20 credits at level HE6
This is an introductory arts for health course designed by the University of Bolton in conjunction with Bolton Public Health Department, Bolton Council and Bolton at Home. It is for professional artists who are experienced in running workshops and who want to gain an insight into working with people in health, mental health, community, or social care contexts. The course will normally be delivered over 14 weeks and will cover a range of topics around mental health issues, the commissioning process, and the planning and delivery of workshops to clients with health problems. The aims of the course are to give artists:
• an understanding of the public health sector, the commissioning process, and how to develop a project proposal and pitch it to a panel;
• an awareness of the arts and health sector and current best practice in the delivery of health-based arts participatory projects;
• an understanding of the potential impact of creative activity of health and wellbeing;
• the opportunity to explore common challenges when running a participatory project aimed at improving clients’ health and wellbeing including common mental health problems;
• the skills and knowledge to plan a participatory project;
• an awareness of the issues to consider when working with clients on a one-to-one basis;
• knowledge of how to lead an arts-based workshop pitched to the needs of the participant(s).
On the course you will learn about how and who may refer clients to artists of any discipline and the role of artists as providers of health-based art sessions. You will develop an awareness of the types of mild mental health problems that clients may present with, and learn about how the symptoms and other factors, such as environmental and physical and emotional factors, can affect/impact on a client's health.
You will learn about the commissioning process and develop a project proposal and then pitch it to a panel. Following this, you will learn how to create a safe environment for clients and explore the design and management of arts-based interventions/activities to meet the needs of clients. You will also explore how to work with clients in group settings and develop an awareness of the context of working with clients on a one-to-one basis. The course introduces you to skills in project management and the idea of setting up a third sector organisation to provide arts-based sessions for clients with health problems.
The course does not qualify you as a teacher or therapist, however, tutors will signpost participants to further courses in health, teacher training and in the arts.
1. Overview of the arts and health sector: national current issues; main arts and health organisations and their remit; regional projects; current examples of good practice; how your own work might contribute to the arts and health agenda; commissioning process and sourcing funding to develop and deliver arts in health and wellbeing initiatives.
2. Introduction to Arts in Health facilitation skills – approaches and issues: designing arts activities for therapeutic settings/outcomes; examples of workshop ideas that focus on developing self-esteem, self awareness and change across a multidisciplinary format; designing your own workshop ideas using your art form skills (e.g., ice- breakers, workshop activities, process v product, working towards an end product – what form might this take); introduction to assessment; personal journals; creative projects; presentation of a workshop.
3. Introduction to group work skills and awareness of issues around working on a one-to-one basis: group management and group dynamics including dealing with strong emotions, disruptive behavior, and lack of participation; pitching to different client groups (how to adapt your facilitation skills to the particular needs of participants; equal opportunities issues); introduction to working on a one-to-one basis in a health care setting using the arts as a tool for personal development (e.g., issues to consider).
4. Introduction to reflective creative writing and reflective practices: how creative writing can be used as a reflective tool (e.g., examples of activities for group work settings, using journals, letters, memoir, poetry and ‘stream of consciousness’ techniques); how reflective writing can be used as a tool for artists to evaluate their own working practices and support themselves (e.g., what the term ‘reflective writing’ means, keeping a personal/professional journal); how an artist might use reflective writing on a one-to-one basis with a client; using writing as a tool for building a sense of self, voice, self-esteem, and telling a narrative.
5. Introduction to personal development and supportive conversational skills: an overview of promoting health and wellbeing; an introduction to mental health problems and available services; current policy agendas; how mental wellbeing and resiliency can be improved through creative activity; how to offer groups and one-to-one sessions that are supportive towards people experiencing mental health problems; an artist's role in relation to their participants/clients; supportive conversational skills rooted in psychological theory; what to expect from people accessing arts and health activity and what people will expect from an artist delivering arts and health to groups and individuals.
6. Your own personal development and therapeutic techniques: supporting your own wellbeing in relationship to working in arts and health (e.g., supervision and other safe practices); a basic introduction to supportive conversational skills rooted in psychological theory¬¬; signposting to further training and development.
7. Introduction to safe and ethical practice: Criminal Reference Bureau (CRB) checks and insurance for artists; setting up a ‘safe space’; contracts and ground rules for group work and individuals; risk assessment and referral pathways; knowing your own boundaries and developing a policy for dealing with risk; supervision and what this may mean for your working practice; confidentiality and data protection; safeguarding.
8. Introduction to project management, evaluation and marketing: Outreach work and forms it may take; developing a project proposal and pitching it to a panel; how to set up a group and liaise with health and social care organisations; planning a programme of work and managing a range of agendas (e.g., the agendas of health professionals, arts organisations and educational providers); building in an evaluation framework; setting out clearly what clients can expect; how to budget and set fees; marketing your project – using traditional methods and new media; who needs to know about your project and why; introduction to advocacy for arts and health practice.
