Education should help
people become helpers
to ourselves.
I.G. Pestalozzi
The idea of the need for interaction between pedagogy and psychotherapy was substantiated back in 1927 by the German psychiatrist A. Kronfeld in the article “Psychogogy, or Psychotherapeutic Doctrine of Education.” The author called for the development of a method that would aim a person at spiritual healing and personal growth. You can choose art therapy as the most acceptable and effective psychotherapeutic direction in working with children. The use of art as a therapeutic factor is quite accessible to the teacher. In this case, no special knowledge is required. Art therapy sessions can be considered as one of the innovative forms of working with children.
Although the priority of the theoretical substantiation of art therapy belongs to foreign specialists, our domestic pedagogical science and folk pedagogy have a long history of using inventive creativity for educational, developmental and correctional purposes.
The term “art therapy” (literally art therapy) was introduced by A. Hill (1938) when describing his own work with tuberculosis patients in sanatoriums.
According to M. Libman, art therapy is the use of art to convey feelings and other manifestations of the human psyche in order to change the structure of his worldview.
The Russian Encyclopedia of Social Work states that art therapy is methods and technologies for the rehabilitation of individuals through the means of art and artistic activity. The means of art include: music, painting, literary works, theater, etc.
The modern definition of art therapy is based on the concepts of expression, communication, symbolization, the action of which is associated with artistic creativity.
The methodology of the concept under consideration is based on the belief that a person’s inner “I” is reflected in visual images whenever he spontaneously, without particularly thinking about his works, draws, paints a picture, or sculpts. It is generally accepted that images of artistic creativity reflect all types of subconscious processes, including fears, internal conflicts, childhood memories, and dreams. The child may have difficulty describing them verbally. Therefore, it is nonverbal means that are often the only possible ones for expressing and clarifying strong experiences. Here we can talk about some advantages of art therapy over other forms of psychotherapeutic work:
When using art therapy, a variety of arts and crafts activities are offered: drawing, sculpting, burning, crafts made from fabric, fur, and natural materials. At the same time, special training, the talent of the performers and the artistic merits of the work are not so significant. Both the creative process itself and the characteristics of a person’s inner world are important.
So, we should once again emphasize the spontaneous nature of creative activity in art therapy sessions, in contrast to the process of learning the fine arts. Creativity, as we know, has healing powers in itself.
But now art therapy has acquired a pedagogical direction. The use of this term is not literally related to the treatment of the disease (as we know, “therapia” translated from Latin means treatment). This refers to the “social healing” of the individual, changing the stereotypes of his behavior through the means of artistic creativity. The pedagogical direction is associated with strengthening the mental health of the child and performs psychohygienic (preventive) and correctional functions.
According to research by A.I. Kopytin, the role of art therapists in the field of education has noticeably increased abroad. They work in specialized and general education schools, often with children who have certain emotional and behavioral disorders, as well as learning problems.
The advantage of art therapy is the “language” of visual and plastic expression. According to Eastern wisdom, “a picture can express what a thousand words cannot express.” According to V.S. Mukhina and other researchers, drawing for children is not art, but speech. They tend to want to draw. This is a kind of experimentation with artistic symbols as substitutes for real objects. Through drawing, the individual’s need for self-expression is realized.
Research conducted under the direction of L.D. Lebedeva, showed that art therapy classes allow solving the following important pedagogical problems.
Educational. Interaction is structured in such a way that children learn correct communication, empathy, and caring relationships with peers and adults. This contributes to the moral development of the individual, provides orientation in the system of moral norms, and the assimilation of ethical behavior. There is a deeper understanding of yourself, your inner world (thoughts, feelings, desires). An open, trusting, friendly relationship with the teacher develops.
Corrective. The image of “I”, which previously could have been deformed, is quite successfully corrected, self-esteem improves, inappropriate forms of behavior disappear, and ways of interacting with other people are improved. Good results have been achieved in working with some deviations in the development of the emotional-volitional sphere of the personality.
Psychotherapeutic. The “healing” effect is achieved due to the fact that in the process of creative activity an atmosphere of emotional warmth, goodwill, empathic communication, recognition of the value of another person’s personality, care for him, his feelings, and experiences is created. Feelings of psychological comfort, security, joy, and success arise. As a result, the healing potential of emotions is mobilized.
Diagnostic. Art therapy allows you to obtain information about the development and individual characteristics of the child. This is the correct way to observe him in his independent activities, to better know his interests, values, to see his inner world, uniqueness, personal identity, and also to identify problems that are subject to special correction. During classes, the nature of interpersonal relationships and the real position of everyone in the team, as well as the characteristics of the family situation, are easily revealed. Art therapy also reveals internal, deep-seated problems of the individual. Possessing multifaceted diagnostic capabilities, it can be classified as a projective test.
Developmental. Thanks to the use of various forms of artistic expression, conditions are created under which each child experiences success in one activity or another and independently copes with a difficult situation. Children learn to verbalize emotional experiences, openness in communication, and spontaneity. In general, a person’s personal growth occurs, experience of new forms of activity is gained, abilities for creativity, self-regulation of feelings and behavior develop.
Forms of art therapy vary when working with children, adolescents and adults. Nevertheless, we can talk about two main options for art therapeutic work - individual and group art therapy. In education, preference is given to group forms, as it allows you to work with a wider range of clients. M. Libman, for example, indicates that group art therapy:
Additional advantages of group art therapy are that it:
It is clear that the component of the term “art” focuses on visual creativity. However, in the process of work, music, movement, and storytelling are often used.
The work begins with the parents' initial contact with a psychologist. In order to understand the child’s problem and the reasons for its occurrence, the following are used: diagnostics, tests, questionnaires of both the child and the parents. Once the problem is identified, certain corrective measures are proposed. This could be working with a speech therapist, speech pathologist, psychologist, or art teacher. Taking into account the complexity of the problem and the personal characteristics of the children, the form of organizing the lesson is determined: individual or group. To correct the emotional and affective sphere, it is advisable to use art therapeutic exercises.
Therefore, as an impact on the emotional-affective sphere of the child, we chose group art therapy, as the most accessible, effective, corresponding to the age characteristics of the child population, conducted under the guidance of art teacher N.A. Romanova.
The undoubted attractiveness of art therapy in the eyes of modern people, who mainly use the verbal channel of communication, is that it uses the “language” of visual and plastic expression. This makes it an indispensable tool for exploring and harmonizing those aspects of a person’s inner world for which words are of little use.
Art therapy methods connect a person’s intellect and his feelings, the need for reflection and the thirst for action, the physical plane and the spiritual plane.
Art therapy has broad, great opportunities for working with preschool children who have various emotional problems, communication difficulties, and negative behavioral reactions.
Parents with children with problems contacted the Center. By uniting these children to work in an art therapy group, we pursued the following goals:
The working closed group was thematically oriented. The group was structured not only through the use of topics that had the nature of individual and group tasks with corresponding instructions for implementation, but also through the distribution of total time into separate stages. These steps are as follows:
Stage 1. Introduction and “warm-up”. Involves welcoming and preparing participants for work, as well as creating an atmosphere of trust and safety. The teacher explains or reminds the basic rules of behavior in the group, for which he uses special reminder cards.
The subsequent “warm-up” consists of different types of physical activity and ways of “tuning in” to visual work: a general game “on the topic”, a mini-conversation.
Stage 2. Presentation and development of the topic, maybe a small discussion. Considering the small age of the participants, it is advisable to organize this stage in the form of telling or dramatizing a fairy tale, a game or a trip. You can invite children to “live” the image in motion (Imagine that smooth, gentle music began to sound in you. How will you move?).
Typically, topics are divided into several main groups. Based on the thematic groups of M. Liebman (1987), we worked on the following topics.
1. Topics related to the development of materials:
2. “General” topics that allow you to explore a wide range of problems and experiences of group members:
3. Topics related to the study of the system of relationships and the image of “I”:
4. Topics for pair work:
5. Topics that involve joint visual activity of group members:
The disclosure and development of a theme with the help of visual means occurs, as a rule, silently. Premature evaluations of each other's work are undesirable, since they can confuse the author and remove him from the state of immersion in the creative process and interfere with the sincere expression of feelings. At the same time, some topics may involve varying degrees of verbal communication and physical interaction between participants. The different speeds at which children work should also be taken into account.
Stage 3. The discussion usually takes place in a “clean” area of the office. It represents the participants' story or comments about their visual work. They not only describe what is drawn, but usually try to compose a fairy tale about the depicted character. Sometimes a group composes a common fairy tale, starting with one work, it is woven into the next, forming a common plot. Authors can only show their work or limit themselves to just a few words.
When participants talk about their work, others generally refrain from making any comments or evaluations, but may ask questions of the author.
At this stage of the lesson, the teacher can give his own comments or assessments of the progress of the work, its results, the behavior of individual participants, etc. The teacher can also ask questions to the author aimed at clarifying the content of his work, as well as his experiences and thoughts.
After the lesson, children must present their works to the relatives with whom they came to the center.
Art therapy classes take place in a specially equipped room, which is designed both for independent work of group members and for their verbal interaction at the stage of discussing products of visual activity. In the office, with the help of furniture, a “clean” zone is created (chairs form a circle) for group discussion, a “working” zone (the floor and table are covered with film) is for visual work. Group members are given the opportunity to choose and take a seat according to their preferences. General work is usually done on the floor in the “working” area.
Group work is carried out using a variety of visual materials. Along with watercolor paints, pencils, and wax crayons, charcoal, special paints for working with hands, markers for creating an image on glass, plastic materials of various densities and colors, paper of various formats and shades, glue, tape, etc. are also used. The quality of the materials must be as high as possible, since otherwise this may reduce the value of the work itself and its results in the eyes of children.
A cycle of 20 lessons lasted for 10 weeks. The children visited them with pleasure and treated their works with care. In the first two lessons, the children became familiar with the rules that had to be followed in the classroom. Sometimes during the lessons the rules required repetition, but at the end of the cycle this was no longer necessary. Even the most active children learned the rules and tried to adhere to them. If someone did not succeed, the children themselves corrected the “violations.” The participants also quickly got used to the space of the office and used its zones for their intended purpose, choosing their own place to work. They also confidently used the time allocated for work and divided into stages. Although not everyone worked at the same time.
It is interesting to note how the children mastered new materials. Introverted, shy children touched the paints with caution, but, looking at the others, they overcame their uncertainty and by the end of the lesson they acted more freely. This trend progressed as the group developed.
It should be noted that from lesson to lesson the interaction between the participants became more and more active. This was especially evident in the process of creating paired and collective works. Working in pairs often caused disputes among the participants. But in the process, the children managed to find a common solution, and they were happy to present the result during the discussion.
Comparing the children’s statements during the discussion at the beginning and end of the cycle, we can note that they have become more detailed and conscious. Most of the participants did not experience any difficulties in composing fairy tales based on their own works. Even those who at first could not say anything at all wrote short stories and could answer questions based on their drawings.
Nastya S., 4.5 years old, had some problems interacting with the group. Let's consider the situation with the girl in more detail.
