Art Education and Art Therapy Strategies for Autism Spectrum Disorder Students
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| Title: | Art Education and Art Therapy Strategies for Autism Spectrum Disorder Students |
|---|---|
| Language: | English |
| Authors: | Alter-Muri, Simone B. |
| Source: | Art Education. 2017 70(5):20-25. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2017 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Art, Art Education, Art Therapy, Pervasive Developmental Disorders, Autism, Art Teachers, Preservice Teachers, Art Activities |
| DOI: | 10.1080/00043125.2017.1335536 |
| ISSN: | 0004-3125 |
| Abstract: | This article assists art educators, especially preservice teachers, in increasing their understanding of the symptomology and behaviors of students on the autism spectrum that may limit artmaking. Here, the author examines specific behaviors and symptoms of Autism Spectrum Disorder (ASD), from both a psychological and developmental perspective. The author offers ideas, from art therapy, keeping in mind the challenges and limitations within a traditional classroom experience. Included is an overview of research, practice, and personal communication with art educators and art therapists currently working with individuals on the autistic spectrum. Throughout, the author emphasizes an art therapy perspective where the focus of creating art is on the process rather than the product. This allows the art teacher to become the conductor of the classroom, where a sense of harmony is created by the abilities of each student and unified in the creative process. Distinct strategies, along with reinforcement of skills learned through artmaking can empower all students in the art classroom to communicate more effectively, improve social, cognitive, and behavioral skills, increase motor development, and increase tactile and sensory awareness. Knowledge of methodologies applied to challenges that can arise in teaching frames a picture of the classroom where all learners are supported for optimal growth. Artmaking increases emotional and oral communication with students' inner and outer world. Art therapists and art educators can mutually benefit from the knowledge and inherent in both professions to create art activities that foster best practice for all students, and to help children on the ASD spectrum find pride and pleasure in the creative process. |
| Abstractor: | ERIC |
| Number of References: | 24 |
| Entry Date: | 2018 |
| Accession Number: | EJ1198134 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEsYLlsbzANIbcXGW4DMXL5AAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDB5WgLAyxCn3a8h3tgIBEICBmqcHPJl57sXzp-7tCW9z3j9UsthfWeV55iQcm_xoYGLdp6ky5gAQSrslFaG5H_w6zkasJJDxSA-9CKO_Y2Icrcr6a9PIyIE_KdaS04_U9rEr6GvdnQK-S0_yWfmzl6LeTLtM_dxFFlotvu7q6-cOriHfdprgBPGYqPpBLMBOqrkvqBXkMnHhXDqvnmOxKOeDkrk5HXOX_eB3cZE= Text: Availability: 1 Value: <anid>AN0124584692;are01sep.17;2019Feb14.14:21;v2.2.500</anid> <title id="AN0124584692-1">Art Education and Art Therapy Strategies for Autism Spectrum Disorder Students. </title> <p>As an art educator, art therapist, and professor of preservice teachers, I seek to contribute to knowledge of teaching art to individuals with Autism Spectrum Disorders (ASD) through examples that integrate theory and practice. This article assists art educators, especially preservice teachers, in increasing their understanding of the symptomology and behaviors of students on the autism spectrum that may limit artmaking. Rarely in the literature of art education are new teachers aware of art therapy techniques, since few programs include art therapy in their curriculum. Here, I will examine specific behaviors and symptoms of ASD, from both a psychological and developmental perspective. I will offer ideas, from art therapy, keeping in mind the challenges and limitations within a traditional classroom experience. This might include disruptions by personnel walking into the classroom, or by the number of students in the class. Included is an overview of research, practice, and personal communication with art educators and art therapists currently working with individuals on the autistic spectrum. Throughout, I emphasize an art therapy perspective where the focus of creating art is on the process rather than the product. This allows the art teacher to become the conductor of the classroom, where a sense of harmony is created by the abilities of each student and unified in the creative process.</p> <p>By describing ASD in the context of challenges and strengths that accompany the disorder, I discuss techniques that accentuate the strengths of each individual in art classrooms. I synthesize the expertise of the art teacher and art therapist, emphasizing best practices in developing art lessons based on integrating the strengths of each student, regardless of special needs. Strategies that maximize engagement in the art classroom can be augmented from the repertoire of art therapy and broaden the palette of an art educator.