Art Therapy VS. Art Education

1
Art Therapy VS. Art Education

• Caitlin Schwarz
• Chelsea Sihota
• Tanya de Frias

2
Art Education Activity

• Using your black construction paper and some
  squares of red tissue paper, glue the tissue
  paper into the shape of an apple.

3
Art Therapy Activity

• Choose a monumental time in your life and chose
  some colours and use lines to draw a
  representational or non-representational image to
  represent the emotions you experienced during
  that time.

4
Peter Londons Article

• Believes that art education has a flawed
  foundation.
• Suggests new assumptions based on the foundations
  of art therapy.
• Believes, as an art educator, that art is an
  essential means to a civilized society.

5
Londons Argument

• Direct contrast to parallels in art therapy
• Art should be self-centered before it can be
  others centered.
• Art should be posed as a form of reflection
  instead of pleasure.
• Civilization is the result of inner balance and
  not aestheticism.

6
Londons Concerns

• Art Education is
• On the fringes of the curriculum
• Under-funded
• A decorative frill
• False Assumptions

7
Possible Solution

• Advocating for change in Art Education
• Workshops
• Information in Staff Room
• Newsletters and Journals for educators

8
Edith Kramers Article

• Tries to link art therapy and art education by
  discussing three things
• Process VS. Product Oriented theory
• Uses of praise and rewards
• The role of competition in art

9
Kramers Argument

• There are many similarities and many differences
  between art therapy and art education.
• As an art therapist, she tends to focus a lot
  more on the differences, as a result, she had
  several concerns.

10
Edith Kramers First Concern

• If it is assumed that the purpose of art
  education is to create a product with a specific
  result in mind, that is demeaning to the
  profession.

11
Possible Solution

• Look at other ways of applying art to the
  classroom that focus more on artistic process.

12
Edith Kramers Second Concern

• Parents and administration demand easily
  demonstrable achievements and finished work.

13
Possible Solution

• Compromise with parents and administration.
• Educate or explain why a different approach is
  necessary.

14
Edith Kramers Third Concern

• Disturbed childrens preoccupations with inner
  conflicts frequently make them inaccessible to
  conventional educative methods.

15
Possible Solution

• Make modified lessons for such students.
• Assess process rather than completed works.

16
Edith Kramers Fourth Concern

• Art Education does not provide the training
  necessary for art therapy.

17
Possible Solution

• Attending workshops.
• Brining in an art therapist to the classroom to
  do some activities with the students.

18
Agree or Disagree

• We agree to some extent with both articles art
  in the classroom should be process oriented as
  opposed to product oriented.

19
Whats Missing?

• London neglects to consider to the fullest extent
  the differences between art therapy and art
  education.
• The Kramer article lacks a coherent structure
  and this detracts greatly from the clarity of her
  argument.

20
Practical Implications for the Classroom

• Research methods and apply them in the classroom
• Celebrate any steps in ego-functioning a child
  makes
• Change lesson rationales
• Change lesson delivery and focus more on process
  and less on product

21
Practical Implications of Rewards

• In discussing rewards Kramer says
• It is wise to resort to them mainly as an
  incentive for performing unpleasant duties or
  dull routine tasks, but to refrain from using
  them where it can be reasonably expected that the
  work itself will be gratifying.

22
Questions to Stimulate Discussion

• Using the information we have provided you,
  compare and contrast the two introductory
  activities.
• Do you have any suggestion on how to better
  reconcile art education and art therapy?