The father consulted a psychologist with a complaint about the girl’s aggressiveness towards her younger brother (8 months), and no aggressive behavior was observed in kindergarten.
During the conversation, the following reasons for the appearance of aggressive behavior were identified:
The work began with individual work with parents, which was carried out in two directions:
Relaxation exercises were carried out with Nastya: “Warm like the sun, light like a breath of wind”, “Smile”. Games: “Give me the toy”, “Calling names”, “Sasha was walking along the highway...”.
Parents are invited to familiarize themselves with six recipes for getting rid of anger, for example:
Execution paths |
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| Build a relationship with your child so that he feels calm and confident with you. |
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| If you are upset, then children should know about your condition. |
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At the first lessons, Nastya showed herself to be a withdrawn and uncommunicative child. During the greeting, when everyone took turns singing their name, first individually, then in chorus, Nastya was silent, the children had to simply sing her name in chorus.
The girl had difficulty mastering the space of the place: afraid to start work, she said that she did not know how, and cried if something, in her opinion, did not work out; I preferred sheets of small sizes. At the stage of discussing the activity, she was mostly silent and answered questions with a nod of her head.
When working with blots, I chose blots of cool shades and used very little paint, so the images turned out faded. The drawings created by Nastya emphasized the lack of cheerfulness and the low background of her mood.
At the fourth lesson, the topic of which was “Scare lines,” Nastya perked up. In the process of drawing, she began to use pencils of different colors and pressed them harder than usual. The result was a rather expressive image, which during the discussion she called “Baba Yaga”.
At the next lessons, Nastya began to pronounce her name in greeting. She created images with different moods: “joyful elephant”, “sad man”.
When developing the “Self-Portrait” theme, Nastya acted with pleasure and began drawing right away. Having drawn the main parts of the body, the girl finalized her image after the teacher’s questions. She decorated “herself” with buttons, earrings, eyelashes; added bright sun and high blue sky. Moreover, decorating one’s own image is typical for children who accept and love themselves. In previous classes, Nastya generally avoided depicting herself and decorating human figures. Note that in Nastya’s self-portrait there are no huge fists, which were an integral characteristic of all the images drawn before. This fact indicates a significant decrease in the girl’s aggression, which her parents complained about.
In another lesson, decorating her own name with decorative elements of different colors, Nastya acted very diligently and enthusiastically. Subsequently, she treasured the created image very much and her parents hung it in a prominent place at home.
In the drawing “My Family,” Nastya depicted all family members, including herself, on the same level. The people’s hands also lacked the huge fists that had been persistently drawn earlier. From the drawing we can say that Nastya’s position in the family and her sense of herself in it have changed.
It is interesting to observe the girl’s participation in pair and group work. Nastya worked in tandem with an uncommunicative boy. Although their interaction was not very verbose, the guys always managed to find a common solution and create a successful image. During the discussion, their pride and pleasure in the work done was noticeable.
From class to class, not only Nastya’s drawings changed, but also her attitude towards work: the fear of a blank sheet of paper and uncertainty disappeared. There was activity in communicating with other group members: the girl could play around, often smiled and composed short stories about the created characters, and quietly sang her name at greetings.
Having analyzed Nastya’s behavior and drawings during the cycle of classes, we can say that she became internally calmer, her anxiety decreased significantly, her self-esteem increased, and her attitude towards herself and others changed. Nastya has become more confident and active in communicating with children. A significant role in the change in her condition was played by qualitatively new relationships in the family, especially on her father’s side. He began to spend a lot of time with Nastya. They often stayed at the Center after classes: Nastya played, and dad was nearby.
The father tried to talk with his daughter about the content of the drawings and treated them with care. At home, the drawings were saved and hung on the wall.
So, the transformed relationships in the family played a big role in changing the girl’s condition. Classes at the Center contributed to the girl’s expression of her experiences, the realization of hidden problems, the development of self-awareness, and raising self-esteem. All this ensured the harmonization of her inner world. The favorable environment in the group also activated Nastya’s communication skills.
Work program on facial expressions and pantomimes for correctional classes of type IV (see Appendix).
Kiseleva Tatyana Yurievna
Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Psychology of the FNKNGPU, music director of the GBOU NSO OTSDC, [email protected], Novosibirsk
Bevolova Svetlana Pavlovna
Doctor of Pedagogical Sciences, Professor, Dean of the Faculty of Primary Schools of NSPU, [email protected], Novosibirsk
ART THERAPY AS A PSYCHOLOGICAL AND EDAGOGICAL TECHNOLOGY
Kiseleva Tatiyana Yurievna
Post candidate of the pedagogical sciences, assistant professor of the pulpit pedagogy and psychologies FNK NGPU, music leader GBOUNSO OCDK, [email protected], Novosibirsk
Belovolova Svetlana Pavlovna
Doctor of pedagogical sciences, professor, dean of the faculty of primary school NSPU, vabelovolov@mail. ru, Novosibirsk
ART THERAPY AS A PSYCHO-EDUCATIONAL TECHNOLOGY
In modern society and in the education system, a number of problems of a socio-pedagogical nature are becoming more and more clearly visible. In connection with the increase in the social prestige of intelligence and scientific knowledge, the pedagogical focus primarily on the development of thinking turns the emotional and spiritual essence of the child into a secondary value. The low sociocultural level of the immediate environment, the lack of proper upbringing, attention and control on the part of parents and teachers lead to difficulties in learning and adaptation in children's groups, to a decrease in the productivity of intellectual activity, to behavioral and emotional-volitional deviations. Lack of spirituality, a consumerist attitude to life, and a decrease in interest in cultural values are often the reasons for children leaving for asocial companies, alcoholism, and drug addiction.
Let's not forget that we, teachers, work with children not only so that they learn a certain amount of information. It is teachers who are called upon to teach children to love themselves and others, to see and hear the beauty of the world around them, to help them believe in their strengths and capabilities, to support in children the thirst for knowledge and creativity given to man by nature.
Analysis of scientific literature and generalization of practical experience indicate an increase in the interest of teachers in the use of art for educational purposes, because It is in art that a person’s artistic capabilities are most fully and consistently manifested.
Attaching great importance to the formation of personality through art, JI. S. Vygotsky, D. B. Elkonin, M. S. Kagan, B. M. Nemensky, M. M. Bakhtin and other authors noted that introducing a child to the world of beauty, “immersing him in the wonderful world of unity of feelings and thoughts, transforming a person, enriches him, reveals his creative potential" (M. S. Kagan).
In connection with the above, the pedagogical direction of art therapy is of particular interest. Moreover, this term is used not in the literal context - treatment (from the Latin therapia), but in the sense of “healing”, “social healing” of the individual, changing the stereotypes of his behavior and increasing adaptive abilities through artistic activity.
The phrase “art therapy” in the scientific and pedagogical interpretation is understood as caring for the emotional well-being and psychological health of an individual, group, team through artistic activity (JI. S. Brusilovsky, O. Dewhurst-Maddock, A. I. Kopytin, L. D Lebedeva, A.V. Sizova, etc.).
Modern researchers (A.V. Sizova, V.N. Koropulina, M.N. Smirnova, N.Yu. Gordeeva), considering the correctional capabilities of art therapy, define it as a technology for the rehabilitation of persons with disabilities by means of art and artistic activity, based on a person’s ability to visually perceive the environment and organize their connections with it in any artistic, symbolic form.
The correctional possibilities of art therapy are associated, first of all, with providing the child with almost unlimited opportunities for self-expression and self-realization in creative products.
The therapeutic and corrective effect of using different types of art therapy is confirmed by a wide range of works on music therapy (L. S. Brusilovsky, V. I. Petrushin, I. M. Grineva), vocal therapy (S. V. Shushardzhan), isotherapeutic therapy (A. I. Zakharov, R. B. Khaikin, M. E. Burno), bibliotherapy (V. V. Murashevsky, A. M. Miller, E. Yu. Pay, Yu. B. Nekrasova), imagotherapy (I. E. Volpert , N. S. Govorov).
The use of art therapy in education as an effective developmental tool is studied by E. A. Medvedeva, I. Yu. Levchenko, L. N. Komissarova, T. A. Dobrovolskaya, L. D. Lebedeva, A. V. Sizova and others.
The pedagogical direction of art therapy has a non-clinical focus and is designed for both potentially healthy individuals and individuals with developmental disabilities. Numerous foreign and domestic studies note that art therapy has no contraindications. L. D. Lebedeva writes that any person, regardless of cultural experience and artistic abilities, can be a participant in the art therapeutic process.
The tasks of development, education, and socialization come to the fore in the pedagogical approach. The central figure in art therapeutic pro-
process - a person striving for self-development and expanding the range of his capabilities. According to the famous psychotherapist V.V. Makarov, art therapy fully corresponds to the growing need of modern man for a soft, ecological approach to his problems, failure or incomplete self-realization.
According to V. Becker-Glosch, the purpose of art therapy is not to identify mental deficiencies or disorders. On the contrary, it addresses the strengths of the individual, and also has the amazing property of internal support and restoration of human integrity.
What distinguishes art therapy from modern art is that the process of creativity is primarily important for it and there is no particular need for special skills. Speaking about creativity from the point of view of art therapy, we do not mean the generally accepted understanding of it as a process of creating new material and spiritual values, but we consider it as a person overcoming his boundaries, expanding the limits of his existence, an attempt to comprehend certain harmonies of life, awakening activity aimed at realizing maximum creative possibilities.
To confirm the effectiveness of the art therapeutic method as a means of enriching the sociocultural experience of junior schoolchildren, an experimental study was conducted at the Regional Center for Diagnostics and Consulting for children in need of psychological, pedagogical and medical and social assistance.
The structural unit - School-Center - is a diagnostic group with a limited period of stay (40-45 days) for children from 3 to 12 years old. The vast majority of the School-Center's pupils are children from orphanages, shelters, dysfunctional, single-parent and foster families in the Novosibirsk region, with various chronic neuropsychiatric diseases.
As part of the experiment in 2005, the pedagogical art therapy program “Art Harmony” was developed and is being implemented to this day, the main purpose of which is not so much the direct transfer of special skills to children, but rather the solution of problems of activating their internal potential, increasing motivation to various types of artistic activity, development of creative activity, formation of adequate interpersonal behavior and constructive communication based on emotionally significant activities.
As a result of theoretical and practical research, pedagogical conditions were identified and confirmed that contribute to the effective enrichment of the sociocultural experience of primary schoolchildren by means of pedagogical art therapy:
1. development and implementation of a pedagogical art therapy program based on the complex impact of various types of arts on the child’s personality.
Art has its own special subject for “conversation”: human emotions, moods, aspirations, ideals. The feeling conveyed by different XY-220s
It cannot be divided into visual, auditory, and motor sensations by pre-divine-aesthetic means; it is one. A person listening to music often completes the sound background with visual images and complements it with movements.
Therefore, the “Art Harmony” program is based on a comprehensive thematic approach, which requires the implementation of interdisciplinary connections and allows us to combine the skills of all teachers. The essence of the integrated approach is that all sections of artistic education are aimed at solving the same problems using their own specific means and methods. The music director, art teacher, librarian, educators, closely interacting with each other, working in accordance with the thematic annual plan, simultaneously prepare for the next artistic event. This promotes children’s holistic perception of the world around them and helps establish the child’s connection with life through artistic images.
