Assisting educators in Alternative Education, the Alt Art Programme is an Art Therapy based creative programme for struggling young New Zealanders in Alternative Education.
Alt Art uses art therapy in conjunction with relevant curriculum based visual art content for use within the Alternative Education systems.
“The term “art therapy” was coined in 1942 by the artist Adrian Hill. Adrian was in a sanitarium for an illness when he discovered the value in drawing and painting… Hill would go on to spend much of his energy spreading ideas about art as therapy, eventually becoming President of the British Association of Art Therapists” (LeVine, 2016, p.6).
Art therapy has been practiced since the 1940s and 1950s (Malchiodi, 2007), when it was initially offered to hospital patients. It is still practiced today and is mainly used by therapists and organisations as a form of psychotherapy to help patients with mental, emotional and physical well-being. Art therapy is widely used among people living with health and disability issues. “The American Art Therapy Association states that “Art therapy is an integrative mental health profession that combines knowledge and understanding of human development and psychological theories and techniques with visual arts and the creative process” (LeVine, 2016, p.9).
The use of the creative arts to help people may sound a little strange at first, but it is used worldwide and a lot more common than we might think. “It is based on the concept that people can heal through the use of imagination and creative expression” (Holt & MacDonald, 2011, p.114). Art therapy isn’t just painting and drawing but also includes expression through music, dance, drama and movement. Anger can be let out on drums, while emotions, memories or traumas may be expressed through creative writing, drawing or song. “These therapies will not, of course, appeal to everyone, but they are supported by a surprisingly rigorous body of scientific evidence” (Holt & MacDonald, 2011, p.114).
Art Therapy in New Zealand
The Professional Association for Arts Therapy in Australia, New Zealand and Singapore (ANZATA) boasts 500 practicing and available Art Therapists in their directory, with over 110 (both practicing professionals and trainees) in New Zealand alone (ANZATA, 2017b). ANZATA provides in depth resources and material, including:- Employment Opportunities,
- Conferences and Courses,
- Workshops and Seminars,
- Exhibitions and Events,
- Spaces for hire,
- Volunteering Opportunities,
- Grants and Funding,
- Establishing Regional Groups,
- Training,
- Research and Publications,
- Code of ethics, and
- Code of conduct (ANZATA, 2017c).
Why is it essential to the Alt Art programme?
Art therapy can work really well for children and young people and it can be an effective way to encourage better communication skills. "Art therapists use art media, and often the verbal processing of produced imagery, to help people resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem and self-awareness, and achieve insight” (LeVine, 2016, p.9). Students get the chance to express themselves and communicate in a visual, sensory and action based way.As many of students in Alternative Education struggle with communication, art therapy can be of real value being used alongside the current New Zealand Visual Arts curriculum.
The Alt Art Programme endeavours to:
- Increase emotional and mental stability
- Increase self-worth and confidence
- Increase social relations and behavior
- Increase communication skills
- Encourage culture and diversity
- Encourage the use of languages including Te Reo
- Encourage the use of Māori and Pasifika art and design
- Increase community involvement and feelings of belonging
- Teach the current NZ Visual Art Curriculum
- Provide support and counselling
- Compliment literacy and numeracy programmes
- Prepare students for reintegration into mainstream schools
- Encourage creative career goals
- Encourage life-long learning
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| Bransgrove (2013a) / Fairfax Media / Alternative Education pupils and tutors stand in front of their recently completed art wall. |
The majority of the students in alternate education have been excluded from school at a very young age so their existing knowledge may not be great. It is vital that the art education used in Alternative Education is not just art history but also a modern take on current creative movements and trends. Using art history as a base for learning the background and history of techniques is important and then pulling that through and integrating those techniques into a more relevant, modern, creative theme can help the students learn in a broader way. “A written curriculum in art, as in any other subject, is a guide. It provides a foundation on which teachers can build a programme that will take into account the interests, needs and abilities of the individual, the class and the larger community” (Department of Education, 1978 p.49).
