The Therapy of Expressing Emotions Through Art
Because we know that being a teenager is no field day, Arts Academy in the Woods middle/high school stresses the importance of expressing emotions through art.
After all, the subject matter of art is emotion. And its purpose is expression. So it’s really a no-brainer.
Students are already learning academics through art at the school. Being able to express what they’re feeling while also learning is a serious fringe benefit, as it were.
Art and Mental Health
Arts-integration educators know that for students, active involvement with making art involves creative expression of what the student feels on both the conscious and unconscious levels. This is what makes art so healing.
Activities like writing, sculpting, painting, playing an instrument, dancing, acting, or any other number of creative ventures give teenagers a sense of control and predictability in a sometimes (or often) chaotic world. They can use art to turn their problems into a narrative that enables them to better deal with their issues.
None of us is immune to being told (explicitly or implicitly) that there are certain feelings we should not feel. It’s as though we’re expected to have an “off” switch. We don’t, of course. But for teenagers who are getting these messages from society, parents, friends, or even certain spiritual or religious affiliations, it can be overwhelming.
Having the freedom to express these difficult emotions through art in a safe environment is truly freeing.
Therapeutic Creativity
It’s not always easy for students to put into words the emotions they’re experiencing. Expressing feelings through art in the school setting is a healthy and SAFE way for teenagers to do this. And viewing art created by other students is also a reflective place where they can get additional insights about themselves.
Arts educators have many tools in their (wonderfully expressive) toolboxes to help students start to build awareness through creating art. They’re careful, however, to remind students that the creative process is not meant to change the way they’re thinking.
Instead, they teach students that creating art allows them to see themselves and their inner worlds – thoughts, beliefs, likes, dislikes – with more awareness and clarity.
Here are just some of the ways arts-integrated educators may use art as therapy:
1. Intuitive Painting
Intuitive painting is a heart-based practice that involves letting go of fear and expectations and allowing a painting to unfold gracefully and organically. Students are encouraged to paint one layer at a time and then let those layers inform what comes next.
They have to go inward and listen to their heart’s desires and be willing to play. They’re encouraged to embrace mystery, non-attachment, and exploration. Intuitive painting isn’t about the finished product. It’s about teaching students to find their voice through trust, intuition, a few messes, and even some happy accidents.
2. Emotional Collaging
Similar to intuitive painting, emotional collaging is all about letting go of judgment. Students pore through old magazines or books to find images that speak to them and the emotion(s) they’re attempting to release.
From there, they can take these images and bring them together in fresh and spontaneous ways. A dog may take a teacup for a walk. Or perhaps a hamburger has sprouted three eyes. It could be something more literal like an image of a person yelling or crying. Whatever the case, emotional collaging becomes an exercise in bringing patterns, images, and colors together to share a vision of the student’s inner world.
3. Expressive Performance Art
Students can physically spill their emotions and share personal experiences through expressive performance art. Young actors learn how to incorporate their stories into a narrative that’s open and truthful. This helps them form a bond with their audience.
Expressive performance art asks the players to be honest about their feelings through characters. They are encouraged to express a wide range of emotions and reveal their inner struggles to deliver a more resonant performance.
4. Emotive Sculpting
The objective of emotive sculpting is to convey emotion through the use of various elements such as shape and material.
Emotive sculpting starts with a conscious choice of the right material that will align with the student’s vision and desired emotion. From there, the piece is carved or sculpted using details to enhance the emotional depth. The student continues to refine the sculpture – ensuring that it communicates the emotions, impulses, and thoughts the student wishes to express.
The sculpture becomes its own form of language.
5. Writing As Therapy
Using writing as therapy is pretty straightforward. It’s essentially the use of creative writing, poetry, journaling, or freewriting as a means to vent. For instance, a student who’s struggling with a breakup may write a short story about the sadness of two characters who have parted ways.
The advantage of writing is its literalness. Especially in the case of journaling and free writing. This is just taking pencil to paper and having the student write out exactly what he/she/they are feeling. It’s a silent version of venting and can be tremendously valuable for students who are withdrawn or have trouble opening up to others.
Want To Find Out More About Expressing Emotions Through Art?
To be clear, expressing emotions through art isn’t a magical solution. It’s a first step toward awareness and finding more clarity.
At an arts academy middle school/high school like AAW, students are encouraged to grow and flourish by expressing emotion through art in a safe environment.
If you think AAW could be the perfect place for your middle school or high school-aged child to thrive, contact us today to find out more. Being able to repeatedly express themselves while learning can lead to big changes, both in their art and academics, but also in their lives.