National Art Education Association

Commentary: The History of Art Therapy EducationAuthor(s): Georgiana JungelsSource: Art Education, Vol. 33, No. 4, Art Therapy and Art Education (Apr., 1980), pp. 13-14Published by: National Art Education AssociationStable URL: http://www.jstor.org/stable/3192417 .

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Since its founding, the American Art Therapy Association has grown to a membership of several thousand and has registered almost five hundred art therapists around the country. Today, there are numerous books written on the field, at least three journals, graduate programs which offer either concentrations or degrees in art ther- apy, undergraduate programs which offer preparation for graduate level study, and numerous other training programs around the country. In addi- tion to the national organization, many states have a state professional organization, and at least one associa- tion in a related area (The National Art Education Association) has been developing a sub-group interested in this field (note this issue of Art Educa- tion).

New forms of art therapy have also been developed. Hanna Yaxa Kwiat- kowska (1967) has developed a tech- nique called "Family Art Therapy," and Janie Rhyne (1973) has developed an approach called "Gestalt Art Therapy." Still others, like myself (1977), utilize a diagnostic-pre- scriptive approach to art therapy, while others utilize crisis intervention, socialization, recreation, etc., ap- proaches to art therapy. Clearly, the field is rich with alternative uses of art for exceptional populations.

The above history is only a brief be- ginning. Space limitations have re- stricted me to but a short synopsis of this history. A more thorough and lengthy treatment of both the written and oral histories of the art therapy profession is needed; yet, to date, this author could find only minimal pub- lished historical treatment of this pro- fession. I would urge all who may have an interest in the topic to expand and refine this beginning. Art therapy is now a large and active profession, with the potential to make important contributions to the treatment and help of handicapped individuals. We should know its history for:

"We shall need art and the arts to help as long as we live, to make an art of living" (Champernown, 1971, p. 142).

Sandra Packard, Ed.D., ATR, is as- sociate professor of art and special assistant to the executive vice-

Since its founding, the American Art Therapy Association has grown to a membership of several thousand and has registered almost five hundred art therapists around the country. Today, there are numerous books written on the field, at least three journals, graduate programs which offer either concentrations or degrees in art ther- apy, undergraduate programs which offer preparation for graduate level study, and numerous other training programs around the country. In addi- tion to the national organization, many states have a state professional organization, and at least one associa- tion in a related area (The National Art Education Association) has been developing a sub-group interested in this field (note this issue of Art Educa- tion).

New forms of art therapy have also been developed. Hanna Yaxa Kwiat- kowska (1967) has developed a tech- nique called "Family Art Therapy," and Janie Rhyne (1973) has developed an approach called "Gestalt Art Therapy." Still others, like myself (1977), utilize a diagnostic-pre- scriptive approach to art therapy, while others utilize crisis intervention, socialization, recreation, etc., ap- proaches to art therapy. Clearly, the field is rich with alternative uses of art for exceptional populations.

The above history is only a brief be- ginning. Space limitations have re- stricted me to but a short synopsis of this history. A more thorough and lengthy treatment of both the written and oral histories of the art therapy profession is needed; yet, to date, this author could find only minimal pub- lished historical treatment of this pro- fession. I would urge all who may have an interest in the topic to expand and refine this beginning. Art therapy is now a large and active profession, with the potential to make important contributions to the treatment and help of handicapped individuals. We should know its history for:

"We shall need art and the arts to help as long as we live, to make an art of living" (Champernown, 1971, p. 142).

Sandra Packard, Ed.D., ATR, is as- sociate professor of art and special assistant to the executive vice- president for academic affairs, Miami University, Oxford, Ohio; and senior editor, Studies in Art Education.

Reference Notes

1 S. Packard, Emerging Trends in

president for academic affairs, Miami University, Oxford, Ohio; and senior editor, Studies in Art Education.

Reference Notes

1 S. Packard, Emerging Trends in

Art Therapy and Methodology, Visit- ing Scholar Program, Illinois State University, 1978.

References

R. Alschuler and L. B. Hatwick, "Easel Painting as an Index of Per- sonality in Preschool Children," American Journal of Orthopsychiatry, 1943, Vol. 13, pp. 616-625.

F. E. Anderson, "Art Therapy and Art Education," R. H. Shoemaker and S. Gonick-Barris, eds., Creativity and the Art Therapist's Identity, Bal- timore: American Art Therapy Asso- ciation, 1977.

K. R. Beittel, "Unity of Truth, Lan- guage, and Method in Art Educa- tion," Studies in Art Education, 1979, Vol. 21, No. 1, pp. 50-56.

