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ARTHIST 2AA3 Intro Practice of Art Therapy

Academic Year: Spring/Summer 2017

Term: Spring

Day/Evening: D

Instructor: Prof. Kathryn Hubner Kozman



Phone: 905-525-9140 x

Office Hours: Mon & Wed 8:30-9 am and Thursday 9-10:30am

Course Objectives:

Course Objectives:
By the end of the course students should be able to,

  • Identify pioneers/authors/practitioners of Art Therapy in Canada and USA and their theoretical base of practice
  • Apply knowledge to create a timeline of theory development and the practice of art therapy – modern to post modern
  • Demonstrate an understanding of who and why an individual may be referred for art therapy – populations; clinical issues.
  • Develop research, writing and critical thinking skills to demonstrate your understanding of the therapeutic processes involved in the application and practice of Art Therapy

**This course is intended as an introduction to Art Therapy to acquaint students with Art Therapy as a profession and as a clinical tool. Participation in this course does not qualify participants to represent themselves as Art Therapy practitioners nor is it sufficient to qualify practitioners or others to use Art Therapy as a clinical or therapeutic tool in the treatment of their clients.


Reading course material from the text is highly important in gaining knowledge and understanding of the material which will be quizzed. Additional readings will be incorporated into learning to broaden your understanding and incorporate Canadian content. Video content and social media links will expand an understanding of the interactions and engagement within the Art therapy process, clients and community. All material will be pooled from for quiz and exam questions.

Textbooks, Materials & Fees:

Textbooks, Materials & Fees:
Text: Malchiodi, C. A. (2012). Handbook of art therapy (2nd Ed.). New York, NY: Guilford

Additional Readings: PDF Journal Articles to be posted on Avenue to Learn

Materials: Small journal or sketch book (max size 8.5x11inches); a variety of
drawing/sketching materials i.e. pencils, pens, markers, pencil crayons,
pastels etc. your choice


Method of Assessment:

Method of Assessment:

10% of the grade will be returned to the students prior to May 31st - first two quiz results, midterm and draft for essay.

Participation: 5% Students are expected to attend class, participate in, art journaling, group work and discussions to provide opportunity to integrate information from text, readings and lecture material.

Weekly Quiz: 5 x 4% = 20% May 8th, 15th, 29th, June 5th & 12th Quiz’ will be multiple choice, true/false, match, and short answer questions for 15 min.

Midterm: 20% Wednesday May 17th The midterm will include multiple choice, true/false, match, and short answer questions for 1 hour in length.

Final Exam: 25% Wednesday June 14th 9am The final exam will include multiple choice, true/false, match, and short answer questions for 1 hour in length.

Essay: 10% + 20% = 30%

Draft due: May 15th Essay due: June 7th

Choose an artist and their biography applying a theory of art psychotherapy to a series or piece of work to demonstrate how the art process was used therapeutically to move/work through a period of difficulty, change, life circumstance, situation etc. 6-8 pages - introduction, thesis statement, body & conclusion. APA format or Chicago style.

Draft Proposal: 10% 1-2pgs “This paper will focus on….. 1. Chosen artist key and elements from biography to be used in final paper (2 citations – 1 primary source and one other) 2. Theory base and pioneering art therapist key elements that will be used in your final paper (2 citations – book, peer reviewed article). 3. Analysis of chosen artist, works and theory of AT, motifs, symbolism, imagery etc. (1-2 citations). Critical thinking and original thought. 4. Reference page.

**Use APA or Chicago style citation –Owl Purdue – title page, running head, page numbers, reference section and in-text citations.

Final Paper -- will have an introduction with thesis statement, a concise biographical overview of the artist, an explanation of the theory base being used to analyse the art piece or series work of your chosen artist, an analysis of the chosen artist and their work, and a concluding summary paragraph. Reference page.

Written Work and Late Submissions:

All written work will be marked on grammar, clarity of writing, and organization, as well as content and analysis. More details about the marking scheme are posted on the course website. All essays must be properly referenced, with APA or Chicago style referencing and bibliography. Students are encouraged to visit the Centre for Student Development should s.he seek to develop their essay skills (MUSCB107; x24711). For information about the Writing Clinic and the Centre’s other services, visit the Centre’s website: http://csd/

All written work must be submitted in class, hard copy and on Avenue to Learn on the due date.

Policy on Missed Work, Extensions, and Late Penalties:

Modification of course outlines

McMaster University reserves the right to change or revise information contained in course outlines in extreme circumstances. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. It is the responsibility of students to check regularly their primary email account via their alias and course websites.

