The Process, Challenges and Opportunities of Developing a Curriculum in a Creative and Therapeutic Arts Undergraduate Degree Programme

Abstract

This article reflects upon the process, the challenges and the opportunities realised in the recent revalidation activity of an undergraduate degree programme in Creative and Therapeutic Arts (CTA) in the UK. The premise of the revalidation activity and the historical context of the course are briefly encapsulated, before engaging with theoretical frameworks at the forefront of contemporary Participatory Arts practice. This includes an initial focus on the relevance of Critical Disability Studies to Participatory Arts education, followed by exploration of the contrasting approaches of Socially Engaged Art practice, Inclusive Arts practice, Participatory Arts practice, Arts in Health and Arts Therapies. The challenge of defining a diverse practice which draws from such contrasting perspectives is further explored in relation to the challenge of working on the boundary between artistic and therapeutic practice. Geographical context is considered, drawing from the Welsh evidence base to inform culturally relevant provision. Curriculum design is reviewed in relation to experiential learning and inclusive practice literature, as well as relevant higher education policies. Upon briefly summarising the revalidated curriculum, a critical discussion around the future of the training and the discipline more broadly is developed, considering the contribution of the critical review and focus groups facilitated as part of this revalidation activity. It is hoped that this discussion will further nurture and challenge educators, students and practitioners in this exciting area of evolving, contemporary practice.

Practical Application of Professional Group Curriculum Resource Library in Art Design Teaching

“…It can be taught to public groups through public art venues [12]. Pickard, B., in examining the current situation and development trends in the integration of art teaching and art therapy practice in the UK, reviewed relevant research and theory and carried out a scholarly discussion of the relevant perspectives of art practice; the study provides an important reference for art therapy practice [13]. Dorit Barchana-Lorand elaborated that the educational policy enacted in Israel, which focuses on teaching core subjects, contributes to a significant increase in the arts-related educational gap and also affects the level of income and career stability of art educators in the field [14].…”

Editorial: Discomfort Zones

“…Art and design education, can forge cultural connections for learners whose life pathways may otherwise never have engaged with such channels for invention and imagination. Spaces for creative exploration, and affective self‐expression have an integral relation to wellbeing (Pickard 2019; Piscitelli 2020). Art and design also has increasing significance in problem‐posing (Howard 2020; Payne 2020) approaches to society’s needs for social and economic reorganisation.…”