W. Bradley, Art: Magic, Impulse, and Control, Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1973.

I. Champernown,"Art and Therapy: An Uneasy Partnership," American Journal of Art Therapy, 1971, Vol. 10, No. 3, p. 142.

J. Dewey, The Early Works: 1882- 1898, Vol. 2, 1887: Psychology, Car- bondale, Illinois: Southern Illinois University Press, 1967.

Forward, Art Psychotherapy, 1973, Vol. 1, p. i.

S. Freud, Introductory Lectures on Psychoanalysis, James Strachey, ed., London: The Hogarth Press, 1963, xv.

F. Goodenough, The Measure of Intelligence in Drawings, Chicago: World Book Co., 1926.

C. S. Hall and V. J. Nordby, A Primer of Jungian Psychology, New York: Taplinger Publishing Company, 1973.

C. J. Jung, Man and His Symbols, Garden City: Doubleday and Com- pany, 1964.

H. Y. Kwiatkowska, "Family Art Therapy," Family Process, Vol. 6, No. 1, 1967, pp. 37-55.

E. Kramer, Art Therapy in a Chil- dren's Community: A Study of the Function of Art Therapy in the Treat- ment Program of Wiltwyck School for Boys, Springfield, Illinois: Charles C Thomas, Publisher, 1958, pp. 6-23.

M. Levick, "Art Therapy," in Erika Wick, ed., Psychotherapies and Therapeutic Techniques, 1979, in press.

Art Therapy and Methodology, Visit- ing Scholar Program, Illinois State University, 1978.

References

R. Alschuler and L. B. Hatwick, "Easel Painting as an Index of Per- sonality in Preschool Children," American Journal of Orthopsychiatry, 1943, Vol. 13, pp. 616-625.

F. E. Anderson, "Art Therapy and Art Education," R. H. Shoemaker and S. Gonick-Barris, eds., Creativity and the Art Therapist's Identity, Bal- timore: American Art Therapy Asso- ciation, 1977.

K. R. Beittel, "Unity of Truth, Lan- guage, and Method in Art Educa- tion," Studies in Art Education, 1979, Vol. 21, No. 1, pp. 50-56.

W. Bradley, Art: Magic, Impulse, and Control, Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1973.

I. Champernown,"Art and Therapy: An Uneasy Partnership," American Journal of Art Therapy, 1971, Vol. 10, No. 3, p. 142.

J. Dewey, The Early Works: 1882- 1898, Vol. 2, 1887: Psychology, Car- bondale, Illinois: Southern Illinois University Press, 1967.

Forward, Art Psychotherapy, 1973, Vol. 1, p. i.

S. Freud, Introductory Lectures on Psychoanalysis, James Strachey, ed., London: The Hogarth Press, 1963, xv.

F. Goodenough, The Measure of Intelligence in Drawings, Chicago: World Book Co., 1926.

C. S. Hall and V. J. Nordby, A Primer of Jungian Psychology, New York: Taplinger Publishing Company, 1973.

C. J. Jung, Man and His Symbols, Garden City: Doubleday and Com- pany, 1964.

H. Y. Kwiatkowska, "Family Art Therapy," Family Process, Vol. 6, No. 1, 1967, pp. 37-55.

E. Kramer, Art Therapy in a Chil- dren's Community: A Study of the Function of Art Therapy in the Treat- ment Program of Wiltwyck School for Boys, Springfield, Illinois: Charles C Thomas, Publisher, 1958, pp. 6-23.

M. Levick, "Art Therapy," in Erika Wick, ed., Psychotherapies and Therapeutic Techniques, 1979, in press.

V. Lowenfeld, Creative and Mental Growth, New York: The Macmillan Company, 1947.

K. Machover, Personality Projec- tion in the Drawings of the Human Figure, a Method of Personality In-

V. Lowenfeld, Creative and Mental Growth, New York: The Macmillan Company, 1947.

K. Machover, Personality Projec- tion in the Drawings of the Human Figure, a Method of Personality In-

vestigation, Springfield, Illinois: Charles C. Thomas, Publisher, 1950.

H. H. Mosak and R. Dreikurs, "Adlerian Psychotherapy," in Raymond J. Corsini, ed., Current Psychotherapies, Itasca, Illinois: F. E. Peacock, 1973, pp. 35-83.

M. Naumburg, Dynamically Oriented Art Therapy: Its Principles and Practices, New York: Grune and Stratton, 1965, p. 3.

S. Packard, "Learning Disabilities: Identification and Remediation Through Creative Art Activity," in R. H. Shoemaker and S. Gonick- Barris, eds., Creativity and the Art Therapist's Identify, Baltimore: American Art Therapy Association, 1977.