At certain points in the course it may make good sense to modify the schedule outlined below. The instructor reserves the right to modify elements of the course and will notify students accordingly (in class and post any changes to the course website)

Please Note the Following Policies and Statements:

Academic Dishonesty

You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.

Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.

It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at

The following illustrates only three forms of academic dishonesty:

  1. Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
  2. Improper collaboration in group work.
  3. Copying or using unauthorized aids in tests and examinations.

Email correspondence policy

It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from each student’s own McMaster University email account. This policy protects confidentiality and confirms the identity of the student.  Instructors will delete emails that do not originate from a McMaster email account.

Modification of course outlines

The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair.

McMaster Student Absence Form (MSAF)

In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar Requests for Relief for Missed Academic Term Work. Please note these regulations have changed beginning Fall 2015. You can find information at If you have any questions about the MSAF, please contact your Associate Dean's office.

Academic Accommodation of Students with Disabilities

Students who require academic accommodation must contact Student Accessibility Services (SAS) to make arrangements with a Program Coordinator. Academic accommodations must be arranged for each term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-mail For further information, consult McMaster University's Policy for Academic Accommodation of Students with Disabilities.

Academic Accommodation for Religious, Indigenous and Spiritual Observances

Students requiring academic accommodation based on religion and spiritual observances should follow the procedures set out in the Course Calendar or by their respective Faculty. In most cases, the student should contact his or her professor or academic advisor as soon as possible to arrange accommodations for classes, assignments, tests and examinations that might be affected by a religious holiday or spiritual observance.

Topics and Readings:

Week 1 What is Art Therapy?

Class 1/12 Monday May 1st 9am-12noon _-

History of Art Therapy – Canada journal articles

Dawson, H. & Woolf, L. (2003). Art therapy in Canada: Origins and exploration. The
     Canadian Art Therapy Association Journal, Vol. 16
, No. 2, 2-9.

Chapters 1-7 CATA journal 1996 Vol 10, 2 – 42.

Malchiodi Part 1: The Art and Science of Art Therapy – Introduction pp.1 -3

Chapter 1: A Brief History of Art Therapy pp. 5-16

Class 2/12 Wednesday May 3, 2017 9am-noon

Haslam, M. J. (2011). The prehistory of art therapy reconsidered. Canadian Art Therapy Association Journal, Vol. 24:1, 10-40.

Wong, C. (1998). What is this ‘Art Therapy’? Canadian Art Therapy Association
12:1, 34-40


Ch. 3 AT Materials, Media and Methods pp27-41

Hubner Kozman, K. (1993). Art therapy-What is it? A case study using an integration of
      theories. Canadian Art Therapy Association Journal, 7:2, 27-42.

Week 2 - Theoretical Base for AT

Class 3/12 Monday May 8 Quiz #1


Ch. 4 Art Therapy in Practice pp.42-52 Chapter 31: What Art can and cannot Tell Us pp.446-457


Clinical Approaches to Art Therapy pp.53-56

Modern Era -

Chapter 5 Psychoanalytic, Analytic and Object Relations pp57-74,

Chapter 6 Humanistic Approaches pp. 75-88

Reubeni-Bookbinder, S. (1997). Attachment and termination: Case study of Al. Canadian
     Art Therapy Association Journal, 11
:2, 62-68.

Class 4/12 Wed. May 10

Post Modern Era –


Chapter 7 Cognitive-Behavioural and Mind-Body Approaches pp. 89-102,

Chapter 8 Solution-Focused and Narrative Approaches pp. 103-113

Gerity, L.A. (1998). Healing Journey: Art, narrative, and suffering. Canadian Art
      Therapy Association Journal, 12
:2, 53-60.

Story, M.L. (2007). Existential art therapy. Canadian Art Therapy Association Journal,
      20:2, 22-34.

Week 3 – Theoretical Base cont’d

Class 5/12 Mon. May 15 Quiz #2 Draft Proposal


Chapter 9 Developmental AT pp. 114-129

Chapter 10 Expressive Arts Therapy and Multimodal Approaches pp.130-140

Class 6/12 Wed. May 17

9:15 – 10:15 ***MIDTERM***

10:30-12 Neuroscience and AT


Chapter 2 Art Therapy and the Brain, pp. 17-26

Alders, A. & Levine-Madori, L. (2010). The effect of art therapy on cognitive
performance of Hispanic/Latino older adults. Art Therapy: Journal of the American
Art Therapy Association, 27(3), 127 – 135.

