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essay on using art in therapy
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Adult Arts Learning
The motivations and objectives of both providers and participants in adult arts learning are diverse. Adult educators seeking to foster transformative learning invoke the role of imagination in developing new perspectives; they view the arts as a way of engaging adults in imaginative exploration of themselves and their relationship to the world (Dirkx 2000; Kazemek and Rigg 1997). In adult literacy education, analysis of paintings and poems can be a means of developing visual and linguistic acuity, critical thinking, and aesthetic judgment (Dreybus 2000; Kazemek and Rigg 1997). Greene (in Elias, Jones, and Normie 1995) speaks of aesthetic education as a form of critical literacy to empower people to read and name their world.
For prison inmates, the arts can be a route to reconnecting with learning, developing interpersonal and reasoning skills, and exploring different value systems. For example, drama workshops in a prison literacy program draw on learners' experiences, involving them in role playing to reinforce literacy practices and helping them reinterpret their experiences metaphorically (Kett 2001). Another approach to the arts as experiential learning is the Duke University business school's Leadership and the Arts course (Alburty 1999). The program equates leaders and artists in that both know how to coach, encourage, take risks, innovate, inspire, and express a vision; both use the capacities of emotional observation and critical judgment.
Intergenerational arts projects foster the development of communication and reflection skills and formation of new perspectives about oneself and others. Apol and Kambour (1999) used dance and writing with elders and adolescents to engage both verbal and ...
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... Adult Basic Education 7, no. 3 (Fall 1997): 131-144.
Kett, M. "Literacy Work in Wheatfield Prison, Dublin, Ireland." Journal of Correctional Education 52, no. 2 (June 2001): 63-67.
Lomas, C. M. "Art and the Community: Breaking the Aesthetic of Disempowerment." In Dance, Power, and Difference: Critical and Feminist Perspectives on Dance Education, edited by S. B. Shapiro, pp. 149-169. Champaign, IL: Human Kinetics, 1998.
McDaniel, N., and Thorn, G. Learning Audiences: Adult Arts Participation and the Learning Consciousness. Washington, DC: John F. Kennedy Center for the Performing Arts; Association of Performing Arts Presenters, 1997.
Williams, D. The Social Impact of Arts Programs. How the Arts Measure Up: Australian Research into Social Impact. Working Paper 8. Comedia (UK), 2000. <http://www.artshunter.com.au/communityarts/papers/Commedia.htm>
Both Gatsby and Tom share a sense of moral corruption. Tom is an adulterer; he engages in an af...
The protagonist, Okonkwo demonstrates his sympathetic character solely to himself, personally, and infrequently not in the eyes of others. During the plotting of Ilemefuna’s death, Okonkwo was hesitant to make the boy aware of his fate and also hesitant to take part in his death. “‘I cannot understand why you refused to come with us to kill that boy,’ he asked Obierika” Okonkwo was aware that the adopted boy from an opposing tribe thought of Okonkwo, not only as an authority figure and high-ranking tribal member/warrior, but also as a father—his father. Until the death of Ikemefuna, Okonkwo continued to show Ikemefuna kindness due to feeling that “his son’s development was due to Ikemefuna.” (Achebe 3...
Heathcliff cried vehemently, "I cannot live without my life! I cannot live without my soul!" Emily Brontë distorts many common elements in Wuthering Heights to enhance the quality of her book. One of the distortions is Heathcliff's undying love for Catherine Earnshaw. Also, Brontë perverts the vindictive hatred that fills and runs Heathcliff's life after he loses Catherine. Finally, she prolongs death, making it even more distressing and insufferable.
Holcomb, Sabrina. "Arts Education." Rss. National Education Association, 17 Jan. 2007. Web. 10 May 2016.
Dodd, Vikram. "Why Prison Education?." . Prison Studies Project, Teaching Research Outreach, 16 Jan. 2010. Web. 12 Apr. 2014. .
In the novel Wuthering Heights, author Emily Brontë portrays the morally ambiguous character of Heathcliff through his neglected upbringing, cruel motives, and vengeful actions.
Fine arts classes benefit students and schools alike. Fine arts are needed courses, not just as electives but as core classes that promote learning and creativity in the lives of students. There are three different styles of learning: auditory, visual, and kinesthetic. Fine art provides an avenue for all of these learning styles to be utilized during one class period; therefore, all students are able to understand and benefit from the curriculum. In a normal academic setting all types of learning may not be used, so a percentage of the classroom will not understand the lessons as well as it could have if it had arts incorporated into the class. It may seem impossible to include arts into an academic setting, but it is possible, effective, and fun. According to Barry Oreck, it has been proven that students learning molecular bonding through a dance had a more proficient understanding of the concept. He states, “We have found that if you learn something through a theater game, you can still answer a test question” (new horizons Dickerson 3). This statement proves that arts are extremely important and beneficial. With fine arts, students have a safe environment to express themselves, a motivation to stay in school, and higher test scores. The fact that fine arts are needed is evident, but will schools respond or live in denial?