H. Prinzhorn, Artistry of the Men- tally Ill, trans, by Eric vonBrockdorff, New York: Springer-Verlag, 1972.

M. L. Rambert, Children in Con- flict, New York: International Uni- versities Press, Inc., 1949.

J. Rhyne, The Gestalt Art Experi- ence, Monterey, California: Brooks Cole Publishing Company, 1973.

V. Wilhelm, Child Art and Franz Cizek, Vienna: Austrian Junior Red Cross, 1936.

R. P. Wolff, Philosophy: A Modern Encounter, Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1971, p.

vestigation, Springfield, Illinois: Charles C. Thomas, Publisher, 1950.

H. H. Mosak and R. Dreikurs, "Adlerian Psychotherapy," in Raymond J. Corsini, ed., Current Psychotherapies, Itasca, Illinois: F. E. Peacock, 1973, pp. 35-83.

M. Naumburg, Dynamically Oriented Art Therapy: Its Principles and Practices, New York: Grune and Stratton, 1965, p. 3.

S. Packard, "Learning Disabilities: Identification and Remediation Through Creative Art Activity," in R. H. Shoemaker and S. Gonick- Barris, eds., Creativity and the Art Therapist's Identify, Baltimore: American Art Therapy Association, 1977.

H. Prinzhorn, Artistry of the Men- tally Ill, trans, by Eric vonBrockdorff, New York: Springer-Verlag, 1972.

M. L. Rambert, Children in Con- flict, New York: International Uni- versities Press, Inc., 1949.

J. Rhyne, The Gestalt Art Experi- ence, Monterey, California: Brooks Cole Publishing Company, 1973.

V. Wilhelm, Child Art and Franz Cizek, Vienna: Austrian Junior Red Cross, 1936.

R. P. Wolff, Philosophy: A Modern Encounter, Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1971, p.

COMMENTARY

Georgiana Jungels

t is a challenge to research the history of any professional field; art

therapy is no exception. In her article on the history of art therapy, Sandra Packard has focused on some of the available written information. Before writing, much library research and or- ganization of the collected informa- tion has to be done. Anyone who has tried to research a particular topic knows how difficult these tasks can be. Packard's current article offers Art Education readers an individual's synthesis of the history of art therapy.

Since there is a limited amount of accessible published information that explicitly discusses the history of art therapy (Packard, 1980), I would like to concentrate my commentary re- marks on some of the resources that implicitly give information on the his- tory of art therapy (definitions, theoretical foundations, techniques, practices, and case studies) and are available within the context of pub- lished literature (Naumburg, 1947;

COMMENTARY

Georgiana Jungels

t is a challenge to research the history of any professional field; art

therapy is no exception. In her article on the history of art therapy, Sandra Packard has focused on some of the available written information. Before writing, much library research and or- ganization of the collected informa- tion has to be done. Anyone who has tried to research a particular topic knows how difficult these tasks can be. Packard's current article offers Art Education readers an individual's synthesis of the history of art therapy.

Since there is a limited amount of accessible published information that explicitly discusses the history of art therapy (Packard, 1980), I would like to concentrate my commentary re- marks on some of the resources that implicitly give information on the his- tory of art therapy (definitions, theoretical foundations, techniques, practices, and case studies) and are available within the context of pub- lished literature (Naumburg, 1947;

Art Education April 1980 Art Education April 1980 13 13

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Lowenfeld, 1957; Ulman, 1961; Lyd- diatt, 1971; Kramer, 1971; McNiff, 1974; Robbins and Sibley, 1976; Kwiatkowska, 1978; Rubin, 1978; Zwerling, 1979). In addition to a thor- ough search for historical information within the written literature on art therapy, a complete history of the field would include a collection of un- published material and an oral history. Because of the interdisciplinary na- ture of art therapy, a complete history would also include research into the history of the fields of art and therapy and the overlaps that have occurred between art, therapy, art therapy and art education. A complete history also requires adequate time and funding.

