“Program of the art therapy studio “Colorful World”” (correctional and developmental program). Project “Week of Art Therapy” View the contents of the document “Presentation of the project “Art Therapy as a method of healing and psychological correction with the help of art and creativity”

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 and others. 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 relationships. 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, principles of special training, 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” to 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

  1. Alekseeva M. Yu. Practical application of art therapy elements in the work of a teacher. Educational and methodological manual for foreign language teachers. M.: APK and PRO, 2003.
  2. Burno M.E. Therapy with creative self-expression. M.: Medicine, 1989.
  3. Vachkov I.V. Fairy tale therapy: development of self-awareness through a psychological fairy tale. M., Os-89, 2003
  4. Vygotsky L.S. Psychology of art. -M., Art, 1986
  5. Grishina A.V. Development of the creative individuality of adolescents through art therapy in additional education institutions. Abstract for the academic degree of candidate of pedagogical sciences. Volgograd: Volgograd State Pedagogical University, 2004.
  6. Demchenko O.A. Socio-cultural technologies for recreation of the urban population in cultural and recreation parks. Abstract for the K.P.N., MGUKI, 2007
  7. Zamorev S.I. Play therapy. St. Petersburg, Speech, 2002

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.


Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.


In the classical sense, art therapy implies only such traditional types of creativity as: drawing, painting, graphics, modeling and photography. But modern life makes its own adjustments, complementing the classical types of art therapy with techniques such as sand therapy and fairy tale therapy, drama therapy, bibliotherapy, music therapy, color therapy, play therapy, etc.


Art synthesis therapy A combination of various techniques is also successfully used. Such an integrated approach was called art synthesis therapy and combined various techniques into a single whole, because many types of art are easily combined. For example, theater and drama, rhetoric and versification, game therapy and origami.


The main goal of this technique is to convince a child with disabilities that he is no worse than others and is capable of creating his own product of activity, something interesting in arts and crafts. This helps to strengthen self-confidence and allows one to reconstruct a traumatic conflict situation in a hidden symbolic form and find its resolution due to the fact that creativity is one of the transformative forces for overcoming fear and anxiety.




The main types of art therapy are: Music therapy is a psychotherapeutic method that uses music as a therapeutic agent. Doll therapy is a method of psychological correction of various conditions using dolls. Fairytale therapy is a movement in psychotherapy in which invented stories (fairy tales) are used to achieve a therapeutic effect. Folklore is the artistic creativity of the broad masses, mainly oral and poetic creativity.




The positive effect of art therapy The range of problems solved is huge. Various art therapy techniques are used to overcome: psychological trauma, crisis conditions (age-related and existential), losses, conflicts, treatment of psychosomatic and neurotic disorders. However, in addition to solving the listed problems, art therapy can be used for personal development, helps to achieve harmony, find the meaning of life, and reveal the inner strengths of the individual.




Caring for the education of a socially and personally developed and competent person is one of the main tasks of our time. Its successful implementation presupposes the widespread and competent use of various methods and technologies, starting already with the organization of preschool education. What methods can be applied in the field of preschool education so that it can become a condition for successfully meeting the needs and hopes of today? My teaching practice has shown that art therapy can be classified as an effective method of social and personal development. The term “Art Therapy” (art – art, arttherapy – art therapy) means “treatment with plastic visual creativity for the purpose of expressing a person’s mental state.” [Internet - encyclopedia "Wikipedia", wikipedia.dn.ua ]

The relevance of turning to the art therapy technique lies in the fact that since ancient times and to this day, consciously or not, music, singing, dancing, drawing, sculpture, theater, etc. are used as a means of addressing one’s inner world, one’s social and personal sphere. Here I would like to note that a well-developed social and personal sphere serves as one of the grounds for a child to gain experience in expressing himself (his values, capabilities, thoughts, interests...), the experience of presenting himself to other people, as well as reflection of his feelings, and in the future a condition for comfortable and effective interaction with others.

The goal of the project: to create conditions for the social and personal development of a child through art therapy.

The objectives of the project are to promote:

  • development by the child of the ability to effectively participate in joint activities and influence them, to show initiative; take active steps to solve various situational problems.
  • developing the skills of self-organization and reflection;
  • formation of sustainable internal motivation to develop their knowledge, skills and abilities.

By developing all aspects of the personal “self” in this way, the child can be presented as a full participant in the educational process. And the subject-subject relationship that has developed thanks to this between the teacher and the student will ensure the establishment of a system of cooperation (effective feedback) and significantly increase work efficiency.