Week 4 - Populations

***Monday May 22 – Victoria Day HOLIDAY – no classes***

Class 7/12 Wednesday May 24


Malchiodi: Part 3 Clinical Applications with Children and Adolescents, pp. 141 - 146,

Chapter 11 Drawing & Storytelling as Psychotherapy with Children, pp. 147 - 161.

Chapter 12 Using Drawing in Short-term Trauma Resolution, pp. 162 - 174.

Fehlner, J. D. (1994). Art Therapy with learning blocked, depressed children. Canadian
     Art Therapy Association Journal, 8
:2, 1-12

Week 5- Populations cont’d

Class 8/12 Monday May 29 - Children Continued Quiz #3

Chapter 13 Art and Play Therapy with Sexually Abused Children, pp. 175 - 191,

Chapter 14 An Art Therapy Approach to ADHD, pp. 192 -204

Chapter 15 AT with Children on the Autism Spectrum, pp.205-221

Malone, M.A., Rosenfield, J. D. & Roberts, W. D. (2002). Methylphenidate (Ritalin)
     effects on the grapho-motor artwork of children with attention deficit hyperactivity
     disorder. Canadian Art Therapy Association Journal, 15:2, 7-13.

Class 9/12 Wed. May 31



Chapter 17 Art Therapy with Adolescents pp. 241-257

Higenbottam, W. (2004). In her image. A study in art therapy with adolescent females.
      Canadian Art Therapy Association Journal, 17:1, 10-16.

Burpee, C. A. (1993) “The Wall.” A group mural with male ddolescents at a day
      programme for Young Offenders." Canadian Art Therapy Association Journal, 7:2,



Part IV Clinical Applications with Adults pp. 259 – 262.

Chapter 19 Creativity and Aging pp. 275-287

Chapter 20 AT with Adults with Severe Mental Illness pp. 288-301

Abramowitz, K. (2013). The unstructured use of clay in art therapy with older adults.
      Canadian Art Therapy Association Journal, 26:1, 1-12

Week 6 Clinical Applications

Class 10/12 Monday June 5 Quiz #4

Clinical Applications with Groups, Families and Couples

Malchiodi Part V Introduction pp.349-351

Chapter 24 Group AT pp.353-367,

Chapter 28 AT with Families and Couples pp.409-421

Chapter 29 AT with Grief and Loss Groups pp.422-432

Canas, E. (2011) Cultural institutions and community outreach: What can art therapy do?
      Canadian Art Therapy Association Journal, 24
:2, 30-33.

Plante, P. (2006). Promoting group cohesion through art therapy. Canadian Art Therapy
       Association Journal, 19
:2, 2-11.

Class 11/12 Wed. June 7 Essay Due

Medical AT


Chapter 16 Medical Art therapy with Children, p222-240

Chapter 27 Using Art Therapy with Medical Support Groups pp. 397 - 408

Lee, Jeongshim, L. et al (2017). Art therapy based on appreciation of famous paintings
     and its effect on distress among cancer patients. Quality of Life Research: An
     International Journal of Quality of Life Aspects of Treatment, Care & Rehabilitation
26.3, 707-715.

AT and Addictions


Chapter 21 Art Therapy in Addictions Treatment: Creativity and Shame Reduction, 302 -319

Feen-Calligan, H., (2007), The use of art therapy in detoxification from
      chemical addiction. Canadian Art Therapy Association Journal, 20(1), 16-18.

Week 7 – Clinical Applications Cont’d, Research

Class 12/12 Monday June 12 Quiz #5



Chapter 22 Art Therapy with Combat Veterans and Military Personnel, pp. 320-334

AT and Domestic Violence


Chapter 23 Art Therapy and Domestic Violence, pp. 335-348

Malchiodi Part VI

Ch. 30 A Brief Overview of Art Based Assessments pp. 433-445

Research in AT

Darewych, O. H., Carlton, N. R. & Farrugie, K.W. (2015). Digital technology use in art therapy with adults with developmental      disabilities. Journal on Developmental Disabilities, Vol. 21 (2), 95–102.

Wednesday June 14 FINAL EXAM

Other Course Information:

Other Course Information:

Content of course material may be difficult for some students at times. Please review the content and if needed touch base with the instructor should there be reason to excuse oneself from the class for personal reasons.

Should a student, at any time, feel unsafe, triggered or at risk please connect with a qualified professional and/or the McMaster student counselling services Eligibility.