</p> <hd id="AN0124584692-2">Definition of ASD</hd> <p>Autism includes a range of symptoms from mild to severe. The American Psychiatric Association definition of ASD includes several symptoms including persistent deficits in social communication, and in social–emotional reciprocity. Nonverbal behaviors and communication can occur, as well as idiosyncrasies in body language and a lack of understanding and use of gestures. Symptoms include repetitive motor movements and speech. There are inconsistencies in developing, maintaining, and understanding relationships. Individuals show repetitive or fixed patterns of behavior and interests, which can include an insistence on sameness, uncompromising adherence to routines, or rituals ([<reflink idref="bib1" id="ref1">1</reflink>]).</p> <hd id="AN0124584692-3">Art Therapy</hd> <p>Art therapy is distinct from the expertise of teaching artists and art educators. Art therapists use clinical interventions to strengthen and broaden art activities for students with special needs by focusing on therapeutic goals. The process of creating art is more important than the product in art therapy sessions. Art therapists do not focus on the techniques in artmaking or on helping students critique the aesthetics of their pieces. Through an understanding of the behaviors, psychological attributes, and challenges, a treatment and educational plan can be created to build on the strengths of the student. In art therapy, the size of a group is typically smaller than it would be in the classroom and allows the art therapist to meet the learning styles of each student directly ([<reflink idref="bib21" id="ref2">21</reflink>]). Art therapists work with individuals with ASD to increase cooperation, peer interaction, and body awareness. The goal of art therapy is to allow unconscious images to emerge and be contained, which serves as a tool to process otherwise hidden thoughts and feelings ([<reflink idref="bib10" id="ref3">10</reflink>]). Art therapists are trained in non-directed and directed art therapy activities, which are developed for the unique issues affecting each individual. Art improves abstract thinking skills, and non-verbal and verbal communication for students diagnosed with ASD ([<reflink idref="bib13" id="ref4">13</reflink>]). Art education and art therapy use a variety of materials and modalities that can assist students living with autism to regulate their over- or under-stimulated processing experiences ([<reflink idref="bib13" id="ref5">13</reflink>]).</p> <hd id="AN0124584692-4">Developing Art Lessons</hd> <p>There are many considerations in developing lesson plans for the student with special needs who is integrated in the classroom. Robert Carr is an art educator in an inner city public school whose innovative work included a Reggio Emilia enriched emergent curriculum for children with ASD in an integrated classroom. He developed a program that promoted students' learning through explorations of ideas developed from their interests. Each student was seen as resilient and having potential. In the emergent classroom, the art teacher brings in objects that students are connected to. Students construct their own learning through collaboration with the art teacher, thus integrating art, language, and communication skills (R. Carr, personal communication, October 30, 2015). For example, Mr. Carr brought in toy trains for a 7-year-old student with ASD who was interested in trains. The child had the opportunity to play with and explore the trains. When paper and marking instruments were introduced, the student drew and copied minute details of a train. Another student in this 2nd-grade classroom was fascinated by picture books. Through engaging in an investigation of the book, he was able to draw and compose his own book.</p> <p>The concepts of Universal Design for Learning (UDL) are another method that benefits all students. Regardless of ability or disability, UDL focuses on skills all students need in order to comprehend, evaluate, and synthesize. The components of the UDL curriculum include educators' understanding of how students acquire information to follow through on an activity and student engagement through varied options that assist the processing of information—helping students express what they have learned ([<reflink idref="bib16" id="ref6">16</reflink>]). Students with ASD may have problems expressing themselves verbally, and may not be able to concentrate on step-by-step directions. This can be connected to their difficulties in understanding social cues. They may focus on one topic in a conversation to the exclusion of other important information ([<reflink idref="bib12" id="ref7">12</reflink>]). Due to the difficulty to represent through the use of symbols, some students on the autistic spectrum may be resistant to directions. Students may have difficulties with starting, stopping, continuing, and switching from one thing to another in an activity. This should be kept in mind during the planning process.