Timing and stages of implementation: the project is designed for 1 academic year and includes 4 stages:

  • Preparatory: study of thematic methodological literature; monitoring in the field of social and personal development of preschool children.
  • Planning art therapy activities during the day, maintaining a subject-development environment.
  • Direct implementation of the project: organizing activities with children, joint events with parents and with society.
  • Final: analysis of the results of the use of art therapy based on monitoring of the educational process and a survey of parents.

It should be noted here that when implementing any project as a strategy, it is necessary to take into account realities and adhere to a number of principles:

1) the presence of an algorithm, i.e. planned actions for a specific time, with a clear justification and careful elaboration;

2) variability - taking into account the individual characteristics of children.

3) cooperation with family and society - combining the efforts of teachers, parent communities, public associations;

4) energy intensity - rational organization of one’s own workplace and time, optimization of one’s own resource expenditures;

5) democracy - equality of rights of each participant in the educational process for the full realization of his abilities.

Here are 5 principles, observing which, from my point of view, successful implementation of the project is possible.

The expected results of the project are:

  • revealing the intellectual and psychological potential of the child;
  • development of creative abilities of preschool children;
  • development of communicative competence;
  • establishing close relationships with family and creative organizations.

Municipal budgetary educational institution

"General developmental kindergarten No. 29"

PROJECT

on the topic of:

"Art therapy as a method of healing and psychological correction with the help of art and creativity."

Performed by creative team members

NGO “Artistic and Aesthetic Development”:

Khavshabo E.I.

Demchenko O. B.

Karastoyanova I.O.

Cheech E.P.

Krasnobaeva L.V.

Maykop 2016.

Educational area : artistic and aesthetic development

Project type: creative and educational, health-saving

Project location: MBDOU "General developmental kindergarten No. 29"

“Caring for health is the most important work of a teacher.

Their

spiritual life, worldview, mental

development, strength of knowledge, self-confidence.”

V. A. Sukhomlinsky.

Problem: an increase in the number of children with neuropsychiatric problems.

Relevance: Today, all children's educational institutions face

An important task is to create conditions for preserving the health of students, i.e. development

measures to preserve health, the introduction of health-saving technologies in the educational process. Its successful implementation presupposes the widespread and competent use of various methods and technologies, starting already with the organization of preschool education. What methods can be applied in the field of preschool education so that it can become a condition for successfully meeting the needs and hopes of today? In our opinion, art therapy can be classified as an effective method.

The term “Art Therapy” (art – art, arttherapy – art therapy) means “treatment with plastic visual creativity for the purpose of expressing a person’s mental state.” [Internet encyclopedia “Wikipedia”, wikipedia.dn.ua]

Today's children are our future, they are the future of our country.

Art therapy in preschool age.

One of the means of introducing a child to music and art in general is art pedagogy – this is a synthesis of areas of scientific knowledge (art and pedagogy) that determine and ensure the development of the theory and practice of the pedagogical correctional process of artistic development of children, aimed at forming the foundations of an individual’s artistic culture through art and artistic and creative activities (musical, visual, artistic and speech, theatrical -game).

Recently, this little-known direction in our country has been attracting more and more attention. The reasons for this lie in the “softness” and attractiveness of the healing process itself, in the use of visual and plastic expression of one’s experiences and conflicts.

Art therapy for children is effective where other methods of psychotherapy are difficult to apply due to their young age and associated limitations in verbal communication; the method is simply irreplaceable.

Children like art therapy, so these activities are devoid of an element of coercion, but are perceived rather as an interesting pastime. Psychotherapy without coercion is much more effective.

Purpose of art therapy : improvement of the human psyche through creativity.

Rehabilitation means : fairy tale therapy, puppet therapy, mascotherapy, play therapy,

isotherapy (drawing, modeling from clay, plasticine, dough), color therapy, music therapy,

dance therapy, vocal therapy, folklore therapy, relaxation therapy.

