scholarly journals Writing as a Tool for Transformation

2016 ◽  
Vol 42 (2) ◽  
pp. 41
Author(s):  
Jesse Stong
Keyword(s):  
Social Worker ◽  
Writing Workshop ◽  
Life Writing ◽  
Professional Lives ◽  
Art Making ◽  
Art Educator ◽  
The Creation ◽  
Writing Activity

The author (Social Worker, Art Educator, Theatre Artist) discusses the creation and evolution of the Identity Writing workshop; a life writing exercise that helps students, artists, and teachers integrate their personal/political experiences of change into meaningful and authentic artistic expressions. Reflections stemming from the junctions between the author’s personal and professional lives provide compelling insights into moments of transformation through art-making. A simple writing activity is included for new, emerging, or established artists and creative teachers.

scholarly journals Déchiffrer sa vie et l’écrire

2014 ◽  
Vol 11 (1) ◽  
pp. 40-45
Author(s):  
Colette Nys-Mazure
Keyword(s):  
Writing Workshop ◽  
Collective Work ◽  
The Creation ◽  
To Come ◽  
Premiere Partie

La littérature est un texte, un tissu de relations de soi à soi, de soi aux autres, d’innombrables autres passés et à venir, par le biais du langage. Cet outil premier semble appartenir à tous, mais en réalité il n’est pas à la portée de chacun. Il serait donc intéressant de relater l’expérience angevine que je viens de vivre avec Lire~Ecrire~Compter (LEC), une association pour la promotion des savoirs, l’insertion sociale et professionnelle, créée en 1986, qui lutte contre l’illettrisme. L’une de ses approches originales, la “lecture-plaisir”, consiste à proposer à des volontaires de participer à la création d’un livre. Depuis 2004, l’association permet à ses “apprenants” de rencontrer un écrivain reconnu afin de participer à des ateliers d’écriture. Le fruit de leur travail commun est retranscrit dans la première partie de l’ouvrage publié ; la seconde nait de la libre créativité de l’auteur. Deciphering one’s life and writing it Literature is a text, a fabric of relations between oneself and oneself, between oneself and others – countless past and to come –, by the means of language. This tool is supposed to belong to all, but is in fact not accessible to everybody. In this respect, an experience I just went through in Angers (France) is highly interesting. Lire-Écrire-Compter (Read-Write-Count), an association for the promotion of knowledge, social and professional inclusion, and against illiteracy since 1986, proposes to its students to take part in the creation of a book. Since 2004, this program called “Reading-pleasure” offers students the opportunity of a “writing workshop” with a renowned writer. The first part of the published book presents this collective work; the second part originates from the author’s own creativity.

Learner-Developed Case Studies on Ethics

2018 ◽  
pp. 131-163
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Knowledge Base ◽  
Case Studies ◽  
Ethical Behavior ◽  
Critical Analysis ◽  
Ethical Standards ◽  
Professional Lives ◽  
The Creation

This chapter explains how case studies can be used successfully in higher education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision making while addressing ethical standards and theories. The creation and choice of case studies is key for optimum learning, and can reflect both the instructor's and learners' knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, learners support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students' work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

Blurring boundaries: An emotionally aware caregiver, social worker, and researcher

2016 ◽  
Vol 15 (5-6) ◽  
pp. 682-695 ◽  
Author(s):  
David Camacho
Keyword(s):  
Social Workers ◽  
Social Worker ◽  
Lived Experiences ◽  
Emotional Awareness ◽  
Research Process ◽  
Clinical Social Worker ◽  
Clinical Social Workers ◽  
The Creation ◽  
The Impact

In this article, I illustrate lived experiences within my roles as caregiver, clinical social worker, and researcher. Empirical attention has focused on the emotional toll of caregiving and management of emotions as clinical social workers, however, little attention has been given to the impact emotions have on the researcher and how emotional awareness can be useful in the creation of knowledge. Using a personal reflexive account, I “out” myself as an emotionally aware caregiver, clinical social worker, and researcher. Finally, I provide examples of how to incorporate emotion into the research process.

