The Vision

The purpose of Creative Arts programs is to enhance the cognitive, physical, social, emotional and spiritual development of children who need special care. We do this through integrating artistic activities - storytelling and drama, movement and dance, music, painting, drawing, clay modelling, weaving and other handiwork.

In these programs every child responds to and grows through exposure to a wide variety of sensory stimuli. We aim to find the hidden strengths and talents of each child, honouring the fact that all children learn differently. At the same time, the program takes place in a group setting that encourages the development of social awareness and interaction.

Creative experiences provide opportunities to “develop the full range of human potential; improve our capacity for thought; nurture our feelings, sensibilities and communication; extend our physical and perceptual skills.” ¹ Creative activities enable children with autism and other developmental delays to reach a new level of competence. ²

The stories we employ focus on themes of transformation and the natural world. The enchanting worlds of myths, fairy tales and nature serve as guides in this transformation.

¹ Sherratt, D. and Peter, M. (2002) Developing Play and Drama in Children with Autistic Spectrum Disorders. David Fulton Publishers. p. 14 ² Ibid. p. 15

The Programs

Each program runs once a week for eight to ten weeks. Each session lasts about 1.5 hours. Two or three facilitators are required with some knowledge and experience of storytelling and creative drama, music, creative movement and dance, and visual arts and crafts. For each multi-week session, we choose one story and develop it using visuals such as a story board, simple costumes and “sets” or felt board cut-outs. On the first day, we tell the essence of the entire story and detail the first “episode”, then enrol the students in dramatizing that episode. The story and drama are permeated with songs. Story themes are then further developed in movement, music and art.

On subsequent days, we review the previous days’ story, add a new episode, dramatize it, then deepen the themes with movement, music and art activities. On the final day, we retell the whole story, highlighting favourite songs and actions. By this time, some of the students will be able to help tell the story.

Stories and drama help us to understand the world. They help us to recognize patterns and sequences in life. Stories foster communication, social interaction and flexible thinking. They help to develop the capacity for acknowledging and understanding perspectives of others as well as one’s own.

The story we choose provides the inspiration from which the other art activities are derived. For instance, if water figures prominently in the story, then the movement, music and art will also explore the water theme. Through repetition and extension of the story from week to week, and taking on roles to the best of their abilities, the children develop listening, sequencing, vocabulary and memory skills.

In the time-honoured tradition of storytelling, the story is told in the Storyteller’s own words, rather than read. This allows the storyteller to be in eye contact with the students, engaging them and drawing them into the story when their attention wanders. The drama is developed by enrolling the students and their assistants and directing them through the actions. Each week, different people take on different roles. At times two people may play one character. Our approach to drama is inspired by the work of British Educator, Dorothy Heathcote,* who advocated teaching all and any students through drama, in the classroom as well as in “special” situations such as hospitals, special homes and segregated classrooms.

Movement and dance are key in helping children develop balance, laterality, dominance for right or left handedness, fine and gross motor skills, concentration, motor planning, memory, and much more. The students deepen their understanding of the story through activities such as rhythmical games, group activities and creative movement games. Basic concepts are explored such as quality of movement and spatial awareness. The activities also prepare the children for art by having them experience the movements that they will later recreate on paper. For instance, in the story of the Odyssey, after the hero encounters the whirlpool in the drama, we engage in activities in which we walk or run in spirals, so that later we can paint or draw spirals on paper.

Music provides a wonderful opportunity for developing auditory awareness, concentration, fine motor skills, language development, sequencing and memory. Through musical games, rhythms, songs and playing instruments, story themes are further explored. Experiences with call and response, part singing, conducting, accompanying, and leading and following all deepen the sense of self and group awareness.

Art helps students with their writing skills and their ability to express themselves. It can include drawing, painting with water colour, acrylics, and finger paint, clay work, weaving and handiwork related to the story. Concepts of line, form, texture and colour are explored which help the children to develop their capacity for creating conscious forms through increasing hand dexterity. Each medium provides a different sensory experience.

This sequence generally seems to work very well; however, there are occasions when it might be preferable to vary the order such as having a craft activity immediately follow the story. A good example of this happened with the story of Odysseus. After setting the scene and telling the first episode, we had the participants help to build a cardboard boat. Then we all got in it, pulled up the anchor with the chant: “Haul away Joe!” and launched into the adventure with a rowing song!

Each weekly session culminates in a brief closing circle that includes a good-bye song or a verse with actions. This brings a closing for the students, ending how we began; in a circle.

The success of these programs relies upon the detailed preparation by the facilitators and the presence of volunteers or educational assistants so that each child who requires assistance can have a one-on-one “buddy” where necessary. Through this approach, each child is given the maximum opportunity to experience success and enjoy a sense of fulfilment

 

OUTREACH

    Facilitators are available to travel to your community to give workshops and help you set up and run your own Creative Arts programs.  Please contact: Kathleen Purdy to learn more.   contact now

    We are near completion workbook/manual called "You Can Do It Too".   It will contain lively descriptions of the teaching strategies used in five stories/dramas that have been tested with one or both groups.  This book will be a valuable resource for teachers, parents and others who work with young people who require special, creative attention.

    Let us know if you would be interested in having this book.  We will get in touch with you as soon as it is ready.
 

WORKSHOPS, SEMINARS

"Teaching With Arts"

    Once a year the Society sponsors a visiting professional who has expertise in arts based special education. Workshops and seminars are available to teachers, parents, social workers, university students and the public at large.  To date, we have hosted a Curative Eurythmist, an Art Therapist, an Anthroposophical Musician and an Interactive Storyteller from other parts of Canada, the United States and England.