Browsing by Subject "Art therapy"
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Item Art therapy with emotionally disturbed and retarded children(Texas Tech University, 1969-08) De Souza, Margaret DubendorffNot availableItem Artfully healing Austin : artist’s hospital beautification project spotlights local healing arts(2014-08) McDowall, Katherine Louise; Coleman, RenitaArt has long been used as a healing method. Thousands of years ago, the Greeks designed temples to surround patients with art and nature and to promote healing and harmony. Today, a growing amount of evidence-based design research proves that hospitals need to be more mindful of the healing environment through better design and inclusion of the arts to reduce stress, lower costs and shorten hospital stays. This report follows Aaron Darling, an artist and part-time nurse based in Austin, Texas, who has seen a need for such change in local hospitals. Through expansive nature-themed wall murals, Darling hopes to improve the blank walls he has seen in hospital hallways and patient rooms and increase the presence of local art in Austin-area hospitals, starting with Seton Medical Center. His story sheds light on other local professionals using art to heal, such as art therapists, and successful healing arts programs, including Dell Children’s Medical Center of Central Texas. More than that, this report highlights the power of art itself to serve patients by improving healing spaces and acting as a positive distraction in an oftentimes scary place: the hospital.Item Employing handicrafts to communicate the course of trauma : a test in using handicrafts as an explanatory method(2010-05) Willman, Lisa Anne; Olsen, Daniel M., 1963-; Hall, Peter A.This report contains discussion of four design projects aimed to investigate the ability of handicrafts to communicate complicated subject matter. In this exploration, handicrafts are used to present the experience of recovering from a traumatic experience by challenging commonly held stereotypes about handicrafts. By breaking the trauma and recovery process into four distinct stages, each stage can be discussed in detail via the corresponding design piece. Consequently, each stage also allows for new opportunities to apply handicraft practices in new ways. Through this line of questioning, the four pieces expand upon the imagery, materiality, subject matter, and formal creation techniques typically used in handicraft projects. This collection adds to a greater body of work that intersects traumatic experiences with art and design and that explores the power of design as a communication tool. It opens the door for further investigation into the application’s potential as a teaching tool for trauma victims, nontraditional applications of the craft, its ability to aid in the recovery process, and the potential risk and benefit victims have from such work being done and from creating such pieces themselves.Item Re-imagining identity : the arts and the child with autism spectrum disorder(2010-05) Dickerson, Karen Waldrop; Reifel, Robert Stuart; Schallert, Diane L.; Worthy, Jo; Brown, Christopher; Ortiz, AlbaIn the current literature, little is written about issues of identity in relation to persons with autism. Identity can be defined within a social context, in which individuals are seen as having multiple, changing identities that are expressed in specific, though fluid, social relationships. This dissertation explored the individual arts experiences of four children with autism spectrum disorder in relation to their social identity formation. The dissertation explored three research questions: (a) What are the contextual conditions that aid and make arts experiences salient for the child with ASD? (b) What are the outcomes of arts experiences for children with ASD? and (c) How do these experiences impact the lived experience of children with ASD? Data were collected over four months, beginning in March of 2009 and continued through June, in a private school for children with learning differences in southeastern, Texas. Data included interviews with students, parents and teachers and classroom observations. Qualitative research methodology, specifically, grounded theory was used to analyze the data. Findings were that arts experiences for children with autism spectrum disorder engendered an identity transformation for the participants. The central phenomenon of the study was termed: Re-imagining of the identity of the child with autism spectrum disorder. Through shared discourse of the classroom teachers, arts teachers, and parents, the children participants became identified as “art kids” and “drama kids” within the school community. Re-imagining consisted of re-envisioning the child’s future, re-defining the child by his or her talents versus his or her deficits, and re-interpreting the child’s actions and behaviors.