The pedagogical art therapy program “Art Harmony” is a complex that includes the following blocks:
Music therapy (influence through the perception of music, singing, playing musical instruments);
Dance therapy (influence through movements to music: dance, plastic, rhythm);
Theater therapy (impact through image, theatricalization, staging);
Isotherapy (influence by means of fine arts: drawing, modeling, decorative and applied arts).
Each block has a specific correctional and developmental meaning.
2. a necessary requirement for the content of art activities is that it should be rich, interesting and emotionally significant for children, varied in types of activities and should allow each child to realize their creative potential. In a state of interest, a child’s intellectual activity, attention, curiosity, and passion for artistic activities increase, and the state of joy from the creative process reinforces a sense of confidence and self-worth.
3. teachers use methods and forms of work that stimulate the activity of students in various types of art activities, reinforcing positive motivation and an emotional and value-based attitude towards it; Relationships with students are built on the basis of dialogue, understanding, and acceptance.
The teacher and the student act in the process of artistic activity as two active sides of interaction, where the student is not passively followed, but independently “follows the leader.” To do this, a favorable, friendly atmosphere should reign in the classroom, and the child
should feel protected and stable. First of all, the child needs to identify an interesting and emotionally significant goal, a personal perspective. Children need to be clearly explained that there is no “right” or “wrong” in their creativity, that creating images is just a way of conveying their experience, thoughts and feelings to other people. Children need to feel safe, to know that they will not be scolded or judged negatively. And the main thing here is the teacher’s focus on the success of every child, regardless of his problems: “You can do anything, you just don’t know about it yet.”
Every little detail is important for a child: reinforcement with a glance, a gesture, a nod of the head. The teacher’s praise for even minor success inspires - a desire to “move mountains” appears, a readiness to improve the quality of one’s performance, and the teacher’s comments are not perceived as a personal insult, but only as a hint on how to do better. The intensity of art activity, the novelty of emotional impressions, and enthusiasm captivate children and after a while they forget about their previous failures and insecurities and greedily absorb new knowledge and impressions.
A feature of the art therapeutic approach is that the quality of the products of children's artistic activity is determined not by the parameters of scenic or visual perfection, but by other criteria: by the degree of manifestation of children's interest, activity, by the degree of child satisfaction with the process of artistic activity and emotional well-being, by the degree development of communicative contacts with peers and adults based on artistic activities.
However, in the process of art therapeutic influence of art, qualitative changes in the child’s personality are observed: this is not only the displacement of previous negative experiences (shyness, anxiety, uncertainty, fear of public speaking), but also the acquisition of new artistic needs, enrichment with new methods of artistic activity, activation internal resources.
In accordance with the thematic plan, children are gradually and purposefully included in joint art activities (regular classes in all art therapy blocks; participation in art events: on the first day of their stay at the School-Center - the opening “The Center welcomes guests”, on the third week - entertainment "Petrushkin's Ideas", on the last day of your stay - the final theatrical performance; throughout the entire stay - on-site artistic events: visits to theaters, museums, concerts, libraries).
Often, when coming to the first lesson, some children immediately declare: “I don’t know how,” “I don’t want to,” or “I can’t stand music (drawing)”... Most children experience stiffness, tension, an anxious look, or, on the contrary, disinhibition, hyperactivity, nervous tics.
Where does this reluctance to engage in artistic activity come from?
A special study of this problem revealed the following: one of the reasons is the lack of practical creative experience among children and negative previous experience in artistic activities. In addition, most children do not have the opportunity to receive a full-fledged artistic education in kindergarten due to the fact that in many villages of the Novosibirsk region they are simply absent. And since “special” children with developmental and behavioral problems come to the School-Center, it turned out that during school holidays most of them act as spectators, not participants. And this is understandable: it is easier for a teacher to prepare a disciplined child with good memory, speech, etc. for a performance.
We found out that 53% of our students in their schools do not take part in cultural events at all, 14% rarely, and only 33% of children take an active part in them, although 67% of schools organize cultural events, including 13% of schools are not organized and in 20% of schools they are rarely organized. Mostly children call New Year, March 8, February 23. In 50% of schools there is no music teacher, in 83% there is no art teacher, and, therefore, these lessons are taught by a primary school teacher who is not always proficient in this type of activity. A survey of children showed that often music lessons come down to recording song lyrics from dictation, learning a melody with a tape recorder, and during art lessons the teacher hangs up a sample that the children must copy. This is good if the teacher has an ear for music and basic drawing skills, but if not!
The purposeful use of methods to stimulate motivation for activity and behavior has an invariably positive impact on the emotional and volitional sphere of primary schoolchildren. To maintain children's constant interest in various types of art activities, teachers' attention to children's sense of emotional satisfaction from their own creativity is of particular importance. Increased motivation noticeably increases activity and self-confidence: children begin to realize their importance, responsibility, feel the team as a single whole in achieving their goals, and, consequently, relationships with peers and adults improve.
By the end of their stay at the School-Center, all children (naturally, according to their abilities) become singers, artists, dancers, and performers. At the final theatrical performance, where parents and all teachers of the School-Center gather, the children demonstrate everything they have learned. We call such performances artistic events: the joint existence of children and adults. Indeed, joint experiences by children and adults of unforgettable creative moments in life leave a vivid emotional imprint in the memory of all participants in the event for a long time.
To identify the effectiveness of the art therapeutic method in enriching sociocultural experience, the following criteria were identified: motivation
motivational-value (positive emotional attitude towards art activity, desire and desire to improve the quality of artistic knowledge and skills, high productivity, level of independence, activity and self-confidence), cognitive (mastering artistic concepts, knowledge about different types of art and methods of performing art -activity; the formation of the need for independent cognitive activity; the ability to remember information, compare, analyze), activity-based (learning practical experience in collective art activities, experience in creative and communicative activities; contribution to joint activities and the psychological atmosphere of the team; degree of adaptation in a children's group ).
Experimental data made it possible to trace positive dynamics according to the selected criteria, which is presented in Table 1.
Table 1 - Dynamics of enrichment of the sociocultural experience of junior schoolchildren by means of pedagogical art therapy, in %
Criteria for enriching the sociocultural experience of junior schoolchildren Levels of enrichment of the sociocultural experience of junior schoolchildren Before the experiment After the experiment
Motivational-value high 30 89
average 45.7 10
low 24.3 1
Cognitive high 13 70
average 50 27
low 37 3
Active high 13.3 55.7
average 45.7 37.7
low 41 6.6
The data in Table 1 shows that positive dynamics are presented in terms of indicators of all components of the process of enriching the sociocultural experience of junior schoolchildren through the means of pedagogical art therapy.
A comparison of the results before and after the experiment reflects positive dynamics not only in the quantitative composition of groups of junior schoolchildren with different levels of enrichment of sociocultural experience by means of art therapy, but also changes in the average values of the coefficients for high, medium and low levels (Table 2).
Table 2 - Levels of enrichment of the sociocultural experience of junior schoolchildren by means of pedagogical art therapy, in %
Levels of enrichment of sociocultural experience of junior schoolchildren Indicator in %
Initial data Final data
High 18.8 71.6
Average 47.1 24.7
Low 34.1 3.7
Differences in the level of positive changes in the enrichment of the sociocultural experience of junior schoolchildren allow us to draw a conclusion about the effectiveness of organizing an artistic educational space using the art therapy method.
These data are also confirmed by statistical processing of the results using the methods of 1; Student’s t-criterion eq - 5.3, at - 3.46 (p< 0,001) и степени свободы 58) и ранговой корреляции (К3?га= 0,95 при Ккр= 0,5703 (р < 0,001) и степени свободы 28), которые позволили не только выявить проявление положительного эффекта, но и оценить статистическую достоверность результата.
Thus, obviously, art therapy in the educational space of the school acts as the most natural and optimal condition for the development of the motivational-value sphere of the individual, the formation of healthy needs, motives and interests of activity (behavior), and an active social position.
Bibliography
1. Kagan, M. S. Philosophy of culture: Formation and development [Text]: textbook. manual / M. S. Kagan, K. A. Sergeev, R. V. Svetlov and others; Ed. M. S. Kagan and others; St. Petersburg, state. univ. - Publishing house St. Petersburg. St. Petersburg, Univ., 1995. - 309 p.
2. Lebedeva, L. D. Pedagogical foundations of art therapy [Text] / L. D. Lebedeva. - St. Petersburg: LOIRO, 2000. - 200 p.
3. Makarov, E. G. Overcoming fear, or art therapy [Text] / E. G. Makarova. - M.: Shkola-Press, 1996. - 303 p.
In pedagogy, the term “art therapy” is used not in the literal context – treatment (from the Latin Therapia), but in the sense of healing, “social healing” of the individual, changing the stereotypes of his behavior and increasing adaptive abilities through artistic activity.
The program and technology of pedagogical art therapy “Art - Harmony” are based on an integrated approach, have an individual correctional and developmental focus and are focused not so much on the direct transfer of special skills to children, but on solving the problems of activating their internal potential, increasing motivation for various types of artistic activity, development of creative activity, formation of adequate interpersonal behavior and constructive communication based on emotionally significant activities.
Pedagogical art therapy
Art - a special form of artistic exploration of the world, which not only plays a significant role in the formation of a child’s artistic culture, but also serves as the most important source of humanization of the educational process. Art contains artistic, aesthetic, humanistic, cognitive, moral and spiritual values.
In pedagogy, the term “art therapy” is used not in the literal context – treatment (from the Latin Therapia), but in the sense of healing, “social healing” of the individual, changing the stereotypes of his behavior and increasing adaptive abilities through artistic activity.
The program and technology of pedagogical art therapy “Art - Harmony” are based on an integrated approach, have an individual correctional and developmental focus and are focused not so much on the direct transfer of special skills to children, but on solving the problems of activating their internal potential, increasing motivation for various types of artistic activity, development of creative activity, formation of adequate interpersonal behavior and constructive communication based on emotionally significant activities.
The program is universal, i.e. designed for any child, initiates the reserve capabilities of all children, incl. children with developmental problems, the difference lies only in the quality of the results achieved. The “Art - Harmony” program and technology are successfully used for children with mental retardation, mental retardation, problems of social adaptation, emotional and volitional instability, anxiety, low self-esteem, low performance, disorders of cognitive activity, communication, and behavior.
The implementation of the “Art - Harmony” program assumes an integrated approach, which consists in the fact that all teachers working in this direction closely interact with each other.
No less important is the humanistic approach to education, which requires teachers to pay close attention to the child’s personality.
The use of art as a therapeutic factor in education is most accessible to the teacher due to his professional preparedness. Moreover, special medical knowledge is not required for this.
In this case, pedagogical art therapy acts as a progressive pedagogical tool to improve the mental health of children and adolescents and the formation of a healthy creative personality.