</p> <p>The art teacher should break down all the components of an exercise. Breaking down a task into smaller components can assist learners in gaining maximum benefits from the activity. Drawing involves decision making, from the choice of the marking instrument to the placement of marks on the paper. A drawing could start on a dark piece of paper displaying visual examples of each task that will occur, followed by creating shapes with your hands in the air that the student could mirror. The process of introducing and experimenting with materials before the actual activity is introduced may take several classes. Accepting images and guiding students to slowly progress to a new color or idea can help encourage all children, not only those with a diagnosis of ASD, to accept the unfamiliar ([<reflink idref="bib3" id="ref8">3</reflink>]).</p> <hd id="AN0124584692-5">Accommodation of All Learners</hd> <p>[<reflink idref="bib7" id="ref9">7</reflink>] described the importance of designing an art activity in which all the students in a classroom can work on the activity at their own level. A visitor to the classroom would not be able to identify a student with disabilities, as all students would be participating. In this case the disability is camouflaged and strengths are acknowledged, no matter how small. Students with ASD need to be appreciated for their contributions to the class. Integrating concepts from art therapy can improve an individual's ability to function because the student is accepted for his or her strengths and weaknesses ([<reflink idref="bib19" id="ref10">19</reflink>]).</p> <p>According to the principles of UDL and the [<reflink idref="bib17" id="ref11">17</reflink>] students with abilities and those experiencing disabilities benefit from representing instruction in multiple ways. Art teacher Rhonda Wainshilbaum works in a rural public elementary school where she created a three-level approach to working with students with autism. She created a jingle about each step of the process of an art activity. This is valuable to individuals with ASD, since the parroting of words and repetitive speech may occur. A visual diagram is shown of each small step that the student can refer to. Students are asked to repeat the instructions for each step. This process assisted students in understanding directions and being more successful with the process and the product, and decreased frustration. (R. Wainshilbaum, October 20, 2015, personal communication) (Figure 1). Students with ASD can be sensitive to subtle changes in their environment and are vulnerable to cues in all of the senses: auditory, visual, tactile, and olfactory. UDL notes the importance of providing multiple pathways for students' steps, a concept that is central to the creation of an art piece as well ([<reflink idref="bib17" id="ref12">17</reflink>]). Art activities need to be structured and include a goal but also allow for flexibility in the interpretation of the goal. Students in a middle school group were shown examples of artists who used geometric shapes in their landscape paintings, such as Arthur Dove and Milton Avery. They were given step-by-step instructions in using paint to create geometric landscapes on a long strip of watercolor paper. After the paintings dried, I assisted students in folding the paper to create an accordion book. Regardless of the skills in rendering the geometric shapes, the end product allowed all students to feel successful.</p> <p>Art activities need to be structured and include a goal but also allow for flexibility in the interpretation of the goal.</p> <p>Graph: Figure 1. Visual diagram of an art lesson according to principles of UDL.</p> <hd id="AN0124584692-6">Behavior Patterns</hd> <p>In the art classroom, challenging behaviors may translate as a compulsion to do the same activity repeatedly. Some individuals may insist on routines, which can include an obsession about where art supplies are placed before the individual can engage in an activity. Students may exhibit gestures or mannerisms such as rocking of their bodies in a back and forth motion. Motor mannerisms can be comforting behaviors that modify overwhelming stimulation in the environment. The need for self-stimulation with objects could be challenged by projects that involve repetitive movements where the challenge and insistence to sameness can be accepted.