One might begin by compiling a comprehensive listing of resources: a literature review (Gantt and Schmal, 1974; Art Education, April, 1980); professional associations (AATA 1969 to the present); and people who have and/or are working as art therapists. Further work could include: an

analysis of the use of art as therapy throughout recorded history; a study of the American Art Therapy Associa- tion's archives, public information materials, minutes, reports, publica- tions, and conferences; the develop- ment of an art therapy history time line; a study of the art work(s) and art therapy process documented by col- lections, exhibits, films, and vid- eotapes; interviews with art therapists who worked during the emerging years of the profession (1920-1960) and art therapists in current practice (1961 to the present); a review of the development and descriptions of art therapy positions in private and pub- lic, clinical and educational human service agencies (New York State Civil Service, 1979); a review of inter- national practices and training (Jakab, 1971); a study of legislation related to art therapy (P. L. 94-142; P.L. 93-112); a review of related professional con- ferences including presentations on art therapy (NAEA, 1976; APA,

1977); a review of the funding for art therapy research and service (NIMH, 1971; NCAH, 1977); a review of sym- posiums and conferences focusing on art(s) therapy (APA Conference on the Creative Arts Therapies, 1979); a review of reports and studies includ- ing art therapy (Task Panel Reports Submitted to the President's Commis- sion on Mental Health, 1978); and the recent development of the National Coalition for Arts and Therapy (NCAT, 1979).

A complete history of art therapy-like any history-would be an extensive and important project. The NAEA special issue of Art Edu- cation represents a significant step in the documented history of art therapy.

Georgiana Jungels, ATR, is coor- dinator of art therapy studies, State University College at Buffalo, New York; and president-elect, the Ameri- can Art Therapy Association.

CHARLES C THOMAS * PUBLISHER CREATIVE ARTS FOR THE SEVERELY HANDICAPPED (2nd Ed.) edited by Clau- dine Sherrill, Texas Woman's Univ., Denton. (27 Contributors) This is an over- view of the many ways in which the arts can enhance the lives of severely handi- capped persons. Among the topics dis- cussed are personnel preparation, P.L. 94-142, the nature of various handicapping conditions, recreation programming, drama, evaluation of motor creativity, movement analysis, dance, and a multi- sensory approach to the integrated arts. '79, 304 pp., 56 il., 5 tables, $15.50

CRAFTS FOR THE VERY DISABLED AND HANDICAPPED: For All Ages by Jane G. Kay, Tulane Univ., New Orleans, Louisiana. The projects presented are geared toward a wide range of clients, from the physically able but senile to the ex- tremely disabled but mentally alert. The crafts, which are rated on a sliding scale, are inexpensive, utilize safe and readily available materials, and can be completed in one session. The text features explicit instructions and numerous patterns and di- agrams. '77, 224 pp. (8 1/2 x 11), 120 il., $19.75, spiral (vinyl)

301-327 East Lawrence

BEYOND LIMITATIONS: The Creative Art of the Mentally Retarded by Berni Gorski, Hamden, Connecticut. Foreword by Seymour B. Sarason. This collection of original artwork shows rather than tells what can be and has been done by persons with various types and classifications of de- velopmental disabilities. The book also fea- tures written contributions from teachers who work with the handicapped. Their ap- proaches, experiences and philosophies provide a backdrop for the truly creative art displayed. '79, 152 pp., 123 il. (2 in color), $14.00

ART PROJECTS FOR THE MENTALLY RETARDED CHILD by Ellen J. Sussman. Explicit instructions for teaching art to spe- cial children are provided in this text. A discussion of why art is so beneficial to these children precedes thirty-nine detailed lesson plans that describe exactly how each project should be taught and include the amount of time required for completion. Painting, printing, collage making, cal- endar and book making, crayon projects and many other projects are described. '76, 108 pp., 53 il., cloth-$9.75, (spiral) paper- $6.25

- Prepaid orders sent postpaid, on approval Avenue * Springfield

ART FOR ALL THE CHILDREN: A Creative Sourcebook for the Impaired Child by Frances E. Anderson, Illinois State Univ., Normal. Foreword by Sandra Packard. Practical methods are given for using art to enhance the special child's total educational, emotional and physical development. The author focuses on im- proving the child's communicative and cooperative skills, self-concept, and creative expression. Program techniques for inte- grating art into a curriculum that includes mathematics, science and social studies are detailed. '78, 288 pp. (6 3/4 x 9 3/4), 165 il., 8 tables, $20.75

ARTS AND CRAFTS FOR PHYSICALLY AND MENTALLY DISABLED: The How, What and Why of It by Elaine Gould, Age Center of Worcester Area, Inc., and Loren Gould, Worcester State College, both of Worcester, Massachusetts. This volume delineates meaningful, appropriate arts and crafts for all persons, regardless of disabili- ties. Discussions are included on the orga- nization and operations of the crafts program, but the bulk of the text comprises over 120 crafts projects. '78, 368 pp. (8 1/2 x 11), 118 il., $38.00, spiral (vinyl)

* Illinois * 62717

Art Education April 1980 14

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