Artistic Activity as Therapy

Objectives

Artistic Activity as therapy aims to provide a basic approach for understanding the relationship between art and therapy, and more specifically, the potential use of artistic tools through therapeutic practice or social intervention. On the other hand, it aims to be an experience of the therapeutic resource by the students themselves, based on a structure of practical proposals for an artistic mediation workshop. Although the subject is accessible to all disciplines with a socio-health approach, the subject is structured within the framework of Occupational Therapy.

Targets

• Offer the student the opportunity to experience the possibilities of artistic tools and resources (writing, drawing, painting, photography...) in a social and health intervention.
• Provide the student with the ability to clearly distinguish the different approaches, analytical tools and work objects of the disciplines of Art Therapy and Artistic Mediation.
• Foster the skills of project analysis, improvement of reflection capacities, establishment of working hypotheses, evaluation and processing of results.
• Provide the student with a space to reflect on their own creative process and assess the advantages and disadvantages of using artistic tools in social/therapeutic intervention.

Learning outcomes

• RA1. The student gets to know the basic principles of some different artistic resources to be employed as tools in a therapeutic and/or social workframe.
• LO2. The student knows the principles of social and therapeutic interventions such as art therapy or artistic mediation and their differences and particularities.
• LO3. The student solves problems and situations inherent to occupational therapy (plus an approach to related disciplines) with entrepreneurial and innovative attitudes.
• LO4. The student is fluent in English as a health and social communication tool.

Skills

Specific skills

• Carry out appropriate treatment, respecting different phases and basic principles, through therapeutic occupations based on occupational science in the different areas of occupation, analyzing performance components and contexts.
• Know about, assess, analyze, prepare and participate in health education and promotion within the scope of occupational therapy in order to prevent occupational dysfunctions in general and those following medical, surgical and psychiatric disorders and social maladaptation.
• Understand and interpret information sources, oral and written, specializing in health sciences, in a second language.
• Use significant activity, ergonomics, new technology and assistive technology in occupational therapy throughout the life cycle.
• Use strategies and skills that enable effective communication with patients, families and social groups, and expression of their concerns and interests.

Basic skills

• Students can apply their knowledge to their work or vocation in a professional manner and have competencies typically demonstrated through drafting and defending arguments and solving problems in their field of study.

Core skills

• Project the values of entrepreneurship and innovation in one's academic and professional career, through contact with a variety of practical contexts and motivation for professional development.
• Use oral, written and audiovisual forms of communication, in one's own language and in foreign languages, with a high standard of use, form and content.

Content

THEORETICAL FRAMEWORK

1. Presentation
2. Frames of reference: Art therapy
3. Frameworks of reference: Artistic Mediation
4. Collage
5. drawing
6. writing
7. photography
8. Other languages
9. Questions in practice
10. examples

EXPERIMENTAL ROUTES

1. Practical proposals based on theoretical foundations
2. Exhibition and exchange of experiences on practice

Evaluation

According to the academic regulations for UVic-UCC degrees, there will only be one official call that will cover two different evaluation periods:

Ordinary period, which takes place in an integrated way in the training process and within the teaching period.
Complementary assessment period, in which the student can be assessed again for those tasks, activities or tests that he has not passed satisfactorily within the framework of the first period.

1. Ordinary period

Continuous evaluation of the activities carried out by the student through:

Individual activities

a) Final artistic project (25% of the final grade)

• The purpose of this assessment is to carry out a personalized artistic and creative project, so that the student can experience his own creative process.
• The proposal will be personalized, suggested based on the evolution of each student.

b) Field notes (25% of the final grade)

• The aim of this assessment is to make a field diary with the reflections and connections that each student produces based on the practical proposals and the visualization of the audiovisual theoretical content.

c) Bibliographic search for the Design of an artistic mediation activity (20% of the final grade)

• The aim is to carry out a bibliographic search on one of the artistic disciplines discussed in the subject and, with this information and the information provided in the subject's own materials, design an artistic mediation activity.
• It will be assessed: The ability to analyze the tools, the own contributions and the originality and congruence of the proposal. The ability to research and justify consulted sources, proposals and methods will also be taken into account.

