The Beneficial Relationship Between Art Practice and Mental Wellness

"A Beautiful Mind"

By: Alexandra Butterfield

While studying the benefits of art practice in association with the mentally disabled, I noticed that their way of thinking is highly complex. Several emotions and thought processes swirl together, much like the colors in this acrylic painting. Although their thoughts may not always make sense, much like this painting, their makeup of their minds are still incredibly beautiful. I wanted to represent this in this piece of artwork. It was originally inspired by a non-verbal autistic boy I used to nanny who communicated his feelings to me through art practice. Art practice with the mentally disabled is incredibly therapeutic and also gives the person a sense of identity, self-awareness and confidence. 

The Beneficial Relationship Between Art Practice and Mental Wellbeing

            The arts have been used for centuries as a means to help people cope with various ailments and disorders. Throughout its existence, participation in the arts has helped people with communication skills, self-expression, conflict resolution, identity discovery and social inclusion. Since the nineteenth century, using art in a therapeutic manner has gained recognition as an effective form of alleviating mental pain and distress from people with various mental health issues (Caddy, et al, 2012). Research in this arena has found that there are, “common themes of positive change and benefits for people experiencing mental health problems as they engage in art- and craft-based creative activity. Significant improvements in self-esteem, self-worth and self-efficacy are consistently reported for participants.” (Caddy, et al, 2012, p. 328) Researchers also explained that, “Engagement in creative activity is described as a welcome distraction and a relief from worry, rumination and negative thinking.” (Caddy, et al, 2012, p. 329)

            Art done by people with mental health disabilities is controversial in its validity as fine art. Some critics state that this form of art making is inferior, but scholars are now recognizing the aesthetic value of art done in a therapeutic mindset. A good example of this is the examination of art done by people with autism. Although the art can appear chaotic and fall into the category of art brut, author Claire Barber-Stetson argues that the underlying aesthetic of autistic art makes the practice valid (Barber-Stetson, 2017). She explains how two autistic artists’ works challenge the label of art brut “by demonstrating an intimate connection to each artist’s environment. In the process, their work exposes the instability of distinctions between reality and illusion, thereby contradicting outdated yet persistent beliefs about autism.” (Barber-Stetson, 2017, p. 113)

            I agree with Barber-Stetson completely because I have had first-hand experience working with an autistic boy and using art as a means of communication and therapeutic relief. Jordan was fourteen when I first became his nanny. He was non-verbal autistic; a brilliant young man trapped due to a complex disease in his mind. Although he could understand everything I said, he could not reply back and that greatly frustrated him. Luckily, he came from an affluent family that was determined to make his life as comfortable and as normal as possible. One day I asked his parents to supply us with blank canvases and bright colored paints. When I presented these items to Jordan he immediately began to paint and create. He painted abstract images with bursts of colors and unique strokes. Each painting had its own distinct mood that spoke without the use of words. At first, I thought he was simply playing and experimenting with the colors, but then I realized that he was using his art to communicate complex emotions to me. I began using this exercise regularly to ask how he was feeling on certain days. I could tell if he was feeling anxious, angry, excited, happy, etc., all by his art. This art was far from art brut, it was multifaceted from a well-thought-out process he put together to display meaning and emotion. Looking back, I am not sure how successful of a nanny I would have been to Jordan without this art practice. It showed me just how important participation in art can be to people with mental disabilities.

            Many scholars have also found the benefits of art-making with people who have various mental illnesses, but especially with autism. One of the most documented and successful cases of how art making is a respected and effective means for therapy is the effects art therapy has on individuals with autism. A major misperception of autism is that it is a disease which only affects people pathologically, rather than a complicated mix between pathology and neurology. By looking at famous autistic people such as Albert Einstein, Michelangelo and Andy Warhol, it is apparent that with the right direction an autistic person is extremely high functioning and skilled. Through art making these men channeled their disability to create peace for themselves while simultaneously creating masterpieces. Without the ability to communicate and comfortably socially interact with others, they escaped into their art and designs. This was essentially their art therapy before art therapy had been formally recognized and accepted (Rogers, 2015)

            Although the presence of the arts in therapeutic environments has been proven to be effective for people suffering from a wide range of mental, physical and social disorders; it is especially popular when treating children and young adults with special needs. Art making and art education have become valuable tools in special education classrooms. Special needs educators look to the arts when providing students with a means to create, rehabilitate, cope, communicate and learn (Wang, 2014). Research shows that, “the multisensory nature of the arts: memory and cognition improve when academic content is combined with color-coding, movement, rhythm, sound phrases, textures and other sensory input.” (Wang, 2014) The John F. Kennedy Center for the Performing Arts, students who engage in the arts are much more likely to see improvement when coping with disabilities. The art classroom has become synonymous with healing within the special needs community. Art making and art done by children is generally more accepted for its imaginative and abstract nature than artwork done by adults. There is a sense of forgiveness for any flaws and celebration for its rawness and innocence. Therefore, the art classroom has become an excellent environment for students with special needs. The classroom should be well organized and should have a variety of tools and media should be accessible (Dorff, 2014). Art educators should, “use clear signage to highlight the planned activities, to use adaptive technology to enhance learning, and to create an organized and uncluttered space that supports student learning.” (Dorff, 2014, p. 15) When preparing to teach a special needs class, it is essential for the art educator to take careful time and consideration when constructing their lesson plans. Each lesson should be customized to benefit the specific needs of each students using clear and creative methods, like captivating visuals that help guide students through the activities. Also, art educators should reserve plenty of time for giving clear instructions and selecting specific elements of each students’ pieces to assess and emphasis in order to successfully provide art education to each student (Dorff, 2014).