1. The goals and objectives of art therapy are the activation of reserve capabilities and creative self-expression of children with developmental problems based on previous experience, introducing them to new ways of artistic activity.
2. The quality of the products of artistic activity is not considered an important evaluation criterion (be it drawing, reciting poetry, performing songs, dances, roles). They have their own value associated with the sequence of stages in resolving the child’s personal problems, because the child demonstrates only what has been mastered in previous experience. However, during the classes, qualitative changes in the child’s personality are observed: this is not only the displacement of previous negative experiences (shyness, depression, self-doubt, fear of public speaking, etc.), but also the expansion of their capabilities in the field of artistic activity, activation internal resources (self-confidence, joy from communication, pleasure from active artistic activity).
3. The functions of an adult in pedagogical art therapy classes include transferring to the child knowledge about new methods of activity and expressive means and organizing the process of their assimilation by the child. The teacher (as a specialist in his field) is an active participant in the pedagogical process, performing the functions of: facilitator, presenter, director, screenwriter, partner, teacher, organizer.
Practice convinces that Art therapeutic methods allow:
Release potential mental resources;
Change the psycho-emotional state of the child;
Form positive motivation for artistic activities;
Overcome barriers in communication, better understand yourself and others;
Develop creative initiative;
Expand your horizons;
Form moral and aesthetic ideas;
Create a “success situation” for each child;
Create an emotionally favorable atmosphere that promotes the emergence of joyful emotions and mental well-being;
Leave joyful, exciting memories in your memory, awaken interest in the environment, in art, in people.
Each direction of “Art Harmony” has a certain correctional and developmental significance.
During classes music, singing children with mental retardation and mental retardation learn about the surrounding reality, expressed in musical and artistic images. Activated feelings, emotions, and experiences of the child create conditions for understanding the beautiful and the ugly, good and evil, love and hate, help to emotionally, sensually and actively lean back on them, promote awareness of self-worth, involvement with other people, and the adequacy of communicative manifestations.
Drawing classes They form motivation in children for productive activities, promote differentiation of perception, develop fine motor skills, voluntary attention, imagination, speech, and teach communication.
During isotherapy classes children get acquainted with such types of visual techniques as clichés, wax painting, aquatouch, finger painting, monotype, water printing, diatypia, letterpress, collage, grattage, a la prima painting, plaster painting.
Classes theatrical activitiesallow for positive dynamics in the qualitative development of imagination and the formation of its creative component. They ensure the formation of the sign-symbolic function of thinking, voluntary attention, correction of the psycho-emotional state, and also contribute to the development of many components of the personality of children of this category.
Dance therapy - one of the types of active musical activity, the basis of which is the unity of music and rhythmic movement. Musical and rhythmic education has a positive effect on the functioning of the body as a whole.
Bibliotherapy has a strong effect on children with various developmental disorders. Fairy tales are better suited for this: they expand the boundaries of imagination, always provide interest, an emotional response, and certain experiences in children. In the process of classes, the foundation of a reading culture is laid, and the need to communicate with books is developed.
The formation of artistic and speech activity is carried out in three directions:
The methodological basis is the modern theory of M.I. Lisina, E.O. Smirnova about the role of communication in the development of a child’s personality, in the formation of the ability to establish and maintain relationships with others.
In the field of music education and music therapy: N.A. Vetlugina, M.A. Vasilyeva, O.P. Radynova, L.S. Brusilovsky, N.Yu. Pautova, V.I. Petrushin, who claim that the perception of a unique “language of music” can evoke in a child a special need, a desire to communicate with her;
In the field of isotherapy: B.M. Nemensky, R.B. Khaikina, A.I. Ryzhova, I.A. Groshenkova, L.P. Ufimtseva, who consider visual activity not just as drawing, but as manual and physical labor that develops vision and touch, since without developed vision and without developed touch, artistic work is unthinkable;
In the field of bibliotherapy: V.I. Bespalova, O.L. Kabachek, N.A. Rubakina, Yu. Dreischer, proving that reading books has a huge impact on expanding the vocabulary, general horizons, formation of attention, memory and other mental processes. Bibliotherapy classes develop the motivation to communicate with a book, the ability to think, reflect, and analyze.
FEDERAL AGENCY FOR CULTURE and CINEMATOGRAPHY
MOSCOW STATE UNIVERSITY OF CULTURE AND ARTS
ABSTRACT
in specialty 13.00.05 on the topic:
Traditional and alternative schools in the history of education
ART THERAPY AS AN INNOVATIVE TECHNOLOGY OF ART PEDAGOGY
Performed:
applicant for the Department of SKD Management
Faculty of Social and Cultural Activities,
Novoselova Olga Rudolfovna
Moscow, 2008
art pedagogy therapy
Introduction
Problems of modern art pedagogy
Art therapy: history and modernity
Foreign experience in using art therapy techniques in the education system
4. Domestic experience in introducing art therapy technologies in the education system
5. Practical examples of art therapeutic technologies
6. Application of art therapy technologies in correctional pedagogy
Conclusion
Introduction
Changes are being observed in the Russian education system these days, representing the next stage in the formation of a new school, focused on Russia’s active entry into the global educational space. That is why significant changes are taking place in the approach to the pedagogical theory and practice of the educational process: new content, new approaches, new rights, relationships and types of behavior, as well as a new pedagogical mentality are brought to the fore.
The principle of variability, proclaimed in Russian education, opens up for teaching staff a wide creative opportunity to choose and model the pedagogical process from any perspective. This direction is progressive in education, since it provides the way for the development of various options for the content of the educational process, the use of modern didactics in increasing the efficiency of educational structures, the scientific development and practical justification of new ideas and technologies, and also makes it possible to use technologies of alternative pedagogy.
In this regard, organizing the interaction of various pedagogical systems and testing in practice advanced innovative technologies that constitute a complement and alternative to the state traditional education system are of particular importance.
It can be argued that the state has realized the need to educate a creative personality, however, clear technologies for cultural and creative development have not yet been developed. It may be relevant at this stage to introduce such innovative disciplines as “art pedagogy” and its related component “art therapy” into a traditional pedagogical school. These disciplines arose at the border of the merger of such sciences as pedagogy, psychology, cultural studies and socio-cultural activities and are widely used in the practice of alternative or special education. At the same time, it is necessary to note the substantive difference between “art pedagogy” and the narrower term “art education”. Art pedagogy allows us to consider within the framework of education not only artistic education, but also all components of the correctional and developmental process through the means of art. The main goal pursued by art pedagogy is the artistic development of children with problems and the formation of the foundations of artistic culture, social adaptation of the individual through art.
The mechanisms of the influence of art on psychological and pedagogical processes have been studied by many foreign authors: E. Seguin, J. Demor, O. Decroly and domestic ones: L. S. Vygotsky, A. I. Graborov, V. P. Kashchenko, etc. E. Surno , known for his work in the field of aesthetic education, noted that art is an important means of education, influencing the morality of the child, as well as the formation of his thinking, imagination, emotions and feelings.
The process of children’s perception of art is a complex mental activity that combines cognitive and emotional aspects. Artistic activities promote children's sensory development, the ability to distinguish colors, shapes, sounds, and ensure an understanding of the language of various types of art. Speaking about the pedagogical possibilities of art, one cannot fail to note another important aspect: the psychotherapeutic effect of art on a child. Influencing the emotional sphere, art performs communicative, regulatory, and cathartic functions. The joint participation of the child, his peers and teachers in the process of creating a work of art expands his social experience, teaches adequate interaction and communication in joint activities, and ensures the correction of communication disorders. The psychocorrectional effect of art on a child is also expressed in the effect of “cleansing” from accumulated negative experiences and allows one to embark on the path of new relationships with the outside world.
Undoubtedly, the concept of “art pedagogy” in the Russian traditional school of pedagogy does not yet have an exact definition. The concepts of “art psychology” and “art therapy” also have a multifaceted interpretation. Let us take a closer look at the current state of these relatively young disciplines and evaluate their significance for modern alternative pedagogy.
1. Problems of modern art pedagogy
Art pedagogy in a broad sense considers the student as an individual striving for self-realization and self-determination, building interaction with him on the basis of subject-subject relations. This relationship implies certain requirements put forward to the personality of the teacher himself. The practice of teacher training has shown the need to develop a model for organizing the educational process from the standpoint of alternative pedagogy, where it is especially important to take into account priority promising areas of activity, innovative approaches to the organization of educational and developmental space, the content of knowledge, skills and abilities that both teachers themselves and others should possess. further their pupils.
Art pedagogy is a special direction in pedagogy, where the training, development and education of a child’s personality is carried out through the means of art in any taught subject. This discipline, moving away from the techniques of the traditional education system, interprets the direct creative interaction of the teacher, student and parents. What is valuable here is that both the teacher, children and parents are carriers of culture, and art pedagogy allows you to work fruitfully with various categories of students: from gifted to deviant. Art pedagogy creates a desire for learning to turn into self-education, education into self-education, and development directly into self-development.
The principles of art pedagogy are based on traditional classical general pedagogical principles, the principles of special training, the principles of artistic and aesthetic development: the principle of humanistic orientation of the pedagogical process, social and personal development of the individual, the principle of a differentiated and individual approach, taking into account the age characteristics of the child, the principle of educational reflection, personal goal setting, the principle choosing an individual route, integrative connection of subjects, productive learning, creativity.
The main objectives of art pedagogy are:
formation of a child’s awareness of himself as an individual, self-acceptance and understanding of his own value as a person;
awareness of one’s relationship with the world and one’s place in the surrounding sociocultural space;
creative self-realization of the individual.
Special educational technologies in art pedagogy are aimed at solving the problems of a child’s artistic development, facilitating the learning process and mental activity. They help preserve the integrity of the individual, because connect intellectual and artistic perception of the world, introduce students to spiritual values through the integral sphere of art, equip the teacher with a system of techniques that ensure joyful entry into the system of knowledge, promote the development of all senses, memory, attention, intuition, and promote the adaptation of the individual in the modern contradictory world.
The main technologies of art pedagogy are play and pedagogical improvisation; this is what provides the basis for the use of art pedagogy technologies in the field of socio-cultural pedagogy. Pedagogical improvisation is the initially unforeseen actions of a teacher, which are determined by unplanned situations that arise under the influence of internal or external factors. The success of improvisation is determined by the design and forecasting of forms, motivation and promising results.
The main method in art pedagogy is the problem-dialogue method, which is focused on the development of the spiritual and personal sphere of the child, moral education, and the formation of ethical and aesthetic immunity. The basis of this method is dialogue, which involves not just a one-by-one exchange of information, but a joint search for common positions and their correlation. In a dialogue, each message is designed to be interpreted by the interlocutor and return information in an enriched form. All subjects are active in the dialogue: both the teacher and the students. The key to success is emotional restraint, unobtrusiveness, and inner freedom.
The structure and content of the arturok are multivariate, because Each child comes to class with his own store of knowledge, therefore, the educational space, content, methods, technologies are created not only by the teacher, but also by the students. Arturok is two-layered: the content of the topic is enriched with the content of art, harmoniously combined with the main subject, which contributes to the development of the personality of both students and the teacher. Each lesson has the following components: axiological, cognitive, activity-creative, personal. The personal component is predominant, and this distinguishes arturok from a traditional occupation.
