Interaction between creation and appreciation: How linguistic art creation impacts the aesthetic evaluation of haiku poetry and ink paintings

In the psychology of aesthetics, compared with appreciation, there are fewer studies on art creation. This study aims to examine the influence of art creation on appreciation using haiku poetry with reference to the Mirror Model—a process model combining creation and appreciation. Although the model has been primarily used to examine visual arts, we examine its applicability to linguistic arts. In addition, we use ink painting to examine whether a generalisation across artistic genres can occur. The 115 participants were divided into two conditions—creation and control. The former created haiku before and after appreciation, while the latter did not create any haiku. The results showed no improvement in evaluation through creation. Additionally, recognising the difficulty related to creation leads to aesthetic evaluation, and this relationship is mediated by awe. These results expand the existing information regarding the Mirror Model in terms of the different art genres.     

The Art Therapy Practice Research Network: Hurdles,pitfalls and achievements

Aim: This article gives an overview of the setting up of the Art Therapy Practice Research Network (ATPRN) in 2000, amidst a culture resistant to research. The authors discuss their experiences in changing this culture and encouraging art therapists to become practitioner/researchers. They identify learning points that may be helpful for other professionals who want to form new practice research networks (PRNs). Context: The research and practice context contemporary to the ATPRN foundation is outlined and identified as a significant influence on its inception and development. Key events in the 14 years of the PRN's life and articles on art therapy and psychotherapy research published at the time of the ATPRN foundation are used to illuminate the historical context. ATPRN newsletters and symposium reports were consulted to identify themes and issues across 14 years of development and growth. Learning points: Several learning points are identified and listed as useful factors to address when setting up and maintaining a PRN and include: shape the culture from the start; review and revise; get practical together; encourage members' presentations; build synergy with professional body; embed the ATPRN around all aspects of research publication. Conclusions: Successful PRNs depend on making practitioners feel included from the start by acknowledging fear and anxiety about research. Providing practical projects helped practitioners to feel less isolated by being part of a meaningful and productive network. Maintaining and developing PRNs is an iterative process that demands constant reviewing and revising.     

“Using New Eyes”: Photography as a Spiritual Practice for Faith Formation and Worship

This article presents three cases of how Lutheran groups used photography as a spiritual practice in processes that led to group spiritual reflection for faith formation and worship: a photography club; a Photography as a Spiritual Practice mini‐course in a parish; and a six‐month parish project of communal art‐making of liturgical media art for one church's Easter Vigil readings.     

A Question of Identity: Mirrors as a Tool for Self-Reflection

Having a strong sense of self can be a protective factor in resisting peer pressure and involvement in negative behaviors and a determining factor in the formation of one’s coping skills and resiliency to life’s challenges. This qualitative pilot study of high school freshman students (N = 337) consisted of responses to an exhibition of mirrors decorated around the question of identity. The four themes revealed in students’ self-reflection were: (a) image of self, positive or negative; (b) multiple self(ves); (c) embodied hope; and (d) lack of identity. Results indicated that mirrors have the potential to create connections on sensitive issues and concerns and that mirrors aid in the process of self-reflection. Discussion of the results, limitations, and areas for future research are addressed.     

Using Creative Techniques With Children Who Have Experienced Trauma

Verbal and emotional forms of expression can be difficult for young children who have experienced trauma. Creative methods and approaches such as puppets, sandtray, letter writing, and art are therapeutic mediums that provide an outlet for a young client’s story of trauma to be told. Children can use puppets to depersonalize and share feelings with a counselor that would provide insight into their coping strategies. Similarly, sandtray is another nonverbal approach that gives children the opportunity to externalize their feelings safely and can be easily used with extroverted and introverted clients. Letter writing and art can empower children and give them hope for the future. In summary, creative techniques can allow counselors to help explore stories of trauma with young clients.     

The Baltimore Mural Project: An approach to threshold concepts in religious studies

The Baltimore Mural Project (BMP) seeks to connect religious studies education to the growing literature on threshold concepts in order to address bottleneck areas in student learning. The project is designed for undergraduate service courses comprised of mostly non‐majors: for example, world religions. Students in these courses often struggle to understand and apply the discipline's unique approaches to the study of religion (i.e. its threshold concepts). Rather than merely memorize certain facts about a religious tradition's myths [or world forming stories], rituals [or embodied disclosures], materials, and so on... students are asked to apply threshold concepts related to religion, art, and the social good to the study of murals in Baltimore. Through a series of project elements (including: field work, photography, digital geomapping, and quantitative, qualitative, and archival research) the BMP helps students who struggle with threshold concepts in religious studies by creatively connecting the more conventional aspects of world religions courses to social justice issues related to mural art in Baltimore. By experientially helping students to make these connections, they are able to find creative routes through otherwise hindering barriers to their learning in religious studies.