In addition to having an organized classroom and carefully planned curriculum, art educators who work with special needs students should have certain personality traits that are capable of working in an emotionally and mentally challenging environment. Patience is truly a virtue when working with art students with special needs. Art educators are highly encouraged to speak in a soft, pleasant tone using clear language and even humor to make students feel comfortable. It is important that the art educator and the student create a level of trust between each other in order for the student to be able to fully benefit from art making. Students with special needs may take a longer time to complete projects and require more individual assistance depending on each disability. An art educator who embodies these traits and utilizes their planning accordingly will be prepared to successful teach students with special needs. This is especially true for people suffering from autism because autistic students are naturally better visually and sensory learners. This is extremely helpful for an art educator who is working with autistic students because they typically excel at most art activities (Dorff, 2014). Using art for therapeutic use can greatly enhance one’s level of communication and self-discovery. Through their artwork, students with special needs can express deep and insightful messages that would otherwise be inaccessible. These messages can range from memories and personal experiences to the individual’s own dreams and imagination. Whether it’s based off fact or fiction, the messages behind participants’ artwork are valuable pieces of information about the individual, their disability and their battle to cope. Having this creative voice offers an opportunity for others to better understand and even relate to the individual. This is especially appreciated by loved ones who yearn for a closer connection to the disabled person. From a social aspect, art making is beneficial because it holds students to a certain level of expected behavior, while fostering creativity and open-mindedness (Dorff, 2014). The ability to freely create is valuable because, “Students regular make independent decisions related to their choice of color, media and the content of their work when creating personal stories…Each student participates in his/her art experience and creates with freedom, enthusiasm, and individuality.” (Dorff, 2014, p 16)

By incorporating an art-based curriculum and encouraging art-practice, art educators and health workers can greatly aid in the quality of life of people suffering from mental disorders. As Theresa Van Lith explains, “…areas where art-based practices were of key benefit included psychological and social recovery, particularly in the areas of self-discovery self-expression, relationships and social identity.” (Van Lith, 2013, p. 1309) When it comes to art education, many researchers are finding valuable ways of integrating students with mental disorders into the traditional curriculum so that they can learn on an even playing field and even thrive. Simone Alter-Muri explains how the creation of (UDL) or Universal Design for Learning is instrumental in incorporating art education with special education (Alter-Muri, 2017). She states, “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.” (Alter-Muri, 2017, p. 22)

Overall, with the proper educational systems in place, students can thrive and gain key socialization skills. One researcher looked at a group of young people from Northern Ireland with learning disabilities and studies how their confidence and social interactions are strengthened by participating in the arts. These young people experience a metamorphosis from their negative social stigmas due to their disabilities, to leadership roles and confidence in the arts. It is explained how participation in the arts changed how the world sees these young people and how they see themselves. (Goddard, 2015) There are many benefits that come when people with mental health disorders engage in the arts. Confidence, heightened self-esteem, self-expression, self-awareness and social inclusion all appear when art practice is integrated with mental wellness.

REFERENCES

Alter-Muri, S.B. (2017). Art education and art therapy strategies for autism spectrum disorder students. Art Education, 70(5), 20-25.

Barber-Stetson, C. (2017). A vibrant autistic aesthetic and the limits of art brut. Journal of Literary & Cultural Disability Studies, 11(2), 113-131.

.           Caddy, L., Crawford, F., Page, A.C. (2012). Painting a path to wellness: correlations between participating in a creative activity group and improved measured mental health outcome. Journal of Psychiatric & Mental Health Nursing, 19(4), 327-333.

Dorff, J.B. (2014). Arts integration and special education. The Intersection of Arts Education and Special Education: Exemplary Programs and Approaches. Retrieved from http://education.kennedy-center.org//education/vsa/resources/Finalprofessionalpapersbook2013.pdf

Goddard, J. (2015). Valuing the place of young people with learning disabilities in the arts. Child Care in Practice, 21(3), 238-255.

Rogers, P. (2015) Culture of autism, neurodiversity, and art education. A Project Access New York White Paper: Art Beyond Sight. Retrieved from http://www.artbeyondsight.org/mei/wp-content/uploads/White-Paper-Pam.pdf

Van Lith, T. (2013). Identifying the evidence base for art based practices and their potential benefit for mental health recovery: A critical review. Disability and Rehabilitation: An International, Multidisciplinary Journal, 35(16), 1309-1323.

Wang, K. (3 April 2014). Pure friendship for individuals with special needs. Retrieved from www.friendshipcircle.org