Objective of the project :

    formation of the foundations of health conservation in children of primary preschool age through the use of specially organized forms of training for pupils and the implementation of innovative health-saving technologies of art therapy;

Project objectives:

for children:

    teach children to use a socially acceptable outlet for aggressiveness and other negative feelings through modeling, drawing, music;

    develop the child’s need for self-development;

    increase (lower) self-esteem, develop self-esteem, help solve mental problems (fears, anxiety, aggressiveness, hyperreactivity);

    to form children’s understanding of health, of the skills and abilities that contribute to its maintenance, strengthening and preservation;

for parents:

    establish partnerships with the family of each pupil, join forces for the development and education of children in the application of art therapy in the child’s everyday life;

    promote parents' interest in a healthy lifestyle through educational work and involvement in participation in activities aimed at preserving and strengthening the health of children;

    to interest parents in strengthening a healthy lifestyle in the family.

for teachers :

    establish partnerships with the family of each pupil, join forces for the development and education of children in matters of a healthy lifestyle;

    create an atmosphere of community of interests and emotional mutual support;

    to activate and enrich the educational skills of parents, to support them in confidence in their own pedagogical capabilities.

Project participants:

    teachers (educators, music directors).

    children of middle groups (4-5 years old).

    parents of group students.

Project duration : short-term (2 weeks).

Main forms of project implementation:

With kids

With parents

With teachers

GCD: “Visiting the Sand Fairy” “Making a Puppet Theater”,

“At Grandma’s in the Village”;

Conversations about health;

Games and exercises: “Song – massage”;

“Pantomina”, “Relaxation to music”, “Types of musical rhythmic movements”, “Children's folklore:

nursery rhymes,

chants, pesters, jokes,”“Dance games”, “Folklore outdoor games”;

Card files with young children: “Agushechki, ladushki, nursery rhymes,

jokes,

lullabies"

Reading fiction by K. Chukovsky “Fedorino’s grief”, “Moidodyr”;

Health days “Art therapy in child development”; entertainment;

Art-esthete development circles: “Seven-flowered”, “Vocal”, “Theater”.

Movable folders: “Music heals”;

Training “The place of art therapy in the practice of parents”;

Parent meeting“A healthy family means a healthy child”;

Questionnaire"About a healthy lifestyle";

Booklets: “What children’s health depends on,” “Testoplasty as a method of art therapy in the work of a preschool teacher: Creating a fairyland”; Musical activity with elements of art therapy “Spring mosaic”

Consultations: “Use of gaming techniques in the process of rhythmic movements”,

“Music in childhood lays down life skills,”

« Art therapy for preschoolers», « Art therapy modeling from plasticine», « Introduction to isotherapy techniques", "Dance these days", "Does a child need dance", "Dance games".

Participation in the Maslenitsa holiday;

The design is clear

demonstration stand (newspaper) “Art therapy in the health improvement of preschool children”;

Individual

consulting.

Consultations: “Folklore as one of the means of health-saving technologies, one of the forms of art therapy”;

“Art therapy as a method of teacher work with preschoolers.”

(speech from the work experience of E.I. Khavshabo

*Open viewings Master classes: “Testoplasty as a method of art therapy in working with children and adults: Creating a fairyland.”; “Sounds give birth to music..”;Mus.zan.with elements of art therapy “Spring mosaic”;

“Art therapy technique with children 5 years old”

Workshop presentation

Implementation stages :

The project implementation is designed for 2 weeks and includes 4 stages:

Stage 1.

Theoretical stage.

1. survey-attracting parents to participate in the project;

2. diagnostics of children at the beginning of the project;

4. study of the conditions for the implementation of the project;

5. identifying the problem, forming goals and objectives;

6. become familiar with the methods and techniques of art therapy;

7. planning art therapy activities in the daily routine, content

subject-development environment;

8. revise the structure of GCD in order to introduce art therapeutic GCD

exercises and tasks;

9. determination of the necessary material (teaching aids, literature, games,

attributes, etc.)

Stage 2.

Methodical stage.

1. project development;

3. compiling card files, folders of movements and tasks;

4. development of GCD;

5. draw up consultations for parents and teachers;

6. prepare an exchange of experience at the teachers’ council on the topic “Art therapy as a method

healing and psychological correction with the help of art and creativity”;

7. publication of thematic newspapers about art therapy methods;

8. production of physical education equipment from waste material;

9. learning massages.

Stage 3.

Practical stage.

1. direct implementation of the project: organizing activities with children;

2. joint events with parents and teachers;

2. application of art therapy technology in children's educational activities;

3. multimedia presentation of innovative experience at the pedagogical council of MBDOU

“General developmental kindergarten No. 29” on the topic:"Art therapy as a method

healing and psychological correction with the help of art and creativity."