Healing through Self-Discovery and Artistic Design Journals

2015 ◽  
pp. 103-113 ◽  
Author(s):  
Susannah Brown
Keyword(s):  
Creative Process ◽  
The Self ◽  
Art Making ◽  
Healthy Life ◽  
Thoughtful Reflection ◽  
The Creation ◽  
Artistic Merit ◽  
Self Discovery ◽  
Paper Abstract

The author explores the process of healing through the use of artistic writing activities in a journal, which promote self-discovery. Techniques that involve art making and writing are shared, such as collaborative drawing and writing, ekphrasis, hand-made journals, mandala drawing, marble paper abstract drawing, and sensory printing. Through artistic design, the journey to better understand the self is addressed, emphasizing management of everyday stresses such as those stemming from relationships, roles, and change. Managing these stresses leads towards a healthy life by providing a balance between creative drive and daily obligations. Guided exercises using various media are explained. The process is emphasized, not the end product or artistic merit of the creation. It is through this creative process that tension and stress are released and the joy of discovery becomes a part of life. Individuality is valued through thoughtful reflection of the activities that are embedded in artistic design journals.

scholarly journals A Pākehā journey towards bicultural practice through guilt, shame, identity and hope

2016 ◽  
Vol 28 (4) ◽  
pp. 80-88
Author(s):  
Heidi Suzanne Crawford
Keyword(s):  
Social Workers ◽  
Social Worker ◽  
Professional Lives ◽  
Personal Journey ◽  
The Social

INTRODUCTION: For many social workers, aspects of their training and the development of competence are a growth journey that begins even before they may be aware of it starting, continues during training and throughout social workers’ professional lives. One area that is of particular interest is bicultural practice, often an area that holds challenges for Pākehā practitioners for many reasons. The journey of understanding and growth towards being a social worker who practices biculturally is a long one that often, for Pākehā, starts in guilt and shame.CONCLUSIONS: This article is a reflection of a Pākehā social worker, who shares her own personal journey through guilt and shame towards hope; hope that we can engage and journey in our bicultural practice to become a more compassionate, effective practitioner. As part of this reflection, the social worker shares her discovery of loss of identity as Pākehā and encourages other Pākehā to connect with who has gone before them in an attempt to understand self and understand others. 

Cultivating Visual Analysis and Critical Thinking Skills Through Experiential Art

2019 ◽  
pp. 123-140
Author(s):  
Morgan C. Page
Keyword(s):  
Art Criticism ◽  
Visual Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Art Making ◽  
Basic Principles ◽  
Higher Order Thinking Skills ◽  
Art Educators ◽  
Art Educator

Employing visual analysis in the production and critique of artwork is an essential task of an art educator. By encouraging the basic principles of Edmund Burke Feldman's Practical Art Criticism in the development of art making and art analysis, art educators can create a learning environment that guides students toward the practice of higher order thinking skills. Examples of immersive art education that activates space and invites participation from the viewer will be cited as systems for inspiring civic engagement in the classroom.

Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education

2015 ◽  
pp. 341-360
Author(s):  
Lesley Farmer
Keyword(s):  
Decision Making ◽  
Distance Education ◽  
Knowledge Base ◽  
Case Studies ◽  
Ethical Behavior ◽  
Critical Analysis ◽  
Ethical Standards ◽  
Professional Lives ◽  
School Librarians ◽  
The Creation

This chapter explains how case studies can be used successfully in distance education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision-making while addressing ethical standards and theories. The creation and choice of case studies are key for optimum learning, and can reflect both the instructor's and students' knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, students support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students' work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

scholarly journals Re-instating the Amateur: Holding Space for the Core Purpose of Art in the Classroom

2015 ◽  
Vol 8 ◽  
Author(s):  
Nicole Armos
Keyword(s):  
Social Transformation ◽  
Academic Career ◽  
Fine Arts ◽  
Educational Goals ◽  
Art Making ◽  
Post Secondary ◽  
Art Educator ◽  
The Core ◽  
The Arts ◽  
Art Classroom

The methods and objectives for art education in public and post-secondary schools are often aimed towards the development of a professional fine arts or academic career. However, reflecting on the reasons humans originally turned to the arts can have profound effects on how we frame the role of the artist, art educator, student, and classroom. This paper traces perspectives on the core purpose of art from fields ranging from biology and anthropology to education and literary theory, noting how they converge on notions of art as an evolutionary form of social bonding, and open-ended life inquiry for personal and social transformation. Drawing from these theories, it discusses how these transactional perspectives on art reinforce the value of exposing students to both creative and interpretative forms of aesthetic inquiry. Further it proposes that the figure of the amateur artist—as opposed to that of the professional artist or renowned academic—can serve as an embodiment of the core purpose of art and our educational goals in the art classroom, encouraging students from diverse career paths to actively seek out meaningful and transformative art-making and appreciating experiences.

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