Arts in Health, also known as Arts for Health, is an umbrella term used to describe the domain of using the arts to enhance our (mental) health and well-being. It involves a heterogeneous range of professionals who use the arts in various ways, with different goals and outcomes. The practices of these professionals can be placed on a continuum based on the variety of goals and outcomes, ranging from promoting social connection or well-being to treating (mental) health conditions. Recent discussions in the Netherlands have raised questions about the position of creative arts therapists on this continuum. This opinion paper addresses this issue by providing a brief overview of the development of the profession of creative arts therapists, the working areas of creative arts therapists and the growing evidence base of creative arts therapeutic interventions. The practices of creative arts therapists are positioned on the continuum, where the emphasis on and accountability for the clients’ (mental) health increases and evidence-informed use of the arts within a more clearly delineated and legally safeguarded professional framework are present. Knowing where the practices of creative arts therapists are placed can assist in identifying when to choose creative arts therapists, other professionals combining arts and healthcare, or a combination of professionals.
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An emerging body of research indicates that active arts engagement can enhance older adults’ health and experienced well‐being, but scientific evidence is still fragmented. There is a research gap in understanding arts engagement grounded in a multidimensional conceptualization of the value of health and well‐being from older participants’ perspectives. This Dutch nation‐wide study aimed to explore the broader value of arts engagement on older people’s perceived health and well‐being in 18 participatory arts‐based projects (dance, music, singing, theater, visual arts, video, and spoken word) for community‐dwelling older adults and those living in long term care facilities. In this study, we followed a participatory design with narrative‐ and arts‐based inquiry. We gathered micro‐narratives from older people and their (in)formal caregivers (n = 470). The findings demonstrate that arts engagement, according to participants, resulted in (1) positive feelings, (2) personal and artistic growth, and (3) increased meaningful social interactions. This study concludes that art‐based practices promote older people’s experienced well‐being and increase the quality of life of older people. This study emphasizes the intrinsic value of arts engagement and has implications for research and evaluation of arts engagement.
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Based on his personal experience, the author aims to examine some of the key competencies that he considers essential for facilitators of group activities in arts-based environmental education (AEE). In this, participants are encouraged to enhance their sensibility to the environment through artistic approaches. A case in point is a workshop called “making a little me”. Its participants sculpt – while keeping their eyes closed – a clay version of their own seated body in miniature. When guiding such a workshop, it is of critical importance, according to the author, to encourage the participants to suspend their judgments on the art works of others. The facilitator should make every effort to provide a safe environment by practicing “holding space”.
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The main aim of the project is to provide new research in the arts by focusing on the concept of the inter-sensorial as an essential text for the creation of art and culture. It is designed to foreground the role of the sensorium as an underpinning source for many aspects of thought and cultural heritage. This project will blend visual arts with applied arts and traditional local traditions, revealing new light on the artistic facets and customs which are usually overlooked.The extended residencies will promote transnational mobility for emerging artists, facilitating international relationships between different artistic and cultural contexts within the EU. This will promote transnational interconnectivity between artists and cultures, creating a resourceful intercultural fertilisation, endorsing cultural diversity, social inclusion and most of all, further research on the intercultural facets.Through the various side-activities to take place during the mobilities of the artists, the project aims to strengthen and develop diverse audiences by producing the necessary elements for a dialogue, illustrating interpretations of rich layers of tangible and intangible heritage and legacies of European countries related to the tradition of sensorial experiences and how they evolved around traditional customs. Furthermore, it also aims to rethink and project new and innovative ways for documenting, preserving and communicating data to different audiences.
Codarts, as a University of the Arts, develops practice-oriented research to enhance artistic development, the arts practice and arts education. Performing arts, specifically dance, music and circus, enable us to communicate beyond geographical, cultural, linguistic and religious boundaries and helps us connect our common values and dreams. The performing arts are universal in their capacity to unite and inspire, providing an excellent opportunity for us to expand our research to an international level. However, the current research strategy at Codarts does not sufficiently match our European research ambitions, even though our education is inherently international and there are multiple strong connections to relevant themes in the European Research Area. Accordingly, with this project, we aim to bridge the gap between our current national research activities and our European ambitions by aligning our research focus with the European Research Area. The aim is to develop a strategy that enriches the arts practice, arts education and our research, creating a stronger connection to the European Research Area and to relevant European networks. Expanding the scope of our practice-oriented research towards European projects is essential to increase research opportunities, improve the applicability and societal impact of our research outcomes and provide more opportunities for students, teachers and researchers to learn and exchange knowledge and insights. Additionally, it is necessary to create a sustainable future for our institution. Strategic brainstorm sessions, benchmark studies, detailed action plans and viability assessments need to make sure that we become aware of our current position in the European research field, as well as identify potential partners and networks to collaborate with. This project will eventually work towards participation in a relevant European project proposal as the first step towards strengthening our position as a leading University of the Arts in Europe.
- MOTIVE: This project (NoSI) constitutes a first step towards a broader research aiming at counteracting the compartmentalization of Dutch education: WO-HBO-MBO. This first step focuses on vocational education and training (VET) in the creative industry (CI) to develop an incubator for an innovative and participatory VET system, that bridges the gap between the professional field and education. It starts from the pioneering experience of No School (NS) (http://noschool.nl/), where teachers and students already work together as co-creators. - RESULTS: 1) incubator of the new creative VET, based on the following activities: NS book-Manifesto; NS Pavilion; international VET movement /network of people working on educational change; 2) design of a large-scale subsidised study. - CONTENT: VET system needs a systematised renovation on both practical and theoretical level. We will furtherly develop the NS experiment into an incubator serving as operational example of co-creation between: HBO/MBO/WO; teachers/students; schools/professional field. We are in line with the CLICKNL agenda (The Human Touch) and NWA routes (Jeugd in ontwikkeling, opvoeding en onderwijs; Kunst: onderzoek en innovatie in de 21ste eeuw). - RELEVANCE: Starting directly from the practical needs of the professionals (VET teachers/students/professionals), NoSI bridges the gap between schools and the professional field towards a new educational system that can match the demands of the 21st century society. - METHODS: NoSI introduces Participatory Action Research (PAR) as on-going approach in which all the stakeholders (researchers, teachers, students/CI professionals) are actively involved in the decision-making process as co-creators in bringing an ‘idea’ directly into reality. It considers ‘action’ as the main criterion to validate any theory, prioritizing practical knowledges. PARTNERS: 1) ArtEZ lectoraat Kunst- en Cultuureducatie (AeCT), 2) No School (Cibap/SintLucas), 3) Studio INAMATT, 4) expert groups (UvA).