4. master class: “Testoplasty as a method of art therapy in working with children and

adults: Creating a Fairytale Land”;

Stage 4.

Analytical (final) stage.

1. questionnaire for parents;

2. diagnostics of children at the end of the project;

3. monitoring for teachers and parents;

4. summing up the results of the project;

2. analysis of the results of activities on the use of art therapy, conclusions;

4. planning work based on the needs of parents, children, based

results, work done;

5. Reflection on ongoing activities aimed at children's health.

Security :

    music CDs with sounds of nature;

    selection of methodological literature;

    moving folders, wall newspapers, newspapers;

    teaching aids: GCD notes, card indexes;

    finger theater, masks, costumes.

Expected results:

for children:

    children will develop ideas about a healthy lifestyle;

    classes will be varied in form of organization;

    an individual approach to children will be provided;

    an emotionally positive microclimate will be created in the groups;

    music will be used as a component of a health-preserving environment;

    color potential will be used as a health-savings factor;

    the ability to maintain one’s health will be formed with the help of theatrical activities, art activities, folklore, music;

    annual positive dynamics in improving children's health.

for parents:

    parents are involved in a single space by a creative groupNGO "Artistic and Aesthetic Development", willactively participate in teacher councils, recreational and sports events;

    will take part in folklore and sports festivals

for teachers:

    the competence of teachers will increase;

    implementation of the main goal of the project.The expected results will become a reality if all project participants have the same attitude towards the problem “person - lifestyle - education - health”. When this group realizes the importance of their own efforts to maintain health, progress in this direction can be considered successful.

Project activity product :

for children:

    script for the folklore festival “Maslenitsa”;

    finger theater “Three Little Pigs”, mask theater “Zayushkina Izbushka”;

    music toys, noisemakers, turntables;

    costumes: red skirts and ladybug wings, animal masks;

    corner of art therapy in a group (isotherapy, story therapy, theater therapy, puppet therapy, physical therapy)

for parents:

    package of recommendations for the use of art therapy:Consultation for parents on the topic: “Non-traditional types of drawing”, “Fairytale therapy in the life of preschool children” “Introduction to isotherapy techniques”, “Art therapy for children: modeling from dough”.

    folder “Music heals”;

    wall newspaper “Art therapy in children’s health”; newspaper for parents of 2nd middle group

    participation in the folklore festival “Maslenitsa” with children;

    photo report on the events held “Maslenitsa”, “Sports Corner” competition;

    making noise instruments together with parents, the “Happiness” tree.

for teachers:

    presentation of the project "Art therapy as a method of healing and psychological correction with the help of art and creativity";

    master class "Testoplasty as a method of art therapy in working with children and adults: Creating a fairyland", "Master class for educators “Art therapy techniques with middle school children”,“Non-traditional types of drawing”, “Consultation for teachers through non-traditional drawing techniques with the introduction of the Federal State Educational Standard”

    Ppackage of recommendations: "Folklore as one of the means of health-saving technologies, one of the forms of art therapy.”,:"Art therapy as a method of workteacher with preschoolers." Methodological development of educational activities for fairy tale therapy with children 4-5 years old, “Folklore as one of the means of health-saving technologies, one of the forms of art therapy.”,Summary of musical nodes with elements of vocal therapy and music therapy« Spring mosaic» , "Zayushkina's hut"Consultation for educators “Testoplasty as a method of art therapy in the work of a preschool teacher”;

    tutorials: "Card file of non-traditional drawing techniques", Card file "Russian folk games for the first junior group", Summary of an integrated lesson using health-saving technologies and motor-game folklore, Synopsis of an educational activity using art therapy methods “The Adventure of Kolobok”, Abstract of a musical node using sand therapy and music therapy “Visiting the Sand Fairy”, Abstract of an open drawing lesson in the middle group “Spring” using non-traditional techniques.

Placement of the innovation object.

The process of a child learning about the world around him and his own capabilities in it is like a fairy-tale road full of unexpected finds and adventures.And the guide on this road is a sensitive and understanding adult.Thus,art therapy in preschool educational institutions is not just a method of correction and development through artistic creativity, but it is a process from which one derives pleasure, and is also one of the effective ways to achieve better social adaptation. This is why art therapy is so effective when working with children.

This project activity will affect the entire educational process and will become a component of both educational activities and activities aimed at improving the health of students.

Practical significance of the project: Practical material can be useful for preschool teachers when planning and implementing educational activities aimed at developing the emotional sphere of preschool children.