</p> <p>Focus of attention may be internal concentration on inanimate things instead of paying attention to the activity ([<reflink idref="bib9" id="ref13">9</reflink>]). Focusing on an object that has the least amount of change may help individuals to modify a sense of being overwhelmed by an overload of stimuli ([<reflink idref="bib12" id="ref14">12</reflink>]).</p> <p>When given marking instruments to draw, one adolescent that I worked with in an alternative school would insist on drawing the number nine over and over again on the paper. The para-professional staff would not allow him to continue talking about or drawing numbers. I joined the student in his world by using art visuals that developed trust. [<reflink idref="bib6" id="ref15">6</reflink>] describes how a student who creates the same thing repeatedly can be channeled and encouraged to move beyond their fixated images. I showed this student the work of the artist Robert Indiana whose paintings of the number five were reproduced in art books. This recognition that someone painted numbers as an art form intrigued this student. Over time he started to create numbers on the canvas and to embellish the background of the painting. He was able to move from creating numbers to focus on the design in the background of the image. Eventually he became involved in the process of painting and began to devote attention to the creation of an art piece. Here, we can see that integration of art history within an art session can increase participation not only for the student with ASD but also for all students. Students' motivation can increase when aspects of their art are valued.</p> <hd id="AN0124584692-7">Strategies for Sensory Issues</hd> <p>[<reflink idref="bib21" id="ref16">21</reflink>] described how individuals with autism shut out communication in order to regulate their hyper or under stimulated senses. [<reflink idref="bib4" id="ref17">4</reflink>] discussed the need to prepare materials with visual cues to link tasks to objectives. When working with students with ASD, it is important to think about the sensory aspects of art materials. Due to difficulties with visual processing and depth perception, creating on paper that is not pure white is beneficial. Advance planning in the set up of art supplies includes consideration of access, management, and minimizing the number of materials available at one time. This planning can be beneficial for all students.</p> <hd id="AN0124584692-8">Tactile Awareness</hd> <p>Many students living with ASD are hyper- or hypo-sensitive to touch. Some art materials may be over stimulating due to tactile hypersensitivity such as modeling materials and various types of clay. [<reflink idref="bib4" id="ref18">4</reflink>] described two sides of using sensory art activities with individuals experiencing ASD. Sensory materials can be soothing, or conversely, may increase repetitive behaviors. [<reflink idref="bib13" id="ref19">13</reflink>] noted that the sensory experience of art is important and can lead to increased verbal or nonverbal communication. Pre-art activities such as indirect exploration of the material are often helpful. For example, placing clay in a plastic zip lock bag allows the student to touch materials while the plastic acts as a buffer. This allows exploration of fundamental properties of the materials without actual access to the material. Although tactile objects may be difficult for some, other individuals are calmed when kneading clay. Accommodations for students who are hyper- or hypo-sensitive may include creating an object to touch and to play with. Activities should be adjusted to meet the strengths and limitations of students.</p> <hd id="AN0124584692-9">Auditory and Olfactory Sensitivity</hd> <p>The art room may contribute to a student's ability to concentrate. Individuals on the spectrum may have difficulties with attending to one sound when another sound is taking place. The noise of fluorescent lights, the kneading of clay, or voices of individuals in the hallway may cause distraction or a withdrawal to an inner world. Auditory processing can fluctuate between the extreme of one individual's being able to tune out sounds completely and another individual's having the ability to accept several sounds at once. Smells may also increase hypersensitivity. Materials like glue, poster paint, clay, and markers have fragrances. Students experiencing ASD might repeat phrases from a radio jingle aloud or make sounds that annoy participants in the room. Teachers should employ strategies so that students are not overwhelmed by environmental stimuli.