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Arts-in-Medicine I—Assignments—FALL 2010

One: Research Presentation

Process

  • Choose a topic area (expressive arts therapies, energy medicine, etc.).
  • Read -- follow your interests and curiosities.
  • Create a more specific thematic area within the topic area.
  • Articulate and elaborate on the thematic area by using articles and books from the literature.
    • 12 to 15 references  (at least 3 of which should be books, 6 of which should be scholarly articles; the more recent the better
  • The annotation for the TWO SHORT (4-5 sentence) PARAGRAPHS should include the following:
    • A summary of the reference in 2-3 sentences
    • Why the reference is relevant to arts-in-medicine
    • How the reference is related to one other topic area (i.e., pain or expressive arts therapies, etc.)
    • How it relates to any of the assigned readings
  • Present your materials to the class in an interesting way in 15-20 minutes.  Submit your typed annotated bibliography to Patrice.   NO LATE submissions please.

Criteria for Assessment

Overall Impression:  Does the assignment include all required elements? An interesting presentation and a substantial annotated bibliography?

Thesis:  Is it relevant to one of the topic areas?  Is it composed with the appropriate degree of specificity? clarity? enthusiasm?

Presentation:  Is the material presented with clarity, organization, coherence, and aesthetic value? Are the visual aids engaging? Is verbal presentation composed and presented clearly?

Annotated Bibliography: Are the references formatted accurately and completely? Are there the required number and type of references? Do the annotations include the requested details?

For Example—

Topic Area:  Energy Medicine

Thesis:  That sound/music can be a form of energy medicine

One of my references has the following annotation.

Leeds, Joshua. The Power of Sound: How to Manage Your Personal Soundscape for a Vital, Productive, and Healthy Life. Rochester, Vermont: Healing Arts Press; 2001.

            This book is a detailed study on the topic of sound and healing.  Topics such as the physics of sound, the mechanics of hearing, and the concepts of resonance and entrainment are covered.  Several sound therapies are described including the innovative work of Alfred Tomatis and Alexander Doman (stress-induced auditory dysfunction).  Various studies related to music and health for different age groups are summarized. 

            The book is highly informative for any musician working in a therapeutic setting from the standpoint of music or sound of any kind.  Parts of the book overlap and draw from research in the field of music therapy (topic area ‘Expressive Arts Therapies’).  The book was far more detailed and instructive than the chapter we read entitled “How Healers Use Art, Writing, Dance, and Music” by Michael Samuels and Mary Lane. 

Two: Service Learning Project

What is service learning? 

It promotes civic-mindedness and responsibility, justice and dignity for all in our own democracy and in the global community.

It means that served and server are equally benefited, i.e., genuine reciprocity is one of the objectives.

It requires ample time and opportunity for critical reflection.

It is experiential learning involving students, faculty, and community in collaboration.

Ideally it is integrated with theoretical, empirically grounded knowledge.

Four tenets of service learning:

Engagement:  Does the service component meet a public good—be it an individual, a group or organization of some kind?  Has the person/community been consulted?  How?  How have campus-community boundaries been negotiated and how will they be crossed?

Reflection:  How are you linkingyour service experience to course content and how are you documenting your reflections on the entire experience?  Why is your service important?

Reciprocity:  Is reciprocity evident in the service component?  How?  Reciprocity suggests that every individual, organization, and entity involved in service-learning functions as both a teacher and a learner.  Participants are perceived as colleagues, not as servers and clients. (Jacoby, 1996 p.36)

Public Dissemination:  Is service work presented to the public or made available for civic dialogue?  For example:  Are oral histories returned to the community in some public form?  

Arts-in-Medicine Service Learning Project

Design a service/experiential learning project that contributes in some way to the development of arts-in-medicine education, research, or clinical work. The following are examples of such projects but better to develop your own ideas.