Used Books:

    Kopytin A.I. Basics of art therapy. St. Petersburg, 1999

    Reader. Art therapy. St. Petersburg, 2001.

    Koloshina T.Yu. "Art therapy" Methodological recommendations

    Kiseleva M.V. Art therapy in working with children. Guide for child psychologists,

teachers, doctors and specialists working with children

    Shcherbakova Irina Yurievna, teacher - speech therapist. "Fairytale therapy in correctional activities with preschool children."

    Grabenko T.N., Zinkevich-Evstigneeva T.D. Corrective, developmental and adaptive games. Methodological manual for teachers, psychologists and parents. - St. Petersburg: Publishing house: Detstvo-Press, 2004.-64 p. Antipina, E.A. Theatrical activities in kindergarten. Method. recom. / E.A. Antipina. – M., 2009.

    Volynkin, V.I. Artistic and aesthetic education and development of preschool children / V.I. Volynkin. – Rostov n/a: Raduga, 2007.

    Gubanova, N.F. Theatrical activities of preschoolers 2-5 years old / N.F. Gubanova. – M.: Childhood, 2007.

    Doronova, T.N. Playing theater: Theatrical activities for children 4-6 years old. Methodological manual for preschool teachers. – M.: Mosaika-Sintez, 2004.

    Sorokina, N.F. Playing puppet theater: Theatre-creativity-children program. – M.: Press, 2009. Balashova S.S., Shentalinskaya T.S. Musical folklore and school. /compiled by Chelysheva T.V./ M.: Education, 1993.

    Vykhodtseva V.N., Romanova N.A. Art therapy is healing creativity. //Internet resources

    Kabilova S.F. On the role of a music teacher in the development of a creative personality. //Music at school. 2005, No. 3.

    Lobanova E.A. Possibilities of the lesson as a means of implementing health-saving technologies. //Music at school. 2005, No. 3.

    Nazarova L.D. Folklore art therapy. – St. Petersburg: Rech, 2002.

    Nazarova L.D. Art as a method of teaching various disciplines. – M. Sfera, 2008.

    Information from the Internet.

Application on the project topic: “Art therapy as a method of healing and psychological correction with the help of art and creativity.”

    questionnaires;

    GCD notes;

    folder moving;

    booklets, card indexes;

    finger theater;

    consultations with parents and educators;

    Master Class;

    newspapers;

    photo reports of the Maslenitsa holiday, sports corner competition.

Speech on the topic: “Art therapy”

Prepared by:

Primary school teacher

Naumkina S. A.


Art technology

  • based on an activity-based approach and meets the standards of new education. It creates conditions for creativity, development, gaining self-confidence and liberation.

Basic principles of art therapy

  • Support the child’s dignity and positive self-image;
  • Do not use negative value judgments or negative programming;
  • Accept and approve all products of the child’s creative activity, regardless of content, form and quality.

Benefits of using elements of art therapy in classes

  • - the work does not require the student to have any creative abilities;
  • - helps through nonverbal communication to take the first steps towards self-knowledge and self-disclosure;
  • - used to assess the condition of students; helps overcome bad mood, apathy, lack of initiative;
  • - helps students see the uniqueness of everyone in the group;
  • - an atmosphere of trust, tolerance and attention reigns; helps to accept every child

Exercises with elements of art therapy contribute to:

  • - formation of ideas about oneself,
  • - exploring and expressing your feelings and emotions;
  • - formation of positive self-perception;
  • - development of communication skills;
  • - emotional rapprochement;
  • - relieving psycho-emotional stress;
  • - development of abilities for various types of creative activities.

Art therapeutic methods

Isotherapy,

Music therapy,

Fairytale therapy,

Dance therapy,

Phototherapy.


  • Isotherapy is therapy through visual arts. Art therapy allows the child to realize his creative abilities to the fullest and helps the child discover his purpose. Thanks to drawing, a person more easily perceives painful events

  • Music therapy very effective in correcting communication disorders that arise in children for various reasons. Contact through music is safe, unobtrusive, individualized, relieves fears and tension.

  • Fairy tale therapy – a method that uses the fairy-tale form to integrate personality, develop creative abilities, expand consciousness, and improve interaction with the outside world.


8 colors of M. Luscher:

grey, dark blue, blue-green, red-yellow, yellow-red, red-blue or purple, brown, black.



  • THANK YOU FOR YOUR ATTENTION!