Through a series of immersive activities integrating values-based theory and practice, utilising Applied Art, Drama and Music, students explore their own creative processes and understand the practical and theoretical use of creative and recreational interventions in Social Care work to meet the needs of the Service Users in a variety of contexts. -To enhance their interpersonal skills to connect with and support Service Users and fellow Health and Social Care professionals. Arts is an ongoing subject, so the syllabus content will be expanded or modified, as necessary, to reflect developments in the Arts as set out in this module. A minimum of 75% attendance is required for this module.
Theories and techniques. The links between theory and practice.
Examine and explore theories, theorists and techniques used in Creative Approaches. Theories such as Psychodrama, Drama Therapy, Educational Drama. Theorists such as Jacob Levy Moreno, Sue Jennings and Dorothy Heathcote. Techniques such as personal collage in Art; role play, storytelling, puppetry, movement, improvisation in Drama and explore rhythmic patterns on percussion instruments, recognise a variety of musical genres through listening to world music, identify different types of music suitable or unsuitable for service users .
Therapeutic value of Applied Art, Drama and Music.
Through experiential workshops the Students explore the therapeutic benefits of Art, Drama and Music for creative and recreational interventions in social care work to meet the needs of the service user in a variety of contexts. Recognise service users as active participants in their health and social care. Be able to work towards social inclusion, see the world as others see it, practise in a non-judgemental manner, understand another’s feelings and communicate that understanding.
Explore their own Creativity
Gain increased self-esteem, self-understanding and self-development through hands-on Art, Drama and Music. Experience a variety of creative activities such as arts and crafts projects, storytelling, role play, movement, relaxation exercises, mime, interactive games, scripts, use of props, musical activities, accompany songs with simple untuned percussion instruments. Self-awareness exercises to help students become aware of their shadow self (Jung) and their defence mechanisms (Sigmund Freud, Anna Freud).
Integration of Theory and Practice in Creative Arts
Students will apply theories to practical Art, Drama and Music activities. Develop an understanding of verbal and non-verbal communication. Explore the importance of the voice as a vital tool in communication (Cecily Berry). Develop Active Listening skills. Explore the importance of body language, movement, facial expression, gesture, posture and eye contact as a means of communication and building relationships. Work as a team player through experiential hands-on Art, Drama and Music activities. Explore and build awareness of issues of language, culture, beliefs and health and/or social care needs of Service Users. Demonstrate how to modify and adapt communication methods and styles, including verbal and nonverbal methods to suit the individual Service Users.
Reflection and Insight
They will reflect through group reflective discussions and written personal reflections what they have learned about themselves. Using Carl Rodgers theory of Personality, they will reflect on their belief system and values and explore how their skills and talents can contribute in a team setting now and as a professional in the future. Identify how they can adapt what they have learned to suit different Service Users and Settings. Be able to integrate new knowledge and skills into professional practice. Understand the role and purpose of building and maintaining relationships as a tool in the delivery of social care across the lifespan in a variety of contexts.
| Module Content & Assessment | |
|---|---|
| Assessment Breakdown | % |
| Other Assessment(s) | 100 |