39 research outputs found

    Under the Cobblestones: Politics and Possibilities of the Art Therapy Large Group.

    Get PDF
    This paper discusses the politics and possibilities of linking the personal and political with therapeutic and social transformation through a teaching method provided on the art therapy training at Goldsmiths, the art therapy large group (ATLG). Three key ideas of May 68 are related to the ATLG and their relevance to other psychotherapies and psychotherapy trainings is considered. These are: the importance of the ‘capitalist’ university as an essential terrain in the struggle for social change; the Atelier Populaire’s use of art in an anti capitalist critique of the commodification of art and artist in society; and the anti imperialist character of the May events. These ideas are related to the theoretical base of the ATLG in the large verbal group literature, performance art and to the wide international membership of the ATLG creating a forum for engaging with global issues. To illustrate these points, we give an example of the interface of the political and the impact of a real event, the university lecturers’ strike in 2007 and the learning that took place in relation to this through the ATLG. We conclude that through a critical engagement with the university within the global terrain of contemporary neo-liberalism, the ATLG provides a territory that can: integrates the political and therapeutic in arts/psychotherapy trainings; provides a critique and alternative to the commodification of art and artist; engages with issues of difference in the globalized market place. The ATLG prepares the artist/student/therapist/worker to critically engage in the personal and social transformation of the politics of art and psychotherapy provision in the public, private and voluntary sectors

    The art therapy large group as a teaching method for the institutional and political aspects of professional training

    Get PDF
    This paper discusses a unique experiential teaching method in the context of training for art psychotherapists and raises issues relevant to teaching for all workers in health and social care. The art therapy large experiential group of all the students and all the staff (80+), which is held six times a year on the 2-year full-time/3-year part-time programme, is identified with three educational components: learning about art therapy processes, learning about the educational process of becoming a professional, and learning about institutional and political issues relevant for the work-place. This educational method engages the unconscious dynamics of both students and staff and brings this together, through creative activity, with a critical engagement in social and political issues. The group has implications for all health workers in its attention to non-verbal communication, activity as a means to learning and agency in institutional issues in the work-place. The paper brings together a case example in which students were able to process the impact of a nationwide, union strike in the university, with relevant literature from large group theory, small art therapy group theory and performance art. Discussion is given to the process by which the art therapy large group meets its learning objectives

    Editorial

    Get PDF
    The organising committee of the INTERNATIONAL ART THERAPY CONFERENCE, Finding a voice, making your mark: Defining Art Therapy for the 21st century that took place at Goldsmiths, University of London on 8th-11th April 2013, are very pleased to be invited to present the Conference Proceedings in this issue of ATOL, Volume 5, Issue 1

    Public and Private Spaces in Art Therapy

    Get PDF
    This paper explores the public/private binary in art therapy. The public space is often associated with art being taken out of the art therapeutic space to be exhibited in galleries and sometimes sold, one of the aims being to promote art therapy practice and the plight of those who participate in it. Here it sits uncomfortably with the idea of art as commodity. The private space is associated with art therapeutic practice that is confidential and in which the art stays within the boundary of the therapy until therapy is finished. The emphasis is more commonly on process than product. However, art therapy sessions themselves have now also become commodities to be bought and sold. The paper argues that the public/private binary is operational in all art therapy practice whether or not the art leaves the therapeutic space. Art is a language that, by definition, can communicate without artist/patient to explain it or identifiable audience to view it. It exists between ‘self’ and ‘other’, but ‘self’ is infused with the public and social world and ‘other’ contains the projections of the self. The paper explores how these private/public dynamics can be harnessed, in an ethical way, to best serve our clients. Art therapy work from a group for victims of torture is used to illustrate the points. Keywords: Groups, Ethics, Refugees, Exhibition, Charities, Boundaries

    The Art Therapy Large Group

    Get PDF
    We decided to have an Art Therapy Large Group (ATLG) on the three days of the conference to create a place where all those participating in the conference could come together to engage in a reflective space. The aim was for the group to explore the interplay between ”˜Finding a Voice and Making a Mark’ and through doing so, gain a sense of their own experiential learning in relation to the conference as a whole. We hoped that participants would be able to recognise the dynamics, as they were represented and enacted in the ATLG, which shape the international profession of art therapy. The idea was that participants might experience the similarities and differences in the use of art in therapy around the world, with the purpose of harnessing these towards the development and progression of the practice of art therapy internationally

    Editorial

    Get PDF
    What stands out in the articles in this issue, for us, is the depth of thinking.  Thinking is sorely needed at a time when neo-liberalist agendas push the art therapy profession further and further into a realm which favours simplistic methods and narrow goals, where the subversive, anarchic aspects of art, and the freedom involved in bringing ‘whatever’ into open-ended therapeutic relationships, is seen as a luxury of the past, even perhaps, as transgressive. There is a split between theory and practice involved here and we need to start thinking of theory making itself as a practice and to recognise that all that we say and do is inseparable from it, and is political. This understanding is behind the papers published in this issue

    The impact of the Art Therapy Large Group, an educational tool in the training of art therapists, on post-qualification professional practice

    Get PDF
    This article reports the findings of a Likert scale survey that was sent to past graduates of the MA Art Psychotherapy, Goldsmiths, University of London asking them about the relevance of their experience in the Art Therapy Large Group (ATLG) to their subsequent employment as art therapists or work in another capacity. The ATLG comprises all the students and staff in a psychodynamically based experiential group that meets six times during the year. Survey questions were drawn from previously devised theory and related to learning relevant to the workplace and the development of professional identity. Though there was a low response rate (20%), there were some significant findings, namely that graduates found the ATLG to be helpful in their work, whether this was art therapy or non-art therapy work, and that those who had studied part-time were much more positive about the applicability of their learning in the group to their work than those who had studied full-time. The findings suggest that the ATLG has a particular role in meeting key performance indicators in professional regulation and teaching and in quality assurance and employability policies in higher education. Finally, the potential for the use of the ATLG beyond the university in the public, private and voluntary sectors is suggested

    Art Therapy Large Group

    Get PDF
    We, the conference organisers, hoped the provision of an Art Therapy Large Group (ATLG) for the conference on each of the three days, would give delegates the opportunity to explore, through the use of art, performance and dialogue, their experiences of the conference and the dynamics that arise in a large group. We had run an ATLG at our first art therapy conference (Finding a voice, making your mark: defining art therapy for the 21st century) in 2013, and hoped there might be some continuity between the first and second ATLG, a development of the dialogue of word, performance and image through time

    Book Review. Art Therapy for Social Justice: Radical Intersections. Edited by Savneet K. Talwar.

    No full text
    This book is a must read for art therapists around the world. Whilst it is born of, and intrinsically related to, its context in the USA, the issues it raises are important for us all. The main message of the book is that art therapy needs to shift its focus away from treatments for individualised pathologies – deficit models, to practices that prioritise radical caring and social justice based on the recognition that social, political and cultural conditions shape our lives and are responsible for mental health problems disproportionately affecting the less advantaged

    Book Review. Art Therapy across Cultural and Race Boundaries: Working with Identity. By Lorette Dye

    No full text
    There is very little in Art Therapy that tackles the difficulties of working cross-culturally and with issues of race; in this respect this book is to be welcomed. It is a practical book rather than a theoretical one, and as such, is the first of its kind in this subject area that I know of. The author, Lorette Dye, clearly has a wealth of experience working with people who come from different cultural groups than her own, mainly in various countries in Africa, and in the USA, and the lessons she has learnt from this form the first section.
    corecore