Beschreibung:
This book investigates how arts-based research methods can positively influence people's resilience and well-being, particularly in constraining environments. Using examples from arts-based research methods in different contexts and from across the globe, the book brings together a diverse range of perspectives to understand how both resilience and well-being can be supported in a world that is rarely stress free. Collectively they demonstrate how arts-based research methods can: provide agency through the foregrounding of participants' voices; afford transformational learning opportunities; create opportunities for relationship building; support creativity and new ways of thinking; generate aspirations and hope; encourage forms of communication that expose ideas, emotions and feelings that previously might not have been known or known how to be expressed; and enhance reflection and reflexivity. The authors explore how art-based practices, such as clowning, collage, dramatisation, drawing, painting, role-play and sculpting, can be used to support the resilience and well-being of individuals and groups across the lifespan, and theorize how arts-based research methods can positively contribute to participants' positive self-esteem, self-image and ability to cope with challenges and new circumstances. Academics, professional learning facilitators, higher education students, and anyone interested in resilience and well-being in the health and education sectors will find this an interesting and engaging text.
This book investigates how arts-based research methods can positively influence people’s resilience and well-being, particularly in constraining environments. Using examples from arts-based research methods in different contexts and from across the globe, the book brings together a diverse range of perspectives to understand how both resilience and well-being can be supported in a world that is rarely stress free.
Collectively they demonstrate how arts-based research methods can: provide agency through the foregrounding of participants’ voices; afford transformational learning opportunities; create opportunities for relationship building; support creativity and new ways of thinking; generate aspirations and hope; encourage forms of communication that expose ideas, emotions and feelings that previously might not have been known or known how to be expressed; and enhance reflection and reflexivity. The authors explore how art-based practices, such as clowning, collage, dramatisation, drawing, painting, role-play and sculpting, can be used to support the resilience and well-being of individuals and groups across the lifespan, and theorize how arts-based research methods can positively contribute to participants’ positive self-esteem, self-image and ability to cope with challenges and new circumstances. Academics, professional learning facilitators, higher education students, and anyone interested in resilience and well-being in the health and education sectors will find this an interesting and engaging text.
Chapter 1. Introduction: Defining and theorising key concepts of resilience and well-being and arts-based research; Georgina Barton, Loraine McKay, Susanne Garvis, Viviana Sappa.- Chapter 2. Early childhood education, arts-based research and resilience; Susanne Garvis.- Chapter 3. How arts-based methods are used to support the resilience and well-being of young people: A review of the literature; Abbey MacDonald, Margaret Baguley, Georgina Barton and Martin Kerby.- Chapter 4. Building resilience through listening to children and young people about their health preferences using arts-based methods; Jane Coad.- Chapter 5. Promoting resilience in youth through participation in an arts-based mindfulness group program; Diana Coholic.- Chapter 6. Engendering hope using photography in arts-based research with children and youth; Sophie Yohani.- Chapter 7. Using arts-based reflection to explore the resilience and well-beingof mature-age women in the initial year of preservice teacher education; Loraine McKay and Kathy Gibbs.- Chapter 8. Joint painting for understanding the development of emotional regulation and adjustment between mother and son in expressive arts therapy; Rainbow T. H. Ho and C. C. Wong.- Chapter 9. Empowering in-service teachers: A resilience-building intervention based on the forum theatre technique; Viviana Sappa and Antje Barabsch.- Chapter 10. Overcoming a lived experience of personal impasse by creating a theatrical drama: an example of promoting resilience in adult education; Deli Salini and Marc Durand.- Chapter 11. Clowning training to improve working conditions and increase the well-being of employees; Reinhard Tschiesner and Alessandra Farneti.- Chapter 12. The reflexive practitioner; using arts-based methods and research for professional development; Cecilie Meltzer.- Chapter 13. University teachers’ professional identity work and emotions in the context of an arts-based identity coaching program; Katja Vähäsantanen, Päivi Hökkä and Susanna Paloniemi.- Chapter 14. “Colouring outside the lines”: Employment and resilience for art-makers with disabilities; Tanya Riches, Vivienne Riches and Bruce O’Brien.- Chapter 15. Beating stress, the Swedish way: Time for a ‘fika’; Liisa Uusimaki.- Chapter 16. Using clay in Spiritually Ecological-Existential Art therapy: To “see”, to “listen” and to “understand” by hands; Jaroslava Anna Šicková-Fabrici.- Chapter 17. Picturing childhood connections: How arts-based reflection and representation strengthen preservice early childhood teachers’ understandings about well-being, belonging, and place; Alison L Black.- Chapter 18. Arts based research across the lifespan and its contribution to resilience and well-being; Loraine McKay, Georgina Barton, Viviana Sappa, Susanne Garvis.
