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ARTHIST 2AA3 Intro Practice of Art Therapy

Academic Year: Winter 2018

Term: Winter

Day/Evening: E

Instructor: Prof. Kathryn Hubner Kozman



Phone: 905-525-9140 x

Office Hours: Wed 4:30 -6:30 pm TSH 416

Course Objectives:

  • Gain a basic understanding of the practice of Art Therapy
  • Educational and professional process to becoming an Art Therapist
  • Understand the theoretical base of Art Therapy
  • Understanding the modern & post modern applications
  • Understand the clinical implications within an Art Therapy session
  • Who, how and why one may refer to an AT

Learning Outcomes:

  • 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 – modern to post modern
  • Develop research, writing and critical thinking skills to demonstrate your understanding of the therapeutic processes involved in the application and practice of Art Therapy.

Textbooks, Materials & Fees:

Text Book: Handbook of Art Therapy, 2nd Ed. Edited by Cathy A. Malchiodi (2012)

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

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

Method of Assessment:

Mark Breakdown

Quizzes:          1-4 January 24, February 7, March 7 and March 28 @ 5% x 4          = 20%

**If you miss a quiz there are no make up quizzes

Midterm:         February 14th                                                                                       = 20%

Essay:              March 13 midnight A2L dropbox; March 14 in class hard copy        = 25%

Final Exam:     Date TBA                                                                                           = 25%

Reflection on personal art process & participation - due midnight March 27            =10%


Students in this course will receive a midterm grade of at least 10% by March 16, 2018.


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. Attendance at lectures will be highly important in assisting in integrating and synthesizing content for the midterm and exam short answer/essay questions. All material will be pooled from for quiz and exam questions.

Essay 25% - Due March 13, midnight dropbox A2L; hardcopy in class March 14.

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 page essay - introduction and thesis statement, body & conclusion.

“This paper will focus on…

  1. Chosen artist-- key 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 paper (2 citations book, peer reviewed article).
  3. Analysis of chosen artist, works and theory of AT, motifs, symbolism, imagery etc. (1-2 citations)


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


Final Paper will have 1) an introduction with thesis statement, 2) a concise biographical overview of the artist, 3) an explanation of the theory base and art therapy approach being used to analyse the art work piece or series of your chosen artist, 4) an analysis of the chosen artist and their work, and 5) a concluding summary paragraph. Reference page. **This does not mean 5 paragraphs. The essay will have an intro, 3 sections and a conclusion**

Use the rubric to assess the quality of your work. This is university level work and proper essay format is required, marks are assessed in each category of the rubric (85/100) and an overall understanding of material, analysis and research skills are assessed (15/100).

Plagiarism will not be tolerated, check your citations and referencing. When paraphrasing cite name, date and page number according to APA or Chicago. If you don’t know – look it up.


Reflection on personal art process:

In a 2 page reflection, identify themes, symbolism, insights and/or understandings developed in regard to self, the therapeutic art process and/or change/understanding developed regarding the art therapy process through this personal process. Include a separate page with images of your art process. Upload onto A2L dropbox March 27th midnight.


Policy on Missed Work, Extensions, and Late Penalties:

Late Policy:

There are no make-up quizzes.

Extensions will only be given with a doctor’s note as per McMaster University policy

Late penalty for essay & reflection: 2% per day to a maximum of 50%

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:

Class 1/12 Wednesday January 10, 7-10pm

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, pp. 2-9.

Chapters 1-7 CATA journal 1996 Vol 10 pp. 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 January 17, 7-10pm


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

Haslam , M.J. (2011). The Prehistory of Art Therapy Reconsidered. Canadian Art Therapy
      Association Journal
, Vol 24., Number 1, Spring 2011.

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

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

Theoretical Base for AT

Class 3/12 Wednesday January 24, 7-10

Quiz #1


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

Part 2 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

Class 4/12 Wednesday January 31, 7-10pm

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, pp. 53-60.

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

Class 5/12 Wednesay February 7, 7-10pm

Quiz #2


Chapter 9 Developmental AT pp. 114-129

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

Class 6/12 Wednesday February 14, 7-10pm

***MIDTERM*** 7-8pm

8:30-10pm 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,
(3) pp. 127 – 135.

                                  ********  Wednesday February 21, READING WEEK *******

Class 7/12 Wednesday February 28, 7-10


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

Class 8/12 Wednesday March 7, 7-10 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, pp. 7-13.

Class 9/12 Wednesday March 14, 7-10 ** ESSAY DUE -- Wed. March 14 Noon online & hard copy to be brought to class, no exceptions:



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, pp.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, pp. 1-14.



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

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

Class 10/12 Wednesday March 21, 7-10

Clinical Applications with Groups, Families and Couples

Malchiodi Part V Introduction pp.349-351

Ch 24 Group AT pp.353-367,

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

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

Class 11/12 Wednesday March 28 Quiz #4

Medical AT


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, pp. 707-715.

AT and Addictions


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

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

Class 12/12 Wednesday April 4 Review



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


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), pp. 95 – 102.

Other Course Information:

Changes may occur in course material and content at the discretion of the instructor. Any changes would be posted on A2L and announced in class.