Group participation

a) Participation in experimental proposals (10% of the final grade)

• Participation in the experimental proposals made by the teacher in each of the weekly sessions will be assessed. As a maximum assessment, communication with the rest of the students based on their creations and virtual exhibition will be considered.

b) "Exquisite Corpse" (20% of the final grade)

• The aim is to carry out a group activity in the virtual forum, so that the materials always start from the previous creation of another student. The ability to interact during creation and the ability to reflect on what is produced will be assessed.

The final mark will be the result of the weighting of the marks obtained in all parts. The subject is passed if a grade equal to or higher than 5 is obtained.

2. Complementary evaluation period

The student who does not pass some of the activities considered recoverable will be able to recover them during this period. The evaluation of this second period cannot account for more than 50% of the final mark of the subject.

The final grade for this period is calculated by taking the weighted average of the grades obtained in each of the parts, using the last grade obtained in the ordinary and the supplementary assessment. The subject is passed if a grade ≥5 is obtained.

important

Plagiarism or copying someone else's work is penalized at all universities and, according to the Regulations on the rights and duties of students of the University of Vic, constitute serious offences. This is why during the course of this subject any indication of plagiarism or misappropriation of texts or ideas from other people (be they authors, the Internet or classmates) will automatically result in a failure.

To facilitate the appropriate citation of texts and materials, it is necessary to consult the academic citation guidelines and guidelines available on the website of the UVic Library.

Methodology

In line with the UVic-UCC Regulations for accreditation and demonstration of knowledge and skills in third languages (https://www.uvic.cat/acreditacioB2), this subject is included in the "Plan for the implementation and deployment of English in undergraduate degrees at the FCSB". This implies that this subject includes training and evaluation activities in the English language in order to accompany the achievement of this competence.

The basis and guide for course development is learning through following online teaching modules and participating in online practical modules. In general, the modules are developed according to the following teaching methods:

1. Presentation of the main concepts of the subject.
2. Proposal of artistic activities, reflection and connection with the theory provided and professional socio-health practice.
3. First-person experience of different artistic resources.
4. Participation in dynamics and proposals, both individual and group.

The student's autonomous activities focus on attending to the syllabus, experiencing the proposals, doing class work, developing continuous assessment work and making critiques thinking about the experience, sources of information and related topics. So that the student and the teacher have a reference of progress and development, a continuous evaluation system is proposed. The development of the subject aims to have a dynamic rhythm and promote a participative attitude of the student.

Note: Students who have difficulty following the proposed schedule must speak to the teacher at the beginning of the course or, at least, with sufficient advance notice.

Tutorials and consultations

The main function of the teacher is the management of the group and the students, as well as the creation of sessions, documents and resources necessary for the autonomous development of learning. That is why, in addition to the bibliography, a set of materials and resources has been organized for their use. This means that the student must have an active attitude in his learning process.

The student is mainly responsible for identifying when he needs personal and direct support to answer specific questions or to rediscover the main thread of the subject, having used the individual resources available. Teamwork allows the spirit of cooperation to be developed through the sharing of doubts and gaps, experiences and knowledge.

Traducción automatica pendiente.

Virtual campus

Traducción automatica pendiente.

Materials and resources available

We put the following material at your disposal:

• Subject program and work plan.
• Traducción automatica pendiente.

Traducción automatica pendiente.

Bibliography

Bibliography

• Case, C., Dalley, T. (2014). The handbook of Art Therapy. Routledge.
• Klein, J.P. (2006). Arteterapia, una introducción. Octaedro.
• Marxen, E. (2011). Diálogos entre arte y terapia. Gedisa.
• Rubin, J. (2010). Introduction to Art Therapy. Routledge.
• Schaverien, J. (1999). The revealing image. JKP.

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.