For example, the use of current technology or social media. All students, in Alternative Education or not, are using mobile phones, computers and technology every day. It is a big part of their lives. Being able to use this familiarity within teaching art can help the students stay focused and interested, working with something they are already interested in and feel confident about “Art activities should be relevant to the needs of the pupils” (Department of Education, 1978 p.54).
Simply using messaging text or emoticons as a basis for an artwork as a group could be a fantastic way to implement relevant art within the class. The teacher can then discuss processes, techniques and connections with art history and other art practices to solidify the lesson. Using digital devices to produce art or display art can also keep class interesting and relevant to young people today (Ministry of Education, 2015).
The use of art therapy techniques can be included throughout daily lessons, encouraging the students to be calm, approach their school work happily and enjoy what they are doing. Being able to review work with the teacher, dialogue and discuss the meaning or reasoning behind student’s work is essential. Where necessary, further counselling style meetings can be organised, where students are seen one on one and tough issues talked about and students supported.
Learning and the learner’s role:
Learning can be both a group activity or an individual activity, art can be both too. Art Therapist and Clinical Counselor Malchiodi, reports of the affects group art making made to a group of child sex abuse survivors participating in art therapy; “The play and creativity involved in group art making contributed to a sense of camaraderie among group members. Activities in which group members were encouraged to work together brought many members closer to each other” (Malchiodi, 2007, p. 200).
Since the Alternative Education schools tend to only have a few students at a time it is quite easily set up for small group activities or partnerships between students. This also gives the students more one on one time with the teacher or leaders of the organisation. This can give opportunities for group art projects such as community murals, exhibitions and shows.
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| Smith (2011) / Fairfax Media / Zechariah Monga, far right, and his team will host an exhibition at Art Station on Auckland's Ponsonby Road. |
Individual learning can give the students the opportunity to experiment with personal and emotional art, something selfish, something belonging to them. These types of projects can then become very therapeutic, with the influence of art therapy helping the students work through current issues, memories, pain or fear throughout the expressions of a painting, song, music, sculpture, design or craft.
Achieving can be competitive between some students, this can drive ambition and the want for success. In an Alternative Education situation, it may not be the best idea to compete but would clearly be the teacher’s decision given the particular students in class, what artwork they are creating and whether or not competition is beneficial for the group.
Teaching and the teacher’s role:
Alternative Education teachers can be seen less like an expert trying to impart knowledge but that of an inspiring friend to their students. As Meighan & Harber explain, teachers can be “a facilitator and consultant, where the teacher responds to the initiatives of the learners…” (Meighan & Harber, 2012, p.229) gaining ideas, advice and instruction for their lesson plans. This also gives the teacher the chance to be more aware of their students and what issues they may be facing that day that could be hindering their learning, much like it had when they were enrolled in mainstream school. This in turn can also cause the teacher to become more of a counsellor or social worker “The combination of education and social work in one setting is an effective way of delivering both educational and supportive services and enables synergies to be achieved for pupils, particularly where there are significant social and educational challenges” (Sanders & Munford, 2001, p.9).
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| Tuckey (2013) / Fairfax Media / Lyriks alternative school student Te Kahurangi Tepaki-Huaki and tutor Noel Faifai, in front of works from the students’ exhibition. |
Balancing the teacher and therapist roles is where the Alt Art Programme really shines. It’s hard work but the teachers wearing these two hats are able to cover much more ground while combining general well-being with the visual art curriculum.
Within the Alternative Education classroom, it is vital that discipline is respected and regarded as very important. Most of the students in Alternative Education are very troubled, have behavioural issues and problems with authority. Although a strong leader will be extremely necessary, it will be important that staff be sensitive towards certain issues and different young people giving their background or circumstances. So it is important that staff take a very open approach to the way they administer discipline using a mixture of all three kinds: authoritarian, autonomous and democratic (Meighan & Harber, 2012).