Here it is impossible not to touch upon the problem of professional training of teachers working with art pedagogy technologies. In addition to the traditional requirements: high intelligence, developed thinking and memory, the teacher must be psychologically prepared for improvisation, feel the need for self-realization, know the basics of pedagogical creativity, master the basics of rhetoric, drama, be able to apply them in practice, form his own style of activity, pedagogical taste, break habitual stereotypes. It is welcome that the teacher has directing skills, musical or choreographic training, because in art pedagogy it is practiced to appeal to the inner world of the child, to include him in the educational process “on equal terms” with the teacher, to develop individuality and creativity of both students and the teacher, to create the need for self-education, self-education, self-development.
2. Art therapy: history and modernity
Now let's consider the interpretation of another related discipline - art therapy. The term “art therapy” itself means healing through creativity with the aim of expressing a person’s psycho-emotional state.
The principles of the influence of works of art on people have interested scientists at all times. Historical sources indicate that in ancient times priests, and then doctors, philosophers, and teachers used art to heal the soul and body. By exploring the mechanism of influence of painting, theater, music, and dance on the human psyche, ancient scientists tried to determine the role and place of art both in the process of restoring the functions of the body and in the formation of the spiritual world of the individual. The impact of art on humans as a method of healing was used in Ancient Greece, Egypt, Mesopotamia, China and India.
However, it was only in the twentieth century that art began to be officially attributed a therapeutic function, based on specific positive results of scientific research. So, for example, in Great Britain M. Richardson. J. Debuffet et al. used visual art to treat mental disorders, and in the 1940s, drawings by various people were used as a tool for exploring unconscious processes. According to one version, the term “art therapy” was first used by Adrian Hill in 1938 when describing his visual arts activities with tuberculosis patients in sanatoriums. Then this term began to be applied to all types of therapeutic arts (music therapy, drama therapy, dance movement therapy, etc.). As a special type of professional activity, art therapy began to develop in Great Britain after the Second World War, and in close connection with psychotherapy.
In 1969, the American Art Therapy Association was created, uniting art therapists and practitioners. Similar associations subsequently arose in England (BAAT, British Association of Art Therapists), Holland, and Japan. In 1960-1980 Professional associations were created that contributed to the state registration of art therapy as an independent specialty.
The end of the last century was marked by a change in the cultural climate; the acceleration of globalization led to irreversible changes in the sociocultural environment. The world is faced with the problems of an influx of immigrants, refugees, and the forced existence of racial and ethnic communities on the same territory. In such conditions, significant assistance is provided by art therapists, whose activities go beyond traditional psychology and psychotherapy and are increasingly used in cultural and educational institutions.
Foreign experience in using art therapy techniques in the education system
Different countries have different models and schools of art therapy; let’s look at different examples and approaches.
According to one of the interpretations of the international classification, art therapy is represented by four areas: art therapy itself (psychotherapy through visual creativity), drama therapy (psychotherapy through stage play), dance movement therapy (psychotherapy through movement and dance) and music therapy (psychotherapy through sounds and music).
Let's consider foreign experience using the example of the classical American school.
E. Kramer believed that it was possible to achieve positive effects primarily due to the “healing” capabilities of the process of artistic creation itself, which makes it possible to express, re-experience internal conflicts and, ultimately, resolve them.
A. Hill connects the healing potential of visual activity primarily with the possibility of distracting the patient from “painful experiences.”
M. Naumburg believes that as a result of artistic activities, a person overcomes doubts about his ability to freely express his fears, comes into contact with his unconscious and “talks” with him in the symbolic language of images. Expressing the content of one's own inner world helps a person cope with the problem.
Thus, we can say that some scientists emphasize that artistic creativity helps the psychotherapist establish closer contact with the client and gain access to his experiences, while others emphasize that the healing effect of artistic creativity is achieved primarily through distraction from the painful and creating a positive attitude, others - on the fact that it itself is capable of sublimating his feelings and giving vent to destructive tendencies.
M. Essex, K. Frostig and D. Hertz note that expressive psychotherapy with art is the most suitable method for working with minors, and that long-term forms of psychocorrectional work with them can be successfully implemented on the basis of schools. These authors see the main goal of introducing art therapy into schools as adapting children (including those who suffer from emotional and behavioral disorders) to the conditions of an educational institution and increasing their academic performance. While pointing out the differences between the priorities of teachers and school art therapists, these authors also believe that teachers and art therapists have a number of common long-term goals, such as developing students' problem-solving skills and their ability to cope with stress, increasing their interpersonal competence and improving communication skills, as well as unlocking the creative potential of young people and developing healthy needs in students. These authors link the introduction of art therapy into schools with the tendency in American education to view the school environment as shaping healthy and socially productive individuals.
D. Bush and S. Hight also point out the advantages of using art therapy in schools, and one of them is the cooperation of various school workers, including teachers, psychologists and art therapists, as well as the possibility of closer contact between the art therapist and parents in in the interests of preserving and strengthening children's health.
A number of recent American art therapeutic publications have actively discussed issues of working with children and adolescents with depressive disorders and increased aggressiveness traits among those attending general education and special schools. Commenting on the problem of aggressive and suicidal behavior of minors in US schools and the tasks of clinical art therapists working in schools, L. Pfeiffer notes that “violence prevention is becoming the number one problem in schools.” Special programs are being introduced into schools across the country, but they are aimed at those students who show clear signs of aggressive behavior.
There is a significant number of American publications reflecting the diagnostic and developmental aspects of the use of art therapy methods in education. In this case, original graphic methods developed by art therapists are often used. The most indicative in this regard are the works of art therapist R. Silver, who has been researching the diagnostic and developmental capabilities of art therapeutic methods in educational institutions since the 1970s. She has developed three graphic tests that are closely related to the process of art therapy counseling in schools, the most famous of which is the “Silver drawing test” for assessing the cognitive and emotional spheres. Abbreviated RTS, this test was originally developed and used by R. Silver as a tool for determining and developing the cognitive and creative abilities of children and adolescents with developmental disabilities, in particular, students with speech disorders and deaf-mutes, as well as children and adolescents with mental retardation. Using RTS, the author discovered that many such children and adolescents have significant cognitive and creative abilities. The idea that cognitive abilities in children and adolescents, especially those with speech impairments, can be largely associated with imaginative thinking prompted R. Silver to develop and implement in educational institutions a number of developmental programs based on on the use of a system of visual exercises.
In general, the American school of art therapy is aimed at establishing effective dialogue and cooperation between art therapists and school workers and exchanging information with them, maintaining the rule of confidentiality in the relationship between the art therapist and clients, the need to focus on the inner world of clients and neutralize external distractions, the inclusion of art therapeutic classes in the school schedule and the introduction of art therapists into the staff of schools, the need for professional communication and supervision and other issues.
4. Domestic experience in introducing art therapy technologies in the education system
A.I. can rightfully be considered the founder of the Russian school of art therapy. Kopytin - his fundamental works are known both in Russia and abroad. A.I. Kopytin is a candidate of medical sciences, president of the Art Therapy Association, head of the basic training program for specialists in the field of art therapy and other areas of creative expression therapy. In his developments, the goal of using art therapy in education is to preserve or restore the health of students and their adaptation to the conditions of an educational institution through the implementation of psychocorrectional, diagnostic and psychoprophylactic potential. In some cases, art therapy can be used in education as a tool for developing certain psychological and personal qualities of students. Solving development problems should be considered in close connection with the tasks of preserving and restoring their health.
Followers of the art therapeutic school of A.V. Kopytin are trying to combine psychotherapeutic and educational technologies and offer interesting practical developments.
Thus, in particular, the program proposed by A.V. Grishina for developing the creative individuality of adolescents through art therapy in additional education institutions deserves attention. The program is being successfully implemented in institutions of additional education and the author recommends it for use by fine arts teachers; it is full of elements characteristic of art therapy. These, in particular, are:
reflexive orientation of classes, which involves stimulating adolescents to analyze the products of their creative activity from the point of view of how they reflect their personal characteristics and experiences;
a high degree of spontaneity of creative acts with teenagers freely choosing both the content and means of visual activity, as well as the teacher’s conscious refusal to evaluate the artistic and aesthetic merits of the products of teenagers’ creative activity;
the teacher’s great attention to the communicative conditions of the group’s activities, which include a high degree of mutual tolerance of class participants, the emotional flexibility of the teacher himself, his acceptance of the characteristics of the creative individuality of adolescents and not imposing his opinion on them.
Conducting classes of this kind requires the teacher to have special knowledge and skills characteristic of art therapeutic activities. Thus, this program can be considered to a greater extent as an art therapeutic program, but with a predominance of developmental tasks in it, rather than an artistic educational one. Accordingly, its implementation would be more consistent with the professional capabilities of those specialists who have received sufficient specialized art therapy training (for example, art teachers who have completed postgraduate education programs in art therapy) than teachers without such special training.
The use of art therapy and art pedagogy methods in special education is also considered in the work of E. A. Medvedeva, I. Yu. Levchenko, L. N. Komissarova and T. A. Dobrovolskaya. It represents the first attempt in our country to generalize the experience of using art as a means of comprehensive educational, developmental and correctional influence on children with developmental disorders (children with hearing, vision, speech problems, mental retardation, behavioral disorders, mental retardation, musculoskeletal disorders). -motor apparatus). At the same time, the authors consider art therapy as a set of techniques built on the use of different types of art and allowing, by stimulating artistic and creative manifestations, to carry out psychocorrection. According to this understanding of art therapy, they include such particular forms as isotherapy, bibliotherapy, kinesiotherapy, music therapy, psychodrama and some others.
Practical examples of art therapeutic technologies
Art therapy - traditional interpretation: the most developed, most often used and most technically simplest type of art therapy. This is painting, sculpture, architecture. It traditionally includes all types of drawing (actual drawing, painting, graphics, monotype, etc.), mosaics, work with makeup and body painting (as a type of painting “all over the body” or “on the face”), installations, all types of modeling, collages, artistic photography (phototherapy) and a huge number of other types of artistic creativity, where something is done directly with your hands.
Music therapy is an extremely rich direction in terms of influence, breadth of possibilities, and existing empirical material. When working with music, we must always remember that we are “defenseless” in front of it: music affects the deep structures of the brain, bypassing the control of consciousness. Music has been and will be used as a kind of catalyst; it is applicable in any methodological systems. Music can accompany any psychological process, or it can act on its own, like a medicine. Vocal therapy is a special case - voice treatment, the use of vibration mechanisms for stress relief or diagnostics.
Bibliotherapy (creative writing), literature-based self-expression through creative “writing”, composition. At the same time, completely free expression is possible (about what I want, what I want and how I want), as well as given topics. In bibliotherapy, the therapeutic effect is based on Hennequin's law: the main character of any literary work is always the author. This also includes the autobiographical method, composing dramatic works, versification, keeping diaries, writing letters (although the epistolary genre is clearly degenerating in our time) and much more.
