The existing literature that discusses issues relating to the use of creative arts in various spheres is largely descriptive and it appears that little systematic evaluation of art programs has been undertaken anywhere in the world. The history of art program evaluation in the education sector mainly consists of short-term studies assessed on the strength of anecdotal evidence, personal accounts, and subjective reports of the positive impacts of disadvantaged people engaging with art projects.
The participants had an opportunity to discuss ongoing practices and programs in Art therapy pending at their home institutions from broader perspective. All participants prepared communications and short briefings upon their accomplishments in Art therapy approach.
Inception meeting accomplishments:
- The participants defined the notion “Art therapy” and the scope of its application;
- Participants discussed common principles of work and established networking for further project activities;
- Participants visited several prominent art institutions in Tallinn where they had a chance to discuss and share their views and perceptions
- Participants elaborated a detailed schedule for further activities within project implementation
The participants discussed the opportunity to participate in creative expression through the arts in secondary school education. They drove into the conclusion, which can be a major factor in the success—or otherwise—of the rehabilitation and re-educative processes made available to most of disadvantaged groups, as children with disabilities and from disadvantaged families.
Education is integral to individual growth, contributing to one’s wellbeing and enabling improved life opportunities, yet many disadvantaged kids, as from rural communities, disabled people or inmates have low education levels, further discouraging engagement with conventional learning models.
Art programs provide a viable alternative for such people without basic education skills and/or low levels of literacy and verbal communication.
Traditional education courses within other rehabilitation institutions, such as basic numeracy or literacy, tend to provide ‘lowest common denominator qualifications that are unlikely to override the stigma of criminalization for prospective employers’ so the availability of other means of learning is an important educational tool. Additionally, they often remind them of their failure within the education system on the outside, with many engaging in the process only to ‘play the system’, not to learn.
Our Program considers Art programs within education system as distinct from the authoritative system of one way learning whereby the teacher teaches and the student passively learns, as art teachers and artists are regarded as being there to help, assist and guide the children in learning how to create . Art programs are further experienced as beneficial as they provide the participant with a positive relationship that is not based around authority, one that also provides a link to the ‘outside’ world. These qualities of art programs make them more accessible, absorbing and rewarding, and are therefore more likely to be taken seriously by the participants.
The project participants expressed a strong commitment to implement the project activities in accordance with the indicated plan.
Innovation education center “IDEJA”