generar actividades como instalaciones, en donde se represente los temores que la escuela genera en algunos estudiantes.
Art can be a way of identifying trauma-related triggers and learning to separate and manage them. The tricky thing with trauma of any kind, is it's ability to bury "unrelated" emotional responses within day to day issues. As an example, touching someone's hair might elicit a seemingly irrational response that often leaves the traumatised confused. With patience and understanding the affected will often realise the source of this feeling, and through acknowledging this, gain more control.
Art can allow for exploration of this in a safe and controlled manner. The simple act of making is therapeutic in itself and the fact that art does not NEED to be explained, can allow people to expose themselves without it necessarily being known. Also, through learning how our predecessors have created and managed their work (often affiliated with self-searching and universal understanding) it can give you a sense of belonging and acceptance.
School is an incredibly well bound, yet unstable environment. This is (seemingly) unavoidable and unfortunately many people suffer long term issues because of this. I believe that engagement with the visual arts encourages an emotional approach to life's problems; and strengthen thought processes and behavioural tendencies such as empathy.
How? I believe that visual arts can be employed by all subjects. For something as simple as making maths more engaging for those that struggle with the numerical aether, to exemplifying the social and psychological importance of kindness and co-operation.
I hope this has been a helpful source of input. I am very interested in this subject so please, contact me for any further questions - or simply for discussion.
Students with this issue can sometimes express their inward feelings through sculpting, drawing or painting; from there an art therapist or teacher would know how best to help them.
While I agree that art can help, I suggest also theatre in which to explore trauma-constructing and acting in plays and films-the latter better as the individual can observe themselves dealing with problems.
Traumatic experiences can difficult to express by children in many ways. Art and other reflective studies can help children to reflect their emotions and motions. Espcially children with deficit with some of diseases or mental ilness or social interactions may benefit more than normal children. In addition to these profits, art therapy may increase children's resilliance through their lifespan.
I thought this CFP might be of interest to participants in this discussion:
Global Studies of Childhood
Special Issue: Children’s Art in Times of Crisis
Expressions of Interest due February 1, 2020
Editors: Monica Eileen Patterson (Carleton University) and Hannah Dyer (Brock University)
This special issue of Global Studies of Childhood focuses on children’s art and its relation to social crises. Child Studies scholars, psychologists, educators, clinicians, and curators have long held that making art helps children process and socialize difficult experience. This special issue explores the affective, aesthetic, emotional, social, and political processes involved in the making and sharing of art, placing emphasis on the potential for art to offer insight into the circumstances, consequences, and urgencies of crisis.
Keywords and key topics:
Trauma and memory Aesthetic expression
Drawing, sculpture, painting, comics, crafts, photography
Bio-politics and war
Carceral states and surveillance Colonialism, genocide, imperialism Climate change and environmental disaster
Race, racism, and racialization Homophobia or trans-exclusions Internment and detention Migration and border-crossing Galleries, museums, bedrooms, kitchens, classrooms, and community centres
We welcome submissions adjacent to (but not limited to) the following questions: * What new affective, epistemological, and political frameworks emerge out of children’s art during/after political crises? What new knowledge and insight might be gained by attending carefully to children’s art that responds to crises? * How is children’s art interpreted and received by those around them? How and for whom is it produced? How has it been mobilized for particular interests and agendas? How can it best be engaged and understood? * How is violence (material and symbolic) expressed in and understood through children’s art? * How does making art allow children to disrupt ahistorical and universalizing definitions of childhood? * What is the power of children’s art as a form of witness to the impact of injustice that demands or evokes affective response in its viewers? * How do children not interpolated by normative developmental theory express their needs and desires through art?
Expressions of interest:
Please email an abstract of 500-800 words (including key references) and a short bio of each author to guest editors by Feb. 1, 2020 at [email protected] .
Timeline: Invitations to submit full papers will be sent by February 28, 2020
Deadline for full papers of no more than 6000 words: June 30, 2020
Review process and revision: July 15 – October 30, 2020 Deadline for final manuscripts: November 15, 2020 Anticipated publication date for the Special Issue: mid January 2021
https://journals.sagepub.com/pb-assets/CFP%20Global%20Studies%20of%20Childhood%20Final.pdf
I am currently teaching at risk-students and researching the impact of arts education on these students with severe trauma histories. There are many studies on the subject, in both art education and art therapy professional peer-reviewed publications including Art Education, Art Therapy, Studies in Art Education, and psych journals which also document the neuroscience of the effects. If you would like my ongoing bibliography I would be happy to share/discuss it with you.