Drama therapy is one of the most developed areas at present. One of the reasons for the widespread use and effectiveness of drama therapy is the constant (chronic) lack of demand for human play potential in the modern world, the “under-playing” of children and adults, the loss of a powerful folk play culture as such. The method necessarily includes music, dance, makeup, drawing, writing, and much more. In all these practices, the theatrical element is clearly expressed. They are built on “acting out” situations that are painful for the patient and searching for optimal life “roles”. In psychodrama, improvised performances are literally organized; in play therapy, the same problems are solved in the process of ordinary children's play.
Puppet therapy (mascotherapy working with dolls and puppets) - can be used in different areas of art pedagogy: psychodrama, play therapy, fairy tale therapy, etc. Modern “puppet therapists” consider puppet theater to be perhaps the most effective way of working with children. This option is also offered to adults, but less often. Children play either in specially invented performances or in ordinary plays of suitable content. The roles are naturally distributed with feeling, sense and order. An applied version of doll therapy - making dolls (from threads, scraps, etc.) - carries a large charge that releases hidden energy.
Park therapy is the use of the healing and recreational effects on the human body of such natural and leisure multifunctional complexes as gardens and cultural parks. The combination of aesthetic (landscape design, natural environment close to natural) and cultural and leisure forms of influence (programs on open stages, sporting events, etc.) introduces park visitors to a healthy lifestyle, which is especially important in modern megacities.
Fairytale therapy is the use of fairy tales for healing. Fairy tales can be composed, told, dramatized, drawn, etc. The archetype of a fairy tale in itself is healing, which people have always known. In fairy tale therapy, the patient is “fitted” into a philosophical fairy tale with a happy ending; the fairy tale serves as a means of meeting oneself. Children acquire knowledge about the laws of life and ways to manifest creative creative power, about moral norms and principles of social relationships. Fairy tales not only reflect ancient initiation rituals, but also describe positive experiences of living through emotional crises characteristic of a developing person. A fairy tale teaches a child to productively overcome fear.
Play therapy is the use of a natural activity for a child - games - as a way of modeling relationships with the outside world and personal development. The game allows you to relieve tension, get rid of depression, encourages you to become physically and cognitively active in spontaneous expression, and immerses the child in an atmosphere of emotional comfort.
Application of art therapy technologies in correctional pedagogy
The positive impact of art therapy on children with developmental problems is especially valuable. Also L.S. Vygotsky, in his research, identified the special role of artistic activity in the development of not only mental functions, but also in the activation of creative manifestations in various types of art in children with certain developmental problems.
Thus, engaging in visual arts contributes to the sensory development of children, forms the motivational-need side of their productive activity, promotes differentiation of perception, small hand movements, which in turn affects mental development. Revealing the psychological mechanism of catharsis in his work “Psychology of Art,” L.S. Vygotsky noted: “Art always carries within itself something that overcomes ordinary feeling. Pain and excitement, when caused by art, carry something more than ordinary pain and excitement. The processing of feelings in art consists of turning them into their opposite, i.e. the positive emotion that art carries.”
Catharsis is inextricably linked with artistic perception, which is a complex work of feelings, thoughts, and imagination perceiving a work of art. Therefore, children, especially those with developmental problems, are not always ready for this work. It is necessary to teach children how to perceive a work of art, because The perception of children with developmental disabilities has its own characteristics, determined by the nature and nature of the disorder. Communication with a work of art helps a child temporarily escape from worries, emotional rejection, feelings of loneliness, fears and anxiety, or from conflicting interpersonal and intrafamily relationships.
Art provides a child with almost unlimited opportunities for self-improvement and self-realization both in the creative process and in its products. Interest in the products of a child’s creative activity on the part of peers and adults increases his self-esteem. And this is a solution to the most important problem: the child’s adaptation through the arts and artistic activities in the macrosocial environment.
Recent years have been marked by an increased interest of specialists in the mechanism of the influence of art on a child with developmental problems in the process of education and training, therefore modern special psychology and pedagogy are largely focused on the use of various types of art in correctional work, as an important means of nurturing a harmonious personality of a child. Art has a positive effect on the central nervous system, which is confirmed in the works of famous psychiatrists A.L. Grosman and V. Raikov. For example, normalization of the cardiovascular system occurs to the sounds of music played on the clarinet and violin.
Recently, several areas of correctional work using art have been identified: psychophysiological - correction of psychosomatic disorders; psychotherapeutic - impact on the cognitive and emotional spheres; psychological - cathartic, regulatory, communicative functions; social and pedagogical - development of aesthetic needs, expansion of general and artistic-aesthetic horizons, activation of the child’s potential in creativity. The practical implementation of these areas is carried out within the framework of psychocorrectional or correctional and developmental methods.
Noting the need to form a culture in children with various developmental problems, L.S. Vygotsky pointed out in particular the need to create special methods, means and conditions to ensure the development of children with various disabilities. L.S. Vygotsky, D.B. Elkonin, A.V. Zaporozhets, E.I. Ilyenkov, M.S. Kogan, B.M. Nemensky and other scientists also assign a huge role to art in the formation of a child’s personality. They noted in their works that introducing a child to art, “immersing” him in the world of unity of feelings and thoughts that transform a person, enriches him and reveals his creative potential. Thus, it is impossible to solve the pressing problems of our time without art - the most powerful means of upbringing and education. In this regard, there is an urgent need for the further development of such a discipline as art pedagogy, its separation from the purely psychotherapeutic segment, as well as the inclusion of special courses in art pedagogy and art therapy in the system of training specialists in the educational, cultural and leisure spheres.
Conclusion
So, research in the field of application of art therapy technologies in art pedagogy shows that art develops personality, expands the general and artistic horizons of students, and realizes the cognitive interests of children. Art pedagogy allows problem children to experience the world in all its richness and diversity, and through artistic activities learn to transform it. Art is, on the one hand, a source of new positive experiences for the child, gives rise to creative needs, ways to satisfy them in one form or another, and on the other hand, is a means of implementing social and pedagogical technologies.
In this regard, a detailed study and development of art pedagogy and art therapy can be a positive step towards further improvement of alternative schools of domestic education. Of course, there is a lack of educational programs in these disciplines; the problem requires detailed study, defining the boundaries of the sciences, and maintaining professional ethics. The topic undoubtedly has practical significance for specialists in culture and education.
Bibliography
8Irwood Ch., Fedorko M., Holtzman E., Montanari L., Silver R. Diagnosis of aggressiveness based on the use of the “Draw a Story” test // Healing Art: Journal of Art Therapy. Volume 7, No. 3
9. Karvasarsky B. D. Psychotherapeutic Encyclopedia. St. Petersburg: Peter, 2000.
10.Kopytin A.I. Fundamentals of art therapy. St. Petersburg: Lan, 1999.
Kopytin A.I. Theory and practice of art therapy. St. Petersburg: Peter, 2002.
Kopytin A.I. Art therapy in secondary schools. Toolkit. St. Petersburg: Academy of Postgraduate Pedagogical Education, 2005.
Lebedeva L. D. Practice of art therapy: approaches, diagnostics, system of classes. St. Petersburg: Rech, 2003.
Medvedeva E. A., Levchenko I. Yu., Komissarova L. N., Dobrovolskaya T. A. Art pedagogy and art therapy in special education. M.: Publishing center "Academy", 2001.
Nazarova L.D. Folklore art therapy. St. Petersburg, Speech, 2002
Sazonova T.V. Art is a means of creative development and personality correction. Tambov. Tambov IPKRO, coll. 2006
Yaroshenko N.N. Socio-cultural animation. M., MGUKI, 2005
Expand art therapy. Sat. Kiev, 2007
American Art Therapy Association Newsletter, Mundelein, Il1: American Art Therapy Association. 1998. 31, P.4.
FEDERAL AGENCY FOR CULTURE and CINEMATOGRAPHY
MOSCOW STATE UNIVERSITY OF CULTURE AND ARTS
ABSTRACT
in specialty 13.00.05 on the topic:
Traditional and alternative schools in the history of education
ART THERAPY AS AN INNOVATIVE TECHNOLOGY OF ART PEDAGOGY
Performed:
applicant for the Department of SKD Management
Faculty of Social and Cultural Activities,
Novoselova Olga Rudolfovna
Moscow, 2008
art pedagogy therapy
Introduction
Problems of modern art pedagogy
Art therapy: history and modernity
5. Practical examples of art therapeutic technologies
6. Application of art therapy technologies in correctional pedagogy
Conclusion
Introduction
Changes are being observed in the Russian education system these days, representing the next stage in the formation of a new school, focused on Russia’s active entry into the global educational space. That is why significant changes are taking place in the approach to the pedagogical theory and practice of the educational process: new content, new approaches, new rights, relationships and types of behavior, as well as a new pedagogical mentality are brought to the fore.
The principle of variability, proclaimed in Russian education, opens up for teaching staff a wide creative opportunity to choose and model the pedagogical process from any perspective. This direction is progressive in education, since it provides the way for the development of various options for the content of the educational process, the use of modern didactics in increasing the efficiency of educational structures, the scientific development and practical justification of new ideas and technologies, and also makes it possible to use technologies of alternative pedagogy.
In this regard, organizing the interaction of various pedagogical systems and testing in practice advanced innovative technologies that constitute a complement and alternative to the state traditional education system are of particular importance.
It can be argued that the state has realized the need to educate a creative personality, however, clear technologies for cultural and creative development have not yet been developed. It may be relevant at this stage to introduce such innovative disciplines as “art pedagogy” and its related component “art therapy” into a traditional pedagogical school. These disciplines arose at the border of the merger of such sciences as pedagogy, psychology, cultural studies and socio-cultural activities and are widely used in the practice of alternative or special education. At the same time, it is necessary to note the substantive difference between “art pedagogy” and the narrower term “art education”. Art pedagogy allows us to consider within the framework of education not only artistic education, but also all components of the correctional and developmental process through the means of art. The main goal pursued by art pedagogy is the artistic development of children with problems and the formation of the foundations of artistic culture, social adaptation of the individual through art.
The mechanisms of the influence of art on psychological and pedagogical processes have been studied by many foreign authors: E. Seguin, J. Demor, O. Decroly and domestic ones: L. S. Vygotsky, A. I. Graborov, V. P. Kashchenko, etc. E. Surno , known for his work in the field of aesthetic education, noted that art is an important means of education, influencing the morality of the child, as well as the formation of his thinking, imagination, emotions and feelings.
The process of children’s perception of art is a complex mental activity that combines cognitive and emotional aspects. Artistic activities promote children's sensory development, the ability to distinguish colors, shapes, sounds, and ensure an understanding of the language of various types of art. Speaking about the pedagogical possibilities of art, one cannot fail to note another important aspect: the psychotherapeutic effect of art on a child. Influencing the emotional sphere, art performs communicative, regulatory, and cathartic functions. The joint participation of the child, his peers and teachers in the process of creating a work of art expands his social experience, teaches adequate interaction and communication in joint activities, and ensures the correction of communication disorders. The psychocorrectional effect of art on a child is also expressed in the effect of “cleansing” from accumulated negative experiences and allows one to embark on the path of new relationships with the outside world.