</p> <hd id="AN0124584692-10">Motor Skills</hd> <p>Making artworks can help with practicing both fine and gross motor skills. Fine motor activities that focus on eye–hand coordination, such as painting or collage, can be helpful. Many individuals with ASD have movement differences that include starting and then continuing an activity ([<reflink idref="bib11" id="ref20">11</reflink>]). Problems might also arise from combining two or more steps. For example, creating a collage by picking out an image, cutting the image, deciding where to place the image, and gluing the image on a piece of paper a may be too complex a task since each task requires several steps.</p> <p>Repetitive behaviors and other motor movements can be channeled through art in socially accepted activities such as weaving, printmaking, creating coiled baskets, and stenciling. Printmaking is an effective medium to channel repetitive motor movements and the need for sameness. Depending on the ability of the student, prints can be created in one or more colors. Although there might be minor changes in each print due to the printing process the image remains the same and reduces frustration. Supplies can offer control and containment ([<reflink idref="bib23" id="ref21">23</reflink>]). One successful lesson in a middle school where I worked was to have students paint with watered-down acrylic paint on a large mattress pad. The students were introduced to color field paintings of Helen Frankenthaler. The stitching on the pad allows the finished product to appear like a quilt. This art project increased gross and fine motor skills as well as increasing self-esteem. Students were able to notice the similarities of Frankenthaler's work and their poured painting. They felt a sense of ownership and pride in creating a colorful wall hanging to decorate a wall of the school. Although the emphasis is not on product but process, a satisfying collective project can develop a sense of success, which increases a connection to the outer world ([<reflink idref="bib13" id="ref22">13</reflink>]).</p> <p>College students in my art education methods class viewed examples of the mattress pad paintings and recreated them to gain a sense of how this technique would work in the classroom (Figure 2). By experiencing the art exercise, preservice students gain valuable hands-on knowledge of how to create an activity through UDL using incremental steps that can support all learners in working together successfully.</p> <p>Graph: Figure 2. Color field mattress painting simulation by preservice students.</p> <hd id="AN0124584692-11">Emotional Issues</hd> <p>Emotional issues among students with ASD can include feelings of aloneness, along with a withdrawal from the surrounding environment accompanied by anxiety and fear as well as a lack of emotional reciprocity. [<reflink idref="bib14" id="ref23">14</reflink>] discussed the advantages of art therapy for reducing the stress, frustration, and anxiety that occur due to the nature of ASD. To develop a trusting relationship with the teacher, art activities that involve mirroring of the student's process of creating may be beneficial. Art therapy assists with sensory integration, which can enhance appropriate social relationships ([<reflink idref="bib3" id="ref24">3</reflink>]). [<reflink idref="bib22" id="ref25">22</reflink>] discussed that individuals living with autism wrote about inner lives that many researchers previously believed did not exist.</p> <p>Activities that allow for the discharge of gross motor movement can help students manage pent-up emotions. One effective exercise I designed with students was to create yarn drawings. Under the supervision of the para-professional staff, a small light wooden mallet was provided to students (who were not aggressive), to hit sticks onto a board to create a pattern. After the nails were in place students were given yarn to wrap around the nails creating an abstract pattern. The exercise assisted with reducing anxiety, improving gross and fine motor skills, and tactile awareness, allowing the acceptance of a repetitive motion as part of the art process.</p> <hd id="AN0124584692-12">Communication</hd> <p>Challenges that students with ASD experience in the areas of communication and social interactions can be problematic. Difficulties processing language can result in inappropriate responses in conversations, and the misreading of nonverbal interactions. [<reflink idref="bib8" id="ref26">8</reflink>] discussed how the art serves as a narrative to make sense of, and to describe, memories in their inner worlds. Ms. Wainshilbaum worked with a student in her classroom with ASD whose interest in the artmaking process centers around the story behind the marks (R. Wainshilbaum, personal communication, June 25, 2015). These drawings include complex imaginative stories that the student enjoys sharing (Figure 3). [<reflink idref="bib13" id="ref27">13</reflink>] explained that the finished art product can create a sense of success, which can increase a connection to the individual's outer world.