There will need to be a sense of trust able to be gained from the students of their teachers and peers before they can begin to relax, open up and get involved freely without hesitation – and then ultimately begin to enjoy their class life. “explaining to the students that you will always be there to ‘catch them if they fall’ helps to provide them with the security net they need to take those risks so vital to their academic and social development” (Dixie, 2011, p.33).
Resources – the great thing about art is that you don’t need lots of equipment to get creating. Paint, brushes, paper and canvas can all be used as resources but getting Alternative Education students out into the fresh air to collect items at the beach or a park to bring back and sculpt or create with is a simple cost effective way to teach visual art. Mixing the creating with outdoor activities will also encourage the positive effects of fresh air, natural elements and the calming qualities of nature. That said, basic drawing, painting and sculpting resources are a must for a good art classroom, but resources are never limited to what we might tend to think are ‘the basics’.
Rewards - incentives can be given throughout the lessons dependent on the current situation of the group and its’ members. Teachers can decide the way that achievements are celebrated when they are due, keeping in mind competitiveness and any sensitivity it may cause for some struggling students. Students in both the Highbury Programme and Marist Alternative Education Centre were “supported to achieve, and their success were recognised and celebrated” (Sanders & Munford, 2001, p.8).
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Bransgrove (2013b) / Fairfax Media / Next to a taniwha artwork created by a group from Alternative Education...
They each entered an artwork in the Youth Week Art Exhibition and Competition, Live like a Legend, held at the Community College restaurant. |
Punishments – Many of the students involved in Alternative Education have come from tough family lives, including being abused in some way or another and have been known to be “high or serious offenders” (Sanders & Munford, 2001, p.7). Warnings can be given when needed, but if general standards of the particular organization are not met, or their services exploited - exclusion can be a final measure.
Extra-curricular activities – getting involved in groups outside of class is encouraged. Sports activities, community activities, churches or religion, cultural activities and time with family is a great way to meet new people and encourages young people to fill their spare time with quality recreation, leaving little time to ‘act out’. Students can also draw inspiration from these activities and people in their lives for their artwork.
A good space is essential for both the students and teachers to thrive. There needs to be space enough for creating, making a mess and for the students to not be squished in together and in each other’s personal space. “Encouraging the children to use a wide range of media within a contained environment: one in which structure and safety in the form of direction and support are given, but where care is taken to ensure that space is allowed within which personal choice and a high degree of spontaneity may flourish” (Waller and Gilroy, 1992, p.143). Resource rooms or centres with large spaces are often utilised and can be used in many ways. Spaces for a more formal teaching layout, with desks and a teacher at the head of the classroom can be created, while shifting furniture and accommodating art projects of all sizes is also essential. The ability to be able to go out into the community to create art in an ‘open air’ manner is also important and a great way to get the teens involved in a positive way and give back to their community.
An organic approach is necessary with the addition of spaces where students can be alone, feel as though they belong, and also have one on one time with the teacher. This is important, especially when creating or expressing personal or emotional themes within their art “The young people also talked of their experiences in the mainstream education system and of their desire to experience education in a setting where they felt they were accepted and belonged” (Sanders & Munford, 2001, p.15).
An Alternative Education art studio or classroom using the Alt Art Programme should feel:
Parents, caregivers, whanau and significant people in Alternative Education’s student’s lives are important and to be seen as partners “working to agreed schedules that involve negotiation and inputs from both parties” (Meighan & Harber, 2012, p232.). Teachers need to work alongside and closely with some parents, but for some students, parents can BE the problem.
At the Highbury Programme young people and their parents “identified high levels of violence, alcohol and drug use as significant aspects of their life experiences” (Sanders & Munford, 2001, p. 15). So it is essential that communication is open and honest with all involved, and teachers are aware of any issues students may have with their caregivers. Teachers need to keep in mind the safety and well-being of their students at all times, and be aware of any need to counsel or advise on sensitive topics.