9. Transferable skills and study skills: use of information and communication technology (ICT) e.g., using the University online learning resources and Moodle, use of the internet for research purposes; preparing your assignments (e.g., portfolio compilation, referencing and avoiding plagiarism; report writing); pitching and presenting.
The course will be delivered by blended learning which means there will be a combination of face-to-face sessions and online support. Delivery methods include lectures, case studies and practical activities. There will be a professional practice day and professionals in the industry will be invited to participate.
You will undertake two assessment items which will form your grade for the module. The first is an individual assignment in which you will propose, plan and devise an arts and health project in response to a detailed brief around a bid call. The second is a group assignment in which you will work with other course members to devise and lead an arts-based workshop using a medium of your choice. You will choose an appropriate target group for your session and deliver the workshop to your peer group and tutor(s). The client group for assessment item two will be different to the client group in assessment item one to give your work breadth.
You will be asked to do the following and will receive feedback which will not form part of your grade for the module:
(i) prepare a piece of art using a medium of your choice and reflect on how the process of creating the art could improve your health. In developing this piece of art you are asked to concentrate on the potential personal benefits to your health.
(ii) maintain a reflective log of your learning journey throughout the course and provide a 500 word summary of it to your tutor for a tutorial discussion.
You will also be given formative feedback on the development of your individual assignment and the planning for your group session.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Develop an awareness of the arts and health sector and current best practice in the delivery of health-based arts participatory projects.||1.1 Demonstrate an in depth understanding of the variety of work taking place in the arts and health sector and the key ingredients for success in participatory projects with reference to quality academic literature.|
|2.||Develop an understanding of the potential impact of creative activity on health and wellbeing.||2.1 Give a considered and realistic appraisal of how you would plan and deliver arts for health sessions to accommodate the needs of people looking to improve their health and wellbeing.|
|3.||Explore common challenges when running a participatory project aimed at improving clients’ health and wellbeing including common mental health problems and plan a participatory project.||
3.1 Demonstrate an in depth understanding of what is involved in running a specific participatory project for people looking to improve their health and wellbeing including common mental health problems. You should include safety and ethical considerations.
3.2 Plan an innovative and workable participatory project for a given group of clients. You should include a structured course plan, realistic and suitable sample teaching and learning materials for eight sessions, and an evaluation plan.
3.3 Critically discuss key issues to consider when working with clients on a one-to-one basis.
3.4 Demonstrate a scholarly approach through appropriate critical engagement with pertinent literature regarding the development of the project.
|4.||Know how to devise and lead an arts-based workshop pitched to the needs of the clients.||
4.1 Devise an innovative and workable arts-based workshop to meet the needs of a client group.
4.2 Demonstrate effective facilitation skills when leading an arts-based workshop.
4.3 Give a considered in depth justification of how your workshop meets the needs of the clients with reference to quality academic literature.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Assignment 1 - propose, plan and devise an arts and health project around a given bid call (individual assignment)||Assignment 2 – Devise and lead an arts-based workshop (group assignment)|
There are no prerequisites for this module.
No restrictions apply.
The following are general resources. In addition, tutors will recommend readings and resources for specific topics covered in the module.
Appleyard, N. and Appleyard, K. (2010) Communicating with Learners in the Lifelong Learning Sector. Exeter: Learning Matters
Avis, J., Fisher, R. and Thompson, R. (2010) Teaching in Lifelong Learning: a guide to theory and practice. Milton Keynes: Open University Press
Cayton, H. (2007) Report of the Review of Arts and Health Working Group. Department of Health. Online. Available: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_073590 [ 6th March 2012]
Department of Health and Arts Council England (2007) A prospectus for arts and health. Online. Available: http://www.artscouncil.org.uk/publication_archive/a-prospectus-for-arts-and-health/ [ 6th March 2012]
Ings, R., Crane, N. and Cameron, M. (2012) Be Creative Be Well; Arts, wellbeing and local communities, An evaluation. London: Arts Council England. Online. Available: http://www.artscouncil.org.uk/media/uploads/pdf/BCBW_final.pdf [6th March 2012]
Pilgrim, D. (2009) Key concepts in mental health, 2nd ed. London: SAGE
Pollard, A. (2005) Reflective Teaching: Evidence-Informed Professional Practice (Continuum Studies in Reflective Practice & Theory). London: Continuum.
Race, P. (2006) The Lecturer’s Toolkit; A Practical Guide to Learning, Teaching and Assessment, 3rd edition.London: Kogan Page
Thompson, K., Field, V., and Bolton, G. (eds) (2006) Writing Works: a resources handbook for therapeutic writing workshops and activties. London: Jessica Kingsley Publishers
Arts Council England
Department of Health
Greater Manchester Arts health Network
Paintings in hospitals
|Host Subject Group:||Art and Design|
|User Name||Date Accessed||Action|