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In this class we were creating mandalas. This consisted of being provided with a sheet with a geometric shape drawn on them. We were instructed to draw how we felt using the shape. This activity was based on the video ‘making mandalas with the elderly’. It was very interesting to see how each individual created a different and unique image. This activity was very soothing. Secondly, we took part in the practice of mark making. For this activity we used paper, string, and paints. Within a blank square we created marks using the string dipped in paint. Once again, no two images were the same this method allowed for an extremely individual and unique experience.

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3rd year creative skills - c00251478

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In this class we began by sitting in pairs. We were given a blank page of paper and told to mark make after one another. One person created a shape and passed the page to the next person to continue the design. This was a very enjoyable process as our ideas or marks may have been extremely different but together created a beautiful and unique image. On this day we also created blindfolded portraits of each other. We were to draw the person in front of us without looking at our page. This activity made the group open up and become must more connected. It gave way for building connection trust in your partner. When we were finished, we gave our portraits back to our partner, the room filled with laughter once we all saw our drawings. During this facilitation we also took part in an activity where we split a page into four sections. Our facilitator played four different types of music for thirty seconds each and we used markers or pencils to respond to these sounds on the page. Everyone reacted differently to the sounds depending on the beat, speed and noise level of the sound.

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This class was based on the comparison of general arts and crafts vs the practice of creative arts. As a group we discussed our understanding and perception of the creative arts and general arts and crafts. We studied the use of art therapy within the social care practice and how it is put into practice among different client groups. The effect art therapy can have on the cognitive behaviours of persons otherwise unable to communicate or participate can be phenomenal. We also examined ‘scribbles’ which were made through similar processes and deciphered what they may mean or stand for in relation to the person who created them.

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Sock Throwing and Acting out Scenes – 21/2/22.

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Sock Throwing and Acting out Scenes – 21/2/22.

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We arrived in class with the chairs arranged in a large circle filling the room. Once the room was full, we were asked to stand. We participated in a game where a sock was thrown to another individual whilst we said their name. this activity was continued passing the sock to the same individual each time, as the game went on more socks or balls were added and the pace was sped up. The group responded particularly well to this activity as it forced group participation and created a fun giddy atmosphere. On this day we also split into smaller groups of four or five persons. We were given a hypothetical situation and told to act it out through frozen images. Each group showed their freeze frames individually and the other groups worked to figure out what the scene was about.

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On this day myself and my partner facilitated an activity for a group of four. We arrived to class early to set up for our facilitation. The materials used were paint and brushes, markers, colouring pencils, and blank sheets. When our group arrived, we gave a short introduction of ourselves and the timeframe for the facilitation. We described to the group what our plan was for the facilitation. We presented each person with a blank sheet and advised they drawn a heart, circle, or outline of their hand. Within their chosen image they wrote or drew what they wanted to keep or invite into their lives inside of the shape and they wrote or drew what they wish to remove from their lives outside of their shape. They then decorated their shapes and images in their own individual styles. At the end of the facilitation the group was comfortable enough to share their images with each other and discus what they had represented in their shapes.

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During this class I was part of a group of four being led and facilitated by two other students. Our first activity was to use watercolour paint and express ourselves using it on a blank sheet of paper. Whilst we waited for these to dry, we took lollipop sticks and wrote self care ideas on them to take home and use coming towards our exams. The group shared their ideas and tips among each other. One the painted sheets of paper were dry we wrote our names on them using markers. Each person then gave their sheet to a different person at the table who wrote a positive corresponding word for each letter of their name. when the sheets were returned to their owner the group filled with smiles and laughter at the thoughtful words written by our peers.