his  day, Lowenfeld was caught up
 in an antiquated view of educational psychology that promoted
 the use of art as therapy - not art as subject matter, i.e. as learni= ng
 principles and elements of design.

Answering a question with a question:
 
How far would I get with the teaching of: reading, writing, = and arithmetic
if I placed only examples on the board, and spoke of only their histories?<= /FONT>
____________________________________________________________= rb
 




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