Undoubtedly, the concept of “art pedagogy” in the Russian traditional school of pedagogy does not yet have an exact definition. The concepts of “art psychology” and “art therapy” also have a multifaceted interpretation. Let us take a closer look at the current state of these relatively young disciplines and evaluate their significance for modern alternative pedagogy.
1. Problems of modern art pedagogy
Art pedagogy in a broad sense considers the student as an individual striving for self-realization and self-determination, building interaction with him on the basis of subject-subject relations. This relationship implies certain requirements put forward to the personality of the teacher himself. The practice of teacher training has shown the need to develop a model for organizing the educational process from the standpoint of alternative pedagogy, where it is especially important to take into account priority promising areas of activity, innovative approaches to the organization of educational and developmental space, the content of knowledge, skills and abilities that both teachers themselves and others should possess. further their pupils.
Art pedagogy is a special direction in pedagogy, where the training, development and education of a child’s personality is carried out through the means of art in any taught subject. This discipline, moving away from the techniques of the traditional education system, interprets the direct creative interaction of the teacher, student and parents. What is valuable here is that both the teacher, children and parents are carriers of culture, and art pedagogy allows you to work fruitfully with various categories of students: from gifted to deviant. Art pedagogy creates a desire for learning to turn into self-education, education into self-education, and development directly into self-development.
The principles of art pedagogy are based on traditional classical general pedagogical principles, the principles of special training, the principles of artistic and aesthetic development: the principle of humanistic orientation of the pedagogical process, social and personal development of the individual, the principle of a differentiated and individual approach, taking into account the age characteristics of the child, the principle of educational reflection, personal goal setting, the principle choosing an individual route, integrative connection of subjects, productive learning, creativity.
The main objectives of art pedagogy are:
formation of a child’s awareness of himself as an individual, self-acceptance and understanding of his own value as a person;
awareness of one’s relationship with the world and one’s place in the surrounding sociocultural space;
creative self-realization of the individual.
Special educational technologies in art pedagogy are aimed at solving the problems of a child’s artistic development, facilitating the learning process and mental activity. They help preserve the integrity of the individual, because connect intellectual and artistic perception of the world, introduce students to spiritual values through the integral sphere of art, equip the teacher with a system of techniques that ensure joyful entry into the system of knowledge, promote the development of all senses, memory, attention, intuition, and promote the adaptation of the individual in the modern contradictory world.
The main technologies of art pedagogy are play and pedagogical improvisation; this is what provides the basis for the use of art pedagogy technologies in the field of socio-cultural pedagogy. Pedagogical improvisation is the initially unforeseen actions of a teacher, which are determined by unplanned situations that arise under the influence of internal or external factors. The success of improvisation is determined by the design and forecasting of forms, motivation and promising results.
The main method in art pedagogy is the problem-dialogue method, which is focused on the development of the spiritual and personal sphere of the child, moral education, and the formation of ethical and aesthetic immunity. The basis of this method is dialogue, which involves not just a one-by-one exchange of information, but a joint search for common positions and their correlation. In a dialogue, each message is designed to be interpreted by the interlocutor and return information in an enriched form. All subjects are active in the dialogue: both the teacher and the students. The key to success is emotional restraint, unobtrusiveness, and inner freedom.
The structure and content of the arturok are multivariate, because Each child comes to class with his own store of knowledge, therefore, the educational space, content, methods, technologies are created not only by the teacher, but also by the students. Arturok is two-layered: the content of the topic is enriched with the content of art, harmoniously combined with the main subject, which contributes to the development of the personality of both students and the teacher. Each lesson has the following components: axiological, cognitive, activity-creative, personal. The personal component is predominant, and this distinguishes arturok from a traditional occupation.
Here it is impossible not to touch upon the problem of professional training of teachers working with art pedagogy technologies. In addition to the traditional requirements: high intelligence, developed thinking and memory, the teacher must be psychologically prepared for improvisation, feel the need for self-realization, know the basics of pedagogical creativity, master the basics of rhetoric, drama, be able to apply them in practice, form his own style of activity, pedagogical taste, break habitual stereotypes. It is welcome that the teacher has directing skills, musical or choreographic training, because in art pedagogy it is practiced to appeal to the inner world of the child, to include him in the educational process “on equal terms” with the teacher, to develop individuality and creativity of both students and the teacher, to create the need for self-education, self-education, self-development.
2. Art therapy: history and modernity
Now let's consider the interpretation of another related discipline - art therapy. The term “art therapy” itself means healing through creativity with the aim of expressing a person’s psycho-emotional state.
The principles of the influence of works of art on people have interested scientists at all times. Historical sources indicate that in ancient times priests, and then doctors, philosophers, and teachers used art to heal the soul and body. By exploring the mechanism of influence of painting, theater, music, and dance on the human psyche, ancient scientists tried to determine the role and place of art both in the process of restoring the functions of the body and in the formation of the spiritual world of the individual. The impact of art on humans as a method of healing was used in Ancient Greece, Egypt, Mesopotamia, China and India.
However, it was only in the twentieth century that art began to be officially attributed a therapeutic function, based on specific positive results of scientific research. So, for example, in Great Britain M. Richardson. J. Debuffet et al. used visual art to treat mental disorders, and in the 1940s, drawings by various people were used as a tool for exploring unconscious processes. According to one version, the term “art therapy” was first used by Adrian Hill in 1938 when describing his visual arts activities with tuberculosis patients in sanatoriums. Then this term began to be applied to all types of therapeutic arts (music therapy, drama therapy, dance movement therapy, etc.). As a special type of professional activity, art therapy began to develop in Great Britain after the Second World War, and in close connection with psychotherapy.
In 1969, the American Art Therapy Association was created, uniting art therapists and practitioners. Similar associations subsequently arose in England (BAAT, British Association of Art Therapists), Holland, and Japan. In 1960-1980 Professional associations were created that contributed to the state registration of art therapy as an independent specialty.
The end of the last century was marked by a change in the cultural climate; the acceleration of globalization led to irreversible changes in the sociocultural environment. The world is faced with the problems of an influx of immigrants, refugees, and the forced existence of racial and ethnic communities on the same territory. In such conditions, significant assistance is provided by art therapists, whose activities go beyond traditional psychology and psychotherapy and are increasingly used in cultural and educational institutions.
Foreign experience in using art therapy techniques in the education system
Different countries have different models and schools of art therapy; let’s look at different examples and approaches.
According to one of the interpretations of the international classification, art therapy is represented by four areas: art therapy itself (psychotherapy through visual creativity), drama therapy (psychotherapy through stage play), dance movement therapy (psychotherapy through movement and dance) and music therapy (psychotherapy through sounds and music).
Let's consider foreign experience using the example of the classical American school.
E. Kramer believed that it was possible to achieve positive effects primarily due to the “healing” capabilities of the process of artistic creation itself, which makes it possible to express, re-experience internal conflicts and, ultimately, resolve them.
A. Hill connects the healing potential of visual activity primarily with the possibility of distracting the patient from “painful experiences.”
M. Naumburg believes that as a result of artistic activities, a person overcomes doubts about his ability to freely express his fears, comes into contact with his unconscious and “talks” with him in the symbolic language of images. Expressing the content of one's own inner world helps a person cope with the problem.
Thus, we can say that some scientists emphasize that artistic creativity helps the psychotherapist establish closer contact with the client and gain access to his experiences, while others emphasize that the healing effect of artistic creativity is achieved primarily through distraction from the painful and creating a positive attitude, others - on the fact that it itself is capable of sublimating his feelings and giving vent to destructive tendencies.
M. Essex, K. Frostig and D. Hertz note that expressive psychotherapy with art is the most suitable method for working with minors, and that long-term forms of psychocorrectional work with them can be successfully implemented on the basis of schools. These authors see the main goal of introducing art therapy into schools as adapting children (including those who suffer from emotional and behavioral disorders) to the conditions of an educational institution and increasing their academic performance. While pointing out the differences between the priorities of teachers and school art therapists, these authors also believe that teachers and art therapists have a number of common long-term goals, such as developing students' problem-solving skills and their ability to cope with stress, increasing their interpersonal competence and improving communication skills, as well as unlocking the creative potential of young people and developing healthy needs in students. These authors link the introduction of art therapy into schools with the tendency in American education to view the school environment as shaping healthy and socially productive individuals.
D. Bush and S. Hight also point out the advantages of using art therapy in schools, and one of them is the cooperation of various school workers, including teachers, psychologists and art therapists, as well as the possibility of closer contact between the art therapist and parents in in the interests of preserving and strengthening children's health.
A number of recent American art therapeutic publications have actively discussed issues of working with children and adolescents with depressive disorders and increased aggressiveness traits among those attending general education and special schools. Commenting on the problem of aggressive and suicidal behavior of minors in US schools and the tasks of clinical art therapists working in schools, L. Pfeiffer notes that “violence prevention is becoming the number one problem in schools.” Special programs are being introduced into schools across the country, but they are aimed at those students who show clear signs of aggressive behavior.
There is a significant number of American publications reflecting the diagnostic and developmental aspects of the use of art therapy methods in education. In this case, original graphic methods developed by art therapists are often used. The most indicative in this regard are the works of art therapist R. Silver, who has been researching the diagnostic and developmental capabilities of art therapeutic methods in educational institutions since the 1970s. She has developed three graphic tests that are closely related to the process of art therapy counseling in schools, the most famous of which is the “Silver drawing test” for assessing the cognitive and emotional spheres. Abbreviated RTS, this test was originally developed and used by R. Silver as a tool for determining and developing the cognitive and creative abilities of children and adolescents with developmental disabilities, in particular, students with speech disorders and deaf-mutes, as well as children and adolescents with mental retardation. Using RTS, the author discovered that many such children and adolescents have significant cognitive and creative abilities. The idea that cognitive abilities in children and adolescents, especially those with speech impairments, can be largely associated with imaginative thinking prompted R. Silver to develop and implement in educational institutions a number of developmental programs based on on the use of a system of visual exercises.
In general, the American school of art therapy is aimed at establishing effective dialogue and cooperation between art therapists and school workers and exchanging information with them, maintaining the rule of confidentiality in the relationship between the art therapist and clients, the need to focus on the inner world of clients and neutralize external distractions, the inclusion of art therapeutic classes in the school schedule and the introduction of art therapists into the staff of schools, the need for professional communication and supervision and other issues.
4. Domestic experience in introducing art therapy technologies in the education system
A.I. can rightfully be considered the founder of the Russian school of art therapy. Kopytin - his fundamental works are known both in Russia and abroad. A.I. Kopytin is a candidate of medical sciences, president of the Art Therapy Association, head of the basic training program for specialists in the field of art therapy and other areas of creative expression therapy. In his developments, the goal of using art therapy in education is to preserve or restore the health of students and their adaptation to the conditions of an educational institution through the implementation of psychocorrectional, diagnostic and psychoprophylactic potential. In some cases, art therapy can be used in education as a tool for developing certain psychological and personal qualities of students. Solving development problems should be considered in close connection with the tasks of preserving and restoring their health.