On the face of it, it would seem that the relationship between Catherine and Heathcliff is self-destructive to an extreme. Due to the lovers’ precarious circumstances, passionate personalities and class divisions, it seems that fate transpires to keep them apart and therefore the hopelessness of their situation drives them to self destruction. However, although the relationship is undeniably self-destructive, there are elements within it that suggest the pain Heathcliff and Catherine put each other through is atoned for to an extent when they share their brief moments of harmony.
...rtainty and reluctance, the professors teaching in the jail institution keep up prison education. They see correctional education as “vital in reducing the human suffering that breeds crime” (LoPinto). Advocates of prison education also defends this by saying education improves the self-concept of the inmate, thus, producing a productive person whether he is inside bars or not. Mogan justifies that prison education provides the prisoner relevant skills that would help him get back on his feet when he is released from the prison. He argues that educated inmates, when released, are “more apt to earn incomes above the poverty level” (Mogan) and they become more industrious and free of laziness and hatred.
Staff Writers. "10 Salient Studies on the Arts in Education." Online Colleges. 6 Sept. 2011. Web. 25 Feb. 2015. .
Wuthering Heights is a novel which deviates from the standard of Victorian literature. The novels of the Victorian Era were often works of social criticism. They generally had a moral purpose and promoted ideals of love and brotherhood. Wuthering Heights is more of a Victorian Gothic novel; it contains passion, violence, and supernatural elements (Mitchell 119). The world of Wuthering Heights seems to be a world without morals. In Wuthering Heights, Brontë does not idealize love; she presents it realistically, with all its faults and merits. She shows that love is a powerful force which can be destructive or redemptive. Heathcliff has an all-consuming passion for Catherine. When she chooses to marry Edgar, his spurned love turns into a destructive force, motivating him to enact revenge and wreak misery. The power of Heathcliff’s destructive love is conquered by the influence of another kind of love. Young Cathy’s love for Hareton is a redemptive force. It is her love that brings an end to the reign of Heathcliff.
Educational activities, are techniques that are used to prepare inmates for the real world. Integrating life and job skills into their lives reduces the chance of recidivism. Prison education may also change the inmates’ attitudes toward life in general, lead to improved self-esteem, confidence, and self-awareness, and help them find a good job upon release and resist committing further offenses (Pettit & Kroth, 2011). It is important for inmates to have a balanced schedule while they are taking educational programs in order to be
Wuthering Heights is not just a love story, it is a window into the human soul, where one sees the loss, suffering, self discovery, and triumph of the characters in this novel. Both the Image of the Book by Robert McKibben, and Control of Sympathy in Wuthering Heights by John Hagan, strive to prove that neither Catherine nor Heathcliff are to blame for their wrong doings. Catherine and Heathcliff’s passionate nature, intolerable frustration, and overwhelming loss have ruined them, and thus stripped them of their humanities.
A multitude of feelings and sentiments can move a man to action, but in Emily Brontë’s Wuthering Heights, love and revenge are the only two passions powerful enough to compel the primary actors. There is consensus, in the academic community,1 that the primary antagonist in the novel, Heathcliff is largely motivated by a wanton lust for vengeance, and it is obvious from even a cursory reading that Edgar Linton, one of the protagonists, is mostly compelled by a his seemingly endless love for his wife, and it even seems as if this is reflected in the very nature of the characters themselves. For example, Heathcliff is described as “Black-eye[d]” [Brontë,1], “Dark skinned” [Brontë, 3] and a “dirty boy” [Brontë, 32]; obviously, black has sinister connotations, and darkness or uncleanliness in relation to the soul is a common metaphor for evil. On the converse, Edgar Linton is described as blue eyed with a perfect forehead [Brontë, 34] and “soft featured… [with] a figure almost too graceful” [Brontë, 40], which has almost angelic connotations. When these features and the actions of their possessors are taken into account, it becomes clear that Edgar and Heathcliff are not merely motivated by love and revenge as most academics suggest, but rather these two men were intended by Brontë to be love and hate incarnate.
"Why Arts Education Is Crucial, and Who's Doing It Best." Edutopia. N.p., n.d. Web. 20 May 2014.