</p> <p>Graph: Figure 3. Narrative drawing.</p> <p>As an art therapist and art teacher for adolescents with ASD, I worked with a range of communication challenges. One of the 14-year-old students in my art class was only able to scribble on a piece of paper. He was interested in photographs and often held photos tightly in his hand staring at them and saying repetitive words that described what he saw in the photos. I gave him a camera to take pictures of his surroundings. Eventually he was able to put his photos in an album and describe and title them. He carried this book around, which elicited positive attention and communication with others. This was his solution to keeping memories of people and things that were important in his world and to sharing them with others. Arne Svenson, an artist in residence at the Wesley Spectrum Program, took photos of school age children with ASD to improve their communication skills. Integrating techniques gleaned from Andy Warhol and other portraiture artists, Svenson's large-scale portraits included motivational stimuli that suggested emotions changing the facial expressions of the students and helping them understand facial nuances ([<reflink idref="bib20" id="ref28">20</reflink>]).</p> <hd id="AN0124584692-13">Improving Social Skills</hd> <p>Art teachers need to be aware that art activities may take more time than planned. It can be challenging to obtain attention and to engage clients in a project. Activities need to be simple yet engaging. [<reflink idref="bib2" id="ref29">2</reflink>] described how students diagnosed with autism may not engage in pretend play. Therefore, creating puppets may be of value. [<reflink idref="bib18" id="ref30">18</reflink>] explained how collaborative group projects like murals could assist in the practice of social skills.</p> <hd id="AN0124584692-14">Visual Thinking</hd> <p>[<reflink idref="bib5" id="ref31">5</reflink>] book <emph>Thinking in Pictures</emph> helped to popularize the suggestion that people with ASD have strengths in visual thinking and have visual processing differences. This can allow artists with ASD to create with a unique style of perception and space in the picture plane ([<reflink idref="bib15" id="ref32">15</reflink>]). Of course, this is not true for everyone on the autism spectrum; for example, [<reflink idref="bib24" id="ref33">24</reflink>], another author with ASD, noted that some people (both with and without ASD) think more visually and others think more verbally. Many individuals with ASD need instruction on the fundamental symbolic nature of visual images (i.e., that an image stands for something other than itself).</p> <hd id="AN0124584692-15">Summary</hd> <p>The benefits of artmaking for individuals on the autism spectrum encompass many areas. The art of some individuals with ASD indicates amazing levels of creativity and expression. Art educators aware of the range of skills and behaviors can better assist students to create art and at the same time to improve their strengths and weaknesses. Integrating concepts of UDL and concepts from art therapy helps art educators to develop or modify lesson plans that accommodate all learners and allow for the symptoms of students with ASD to decrease.</p> <p>Distinct strategies, along with reinforcement of skills learned through artmaking can empower all students in the art classroom to communicate more effectively, improve social, cognitive, and behavioral skills, increase motor development, and increase tactile and sensory awareness. Knowledge of methodologies applied to challenges that can arise in teaching frames a picture of the classroom where all learners are supported for optimal growth. Artmaking increases emotional and oral communication with students' inner and outer world. Art therapists and art educators can mutually benefit from the knowledge and inherent in both professions to create art activities that foster best practice for all students, and to help children on the ASD spectrum find pride and pleasure in the creative process.</p> <p>Artmaking increases emotional and oral communication with students' inner and outer world.</p> <ref id="AN0124584692-16"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.) Arlington, VA: American Psychiatri Publishing.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref29" type="bt">2</bibl> <bibtext> Bernier, R., &amp; Gerdts, J. (2010). Autism Spectrum Disorders: A reference handbook. Santa Barbara, CA: ABC-CLIO.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref8" type="bt">3</bibl> <bibtext> Betts, D. J. (2005). 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London, England: Jessica Kingsley.