Followers of the art therapeutic school of A.V. Kopytin are trying to combine psychotherapeutic and educational technologies and offer interesting practical developments.
Thus, in particular, the program proposed by A.V. Grishina for developing the creative individuality of adolescents through art therapy in additional education institutions deserves attention. The program is being successfully implemented in institutions of additional education and the author recommends it for use by fine arts teachers; it is full of elements characteristic of art therapy. These, in particular, are:
reflexive orientation of classes, which involves stimulating adolescents to analyze the products of their creative activity from the point of view of how they reflect their personal characteristics and experiences;
a high degree of spontaneity of creative acts with teenagers freely choosing both the content and means of visual activity, as well as the teacher’s conscious refusal to evaluate the artistic and aesthetic merits of the products of teenagers’ creative activity;
the teacher’s great attention to the communicative conditions of the group’s activities, which include a high degree of mutual tolerance of class participants, the emotional flexibility of the teacher himself, his acceptance of the characteristics of the creative individuality of adolescents and not imposing his opinion on them.
Conducting classes of this kind requires the teacher to have special knowledge and skills characteristic of art therapeutic activities. Thus, this program can be considered to a greater extent as an art therapeutic program, but with a predominance of developmental tasks in it, rather than an artistic educational one. Accordingly, its implementation would be more consistent with the professional capabilities of those specialists who have received sufficient specialized art therapy training (for example, art teachers who have completed postgraduate education programs in art therapy) than teachers without such special training.
Also interesting are the developments of L. D. Lebedeva, devoted to some issues of the use of art therapy in education. The author introduces an interesting interpretation of the concept of “therapy” into the terminology of pedagogy, translating it not only as “treatment”, but also as “care, concern”. On this basis, she considers it acceptable to use art therapy by teachers and educational psychologists who do not have any special training in the field of psychological counseling, psychotherapy and art therapy. She, in particular, writes that “the phrase “art therapy” in a scientific, pedagogical interpretation is understood as caring for the emotional well-being and psychological health of an individual, group, or team through artistic activity.” At the same time, she cites a wide range of indications for art therapeutic work in the education system, including “disharmonious, distorted self-esteem”; “difficulties in emotional development”, impulsiveness, anxiety, fears, aggressiveness; experiencing emotional rejection, feelings of loneliness, depression, inappropriate behavior, conflicts in interpersonal relationships, hostility towards others.
The use of art therapy and art pedagogy methods in special education is also considered in the work of E. A. Medvedeva, I. Yu. Levchenko, L. N. Komissarova and T. A. Dobrovolskaya. It represents the first attempt in our country to generalize the experience of using art as a means of comprehensive educational, developmental and correctional influence on children with developmental disorders (children with hearing, vision, speech problems, mental retardation, behavioral disorders, mental retardation, musculoskeletal disorders). -motor apparatus). At the same time, the authors consider art therapy as a set of techniques built on the use of different types of art and allowing, by stimulating artistic and creative manifestations, to carry out psychocorrection. According to this understanding of art therapy, they include such particular forms as isotherapy, bibliotherapy, kinesiotherapy, music therapy, psychodrama and some others.
Practical examples of art therapeutic technologies
Art therapy - traditional interpretation: the most developed, most often used and most technically simplest type of art therapy. This is painting, sculpture, architecture. It traditionally includes all types of drawing (actual drawing, painting, graphics, monotype, etc.), mosaics, work with makeup and body painting (as a type of painting “all over the body” or “on the face”), installations, all types of modeling, collages, artistic photography (phototherapy) and a huge number of other types of artistic creativity, where something is done directly with your hands.
Music therapy is an extremely rich direction in terms of influence, breadth of possibilities, and existing empirical material. When working with music, we must always remember that we are “defenseless” in front of it: music affects the deep structures of the brain, bypassing the control of consciousness. Music has been and will be used as a kind of catalyst; it is applicable in any methodological systems. Music can accompany any psychological process, or it can act on its own, like a medicine. Vocal therapy is a special case - voice treatment, the use of vibration mechanisms for stress relief or diagnostics.
Bibliotherapy (creative writing), literature-based self-expression through creative “writing”, composition. At the same time, completely free expression is possible (about what I want, what I want and how I want), as well as given topics. In bibliotherapy, the therapeutic effect is based on Hennequin's law: the main character of any literary work is always the author. This also includes the autobiographical method, composing dramatic works, versification, keeping diaries, writing letters (although the epistolary genre is clearly degenerating in our time) and much more.
Drama therapy is one of the most developed areas at present. One of the reasons for the widespread use and effectiveness of drama therapy is the constant (chronic) lack of demand for human play potential in the modern world, the “under-playing” of children and adults, the loss of a powerful folk play culture as such. The method necessarily includes music, dance, makeup, drawing, writing, and much more. In all these practices, the theatrical element is clearly expressed. They are built on “acting out” situations that are painful for the patient and searching for optimal life “roles”. In psychodrama, improvised performances are literally organized; in play therapy, the same problems are solved in the process of ordinary children's play.
Puppet therapy (mascotherapy working with dolls and puppets) - can be used in different areas of art pedagogy: psychodrama, play therapy, fairy tale therapy, etc. Modern “puppet therapists” consider puppet theater to be perhaps the most effective way of working with children. This option is also offered to adults, but less often. Children play either in specially invented performances or in ordinary plays of suitable content. The roles are naturally distributed with feeling, sense and order. An applied version of doll therapy - making dolls (from threads, scraps, etc.) - carries a large charge that releases hidden energy.
Park therapy is the use of the healing and recreational effects on the human body of such natural and leisure multifunctional complexes as gardens and cultural parks. The combination of aesthetic (landscape design, natural environment close to natural) and cultural and leisure forms of influence (programs on open stages, sporting events, etc.) introduces park visitors to a healthy lifestyle, which is especially important in modern megacities.
Fairytale therapy is the use of fairy tales for healing. Fairy tales can be composed, told, dramatized, drawn, etc. The archetype of a fairy tale in itself is healing, which people have always known. In fairy tale therapy, the patient is “fitted” into a philosophical fairy tale with a happy ending; the fairy tale serves as a means of meeting oneself. Children acquire knowledge about the laws of life and ways to manifest creative creative power, about moral norms and principles of social relationships. Fairy tales not only reflect ancient initiation rituals, but also describe positive experiences of living through emotional crises characteristic of a developing person. A fairy tale teaches a child to productively overcome fear.
Play therapy is the use of a natural activity for a child - games - as a way of modeling relationships with the outside world and personal development. The game allows you to relieve tension, get rid of depression, encourages you to become physically and cognitively active in spontaneous expression, and immerses the child in an atmosphere of emotional comfort.
Application of art therapy technologies in correctional pedagogy
The positive impact of art therapy on children with developmental problems is especially valuable. Also L.S. Vygotsky, in his research, identified the special role of artistic activity in the development of not only mental functions, but also in the activation of creative manifestations in various types of art in children with certain developmental problems.
Thus, engaging in visual arts contributes to the sensory development of children, forms the motivational-need side of their productive activity, promotes differentiation of perception, small hand movements, which in turn affects mental development. Revealing the psychological mechanism of catharsis in his work “Psychology of Art,” L.S. Vygotsky noted: “Art always carries within itself something that overcomes ordinary feeling. Pain and excitement, when caused by art, carry something more than ordinary pain and excitement. The processing of feelings in art consists of turning them into their opposite, i.e. the positive emotion that art carries.”
Catharsis is inextricably linked with artistic perception, which is a complex work of feelings, thoughts, and imagination perceiving a work of art. Therefore, children, especially those with developmental problems, are not always ready for this work. It is necessary to teach children how to perceive a work of art, because The perception of children with developmental disabilities has its own characteristics, determined by the nature and nature of the disorder. Communication with a work of art helps a child temporarily escape from worries, emotional rejection, feelings of loneliness, fears and anxiety, or from conflicting interpersonal and intrafamily relationships.
Art provides a child with almost unlimited opportunities for self-improvement and self-realization both in the creative process and in its products. Interest in the products of a child’s creative activity on the part of peers and adults increases his self-esteem. And this is a solution to the most important problem: the child’s adaptation through the arts and artistic activities in the macrosocial environment.
Recent years have been marked by an increased interest of specialists in the mechanism of the influence of art on a child with developmental problems in the process of education and training, therefore modern special psychology and pedagogy are largely focused on the use of various types of art in correctional work, as an important means of nurturing a harmonious personality of a child. Art has a positive effect on the central nervous system, which is confirmed in the works of famous psychiatrists A.L. Grosman and V. Raikov. For example, normalization of the cardiovascular system occurs to the sounds of music played on the clarinet and violin.
Recently, several areas of correctional work using art have been identified: psychophysiological - correction of psychosomatic disorders; psychotherapeutic - impact on the cognitive and emotional spheres; psychological - cathartic, regulatory, communicative functions; social and pedagogical - development of aesthetic needs, expansion of general and artistic-aesthetic horizons, activation of the child’s potential in creativity. The practical implementation of these areas is carried out within the framework of psychocorrectional or correctional and developmental methods.
Noting the need to form a culture in children with various developmental problems, L.S. Vygotsky pointed out in particular the need to create special methods, means and conditions to ensure the development of children with various disabilities. L.S. Vygotsky, D.B. Elkonin, A.V. Zaporozhets, E.I. Ilyenkov, M.S. Kogan, B.M. Nemensky and other scientists also assign a huge role to art in the formation of a child’s personality. They noted in their works that introducing a child to art, “immersing” him in the world of unity of feelings and thoughts that transform a person, enriches him and reveals his creative potential. Thus, it is impossible to solve the pressing problems of our time without art - the most powerful means of upbringing and education. In this regard, there is an urgent need for the further development of such a discipline as art pedagogy, its separation from the purely psychotherapeutic segment, as well as the inclusion of special courses in art pedagogy and art therapy in the system of training specialists in the educational, cultural and leisure spheres.
Conclusion
So, research in the field of application of art therapy technologies in art pedagogy shows that art develops personality, expands the general and artistic horizons of students, and realizes the cognitive interests of children. Art pedagogy allows problem children to experience the world in all its richness and diversity, and through artistic activities learn to transform it. Art is, on the one hand, a source of new positive experiences for the child, gives rise to creative needs, ways to satisfy them in one form or another, and on the other hand, is a means of implementing social and pedagogical technologies.
In this regard, a detailed study and development of art pedagogy and art therapy can be a positive step towards further improvement of alternative schools of domestic education. Of course, there is a lack of educational programs in these disciplines; the problem requires detailed study, defining the boundaries of the sciences, and maintaining professional ethics. The topic undoubtedly has practical significance for specialists in culture and education.
Bibliography
8Irwood Ch., Fedorko M., Holtzman E., Montanari L., Silver R. Diagnosis of aggressiveness based on the use of the “Draw a Story” test // Healing Art: Journal of Art Therapy. Volume 7, No. 3
9. Karvasarsky B. D. Psychotherapeutic Encyclopedia. St. Petersburg: Peter, 2000.
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