Objective:

Summarize the history of art therapy as a human services profession

Introduction

In this lesson, we will continue to get to know each other better in order to establish a supportive learning community but be divided into smaller discussion groups. We'll explore the history of art therapy while we look at the evolution within the field and identify the trends that have continued throughout the years.

Due by the end of this lesson

• Discussion 2
• Visual Journal Submission 2
• Knowledge Check Quiz 2

Video & Visual History

Watch: Art Therapy: Then and Now

Please watch this short video about the history of art therapy.

Explore: Visual History

Please check out this great visual history of art therapy and learn about the evolution of the field.

Required Readings

Please read the following (found in Library Resources tab on Canvas) by Thursday:

Chapter 3, p. 49-64 in Rubin, J. A. (2010). Introduction to art therapy: Sources & resources. New York: Routledge.

Assignments

Discussion 2: Defining Art Therapy

Answer the following two questions:

1. Please describe a scenario where the arts have positively impacted your life. How can you assess the value or importance of this instance?
2. How would you define art therapy to a stranger if you only had the time that it takes to ride the elevator from level 1 to level 4?

Please post your original response by Thursday and respond to one of your peers by Sunday.

Participation Expectations for Thoughtful Contributions in Discussions

Each original response to the discussion for the lesson must be at least 150 words long and specifically reference some concept or content reference in the coursework for the week. Read peer responses and reply to at least ONE individual.

Your responses should reflect one or more of these types:

• agreement with original response
• an alternative perspective with rationale
• respectful challenge with counter argument

Visual Journal Submission 2

Students will maintain a weekly journal throughout the semester. The journal will incorporate quick visual responses (some written material may be included) at least one day a week. Two- or three-dimensional images are appropriate.

Visual responses will be about student’s daily life, course content and student’s feelings related to course content. Submit a .pdf file each week to show instructor visual progress (this file will include at least one or more entries in the journal). Rather than the psychological content, grades will be assigned based upon demonstration of thorough effort, completion and introspection.

Please upload your file by the end of Sunday.

Visual Journal Criteria

Visual Journals will be graded as follows:

• Excellent: Journal entry is clearly developed; specific drawings and examples are appropriate and clearly develop idea; conclusion (or progress if conclusion comes at a later entry) is clear; ideas flow together well; well-organized and good craftsmanship.
• Good: Journal entry is mostly developed; generally very organized but better connections between ideas and/or craftsmanship is needed.
• Fair: Concept and ideas are loosely connected; lacks clear connections; craftsmanship and organization are choppy
• Poor: Presentation of ideas is choppy and disjointed; doesn't flow; development of journal entry is vague; no apparent order to drawing entry

Knowledge Check Quiz 2

The knowledge check quizzes are optional, but completing them will help you become aware of how well you comprehend the content each lesson and prepare you for the assessments later in the course. 

Complete the Knowledge Check Quiz in Canvas.