</bibtext> </blist> </ref> <aug> <p>By Simone B. Alter-Muri</p> <p>Reported by Author</p> <p></p> <p>Simone B. Alter-Muri is Professor of Art, Director of Art Education and Art Therapy/Counseling Programs, Springfield College, Visual and Performing Arts Department, Springfield, Massachusetts. E-mail:</p> </aug> <nolink nlid="nl1" bibid="bib21" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib16" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib12" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib19" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib17" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib11" firstref="ref20"></nolink> <nolink nlid="nl9" bibid="bib23" firstref="ref21"></nolink> <nolink nlid="nl10" bibid="bib14" firstref="ref23"></nolink> <nolink nlid="nl11" bibid="bib22" firstref="ref25"></nolink> <nolink nlid="nl12" bibid="bib20" firstref="ref28"></nolink> <nolink nlid="nl13" bibid="bib18" firstref="ref30"></nolink> <nolink nlid="nl14" bibid="bib15" firstref="ref32"></nolink> <nolink nlid="nl15" bibid="bib24" firstref="ref33"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Art Education and Art Therapy Strategies for Autism Spectrum Disorder Students – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alter-Muri%2C+Simone+B%2E%22">Alter-Muri, Simone B.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Art+Education%22"><i>Art Education</i></searchLink>. 2017 70(5):20-25. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 6 – Name: DatePubCY Label: Publication Date Group: Date Data: 2017 – Name: Audience Label: Intended Audience Group: Audnce Data: Teachers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Art%22">Art</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Therapy%22">Art Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Teachers%22">Art Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Activities%22">Art Activities</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00043125.2017.1335536 – Name: ISSN Label: ISSN Group: ISSN Data: 0004-3125 – Name: Abstract Label: Abstract Group: Ab Data: This article assists art educators, especially preservice teachers, in increasing their understanding of the symptomology and behaviors of students on the autism spectrum that may limit artmaking. Here, the author examines specific behaviors and symptoms of Autism Spectrum Disorder (ASD), from both a psychological and developmental perspective. The author offers ideas, from art therapy, keeping in mind the challenges and limitations within a traditional classroom experience. Included is an overview of research, practice, and personal communication with art educators and art therapists currently working with individuals on the autistic spectrum. Throughout, the author emphasizes an art therapy perspective where the focus of creating art is on the process rather than the product. This allows the art teacher to become the conductor of the classroom, where a sense of harmony is created by the abilities of each student and unified in the creative process. Distinct strategies, along with reinforcement of skills learned through artmaking can empower all students in the art classroom to communicate more effectively, improve social, cognitive, and behavioral skills, increase motor development, and increase tactile and sensory awareness. Knowledge of methodologies applied to challenges that can arise in teaching frames a picture of the classroom where all learners are supported for optimal growth. Artmaking increases emotional and oral communication with students' inner and outer world. Art therapists and art educators can mutually benefit from the knowledge and inherent in both professions to create art activities that foster best practice for all students, and to help children on the ASD spectrum find pride and pleasure in the creative process. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: Ref Label: Number of References Group: RefInfo Data: 24 – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: EJ1198134 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00043125.2017.1335536 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 20 Subjects: – SubjectFull: Art Type: general – SubjectFull: Art Education Type: general – SubjectFull: Art Therapy Type: general – SubjectFull: Pervasive Developmental Disorders Type: general – SubjectFull: Autism Type: general – SubjectFull: Art Teachers Type: general – SubjectFull: Preservice Teachers Type: general – SubjectFull: Art Activities Type: general Titles: – TitleFull: Art Education and Art Therapy Strategies for Autism Spectrum Disorder Students Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alter-Muri, Simone B. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 0004-3125 Numbering: – Type: volume Value: 70 – Type: issue Value: 5 Titles: – TitleFull: Art Education Type: main |
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