Proposal Title
Co-creating Arts Based Pedagogy in the training of Expressive Arts Therapists
Abstract
2 students having taken two core classes in Expressive Arts Therapy with the same professor explore how co-construction of the learning of arts based clinical work creates a “safer” classroom space where the professor and students, themselves are the “materials” used to learn expressive arts therapy. Each class encounter is experienced as a call and response for continuous dialogue, reflection and response to the “emergent” a newly changed shape of the collective learning environment which requires all parties stay present and intentional in their respective roles. This learning (and teaching) process is characterized by uncertainty, by a searching for knowledge which is responsive to various aspects of the learning process which include content comprehension, synthesis and critical analysis. Therefore, engaging in “pedagogical improvisation” within art-based clinical training means being responsive to the “emergent” knowledge that arises through the creative process. It aims to cultivate an essentially aesthetic positionality, one that transforms the scholarly task of learning into a joyful creative process. This pedagogical praxis is profoundly different from the prevailing models for teaching and learning, therefore this panel will be an opportunity for the panelist to explore how and why their experiences in the classroom were reciprocal and inspiring.
Start Date
27-3-2019 3:00 PM
End Date
27-3-2019 3:50 PM
Room Number
U-Hall 3-098
Presentation Type
Panel
Disciplines
Counseling Psychology
Co-creating Arts Based Pedagogy in the training of Expressive Arts Therapists
2 students having taken two core classes in Expressive Arts Therapy with the same professor explore how co-construction of the learning of arts based clinical work creates a “safer” classroom space where the professor and students, themselves are the “materials” used to learn expressive arts therapy. Each class encounter is experienced as a call and response for continuous dialogue, reflection and response to the “emergent” a newly changed shape of the collective learning environment which requires all parties stay present and intentional in their respective roles. This learning (and teaching) process is characterized by uncertainty, by a searching for knowledge which is responsive to various aspects of the learning process which include content comprehension, synthesis and critical analysis. Therefore, engaging in “pedagogical improvisation” within art-based clinical training means being responsive to the “emergent” knowledge that arises through the creative process. It aims to cultivate an essentially aesthetic positionality, one that transforms the scholarly task of learning into a joyful creative process. This pedagogical praxis is profoundly different from the prevailing models for teaching and learning, therefore this panel will be an opportunity for the panelist to explore how and why their experiences in the classroom were reciprocal and inspiring.