- contribute to an existing organization in Albuquerque whose mission it is to promote arts and healing in some way, e.g., ArtStreet, Off Center, Keshet Dance, Arts-in-Medicine at UNM, etc.

- create a documentary illustrating the work of an outstanding member of the community dedicated to arts and healing

- organize a fundraising event for a specific initiative related to arts and healing

- write a grant to support a new intervention for Arts-in-Medicine at UNM

- write a research paper requiring extensive community outreach, e.g., interviewing people in the community

The project must include:

Approximately 18 hrs work per person:  6 to plan the project (including observation of space or group etc.), 6 to implement the project, 6 to document and present the project to the class.  Can be done in alone or in groups of two or three.  Everyone awarded the same grade for the project but not for the individual reflections.

Approval from the instructor upon receipt of a written proposal (due April 2nd) which includes: a description of what the project will be and how it relates to arts and healing; the names of community persons who will be involved and who will benefit from the project; a list of tasks that need to be completed in order to plan the project well; and how the project relates to the principles of service/experiential learning (i.e., engagement, reflection, reciprocity, and public dissemination). 

Presentation to the class (approximately 30 minutes each person or group April 23rd and 30th) based on responses to the following questions:

What is the focus of the project and what topic area does it belong to? How does it relate to the arts and healing / AIM? Who was it done for or with? What was done? What was the intended contribution/ outcome of the project? What was the actual outcome?  for the participants? for the presenters? for the community? for the field of AIM?

A one page personal reflection from each person in the group due April 30th.  Respond to the following questions: What did you learn?  What would you do differently next time?  What projects or curiosities resulted from having done the project?  What did you do poorly?  What did you do well?  What was the quality of your collaboration with classmates and community members? How did others respond to your project and what did you learn from their responses? 

Criteria for Assessment

Overall Impression: amount and quality of effort; clear and articulated relationship to arts and healing; enthusiasm about what was learned; balance of creative and conceptual learning; quality of collaboration.

Design of Project: level of creativity, challenge, and relevance to the field of arts and healing; degree to which all members of the group are equally involved.

Quality of Completed Project:  attention to detail; depth of experience; impact of the experience on participants.

Quality of Presentation:  level of creativity; engagement with the class; organization of the material and connectedness to other aspects of the class including references to readings, discussions, and other assignments.

Reflection on Assignment: evidence of ongoing, thoughtful, creative documentation and critique of the entire process from conception to class presentation.

Three: Response-Synthesis Paper

Response: The idea of this paper is to reflect on the entire course and search for a ‘personal research question’ that may have been prompted by something you experienced in the course.  The question should be important to you and relate to some aspect of your being (body, mind, spirit) and your life (past, present, future).

Synthesis: After identifying and articulating the question you need to synthesize one or more possible answers and formulate a thesis.  You then support the thesis from the following sources:

  • Your annotated bibliography
  • New bibliography
  • Observations and reflections from your fieldwork and service-learning project
  • Personal experiences, thoughts, and feelingsInterviews with others, guest lecturers, artists-in-medicine, etc.

Previous examples include:

- a pre-med student who argued that she would become the best doctor by engaging in creative encounters with her patients; that in spite of the danger of crossing ‘boundaries’ commonly espoused in medical education she and the patient would be rejuvenated by such encounters

- an occupational therapist who argued that humor, heartfelt compassion, and self-expression are as vital to the healing process as anything else medicine has to offer

- a visual artist considered the difference between arts-in-medicine programming versus expressive arts therapies and the consequences thereof, for the hospital and for herself as an artist interested in this field of work

Check out website for: http://artsinmedicine.unm.edu/curriculum/studentworks.htm

Criteria for Assessment:

Thesis: synthesized from and related to class content; personally meaningful; clear and well-written (see handout on thesis writing)

Structure/Composition: between 5 and 7 pages double-spaced; well-written and edited; thesis and arguments clearly stated; relationship to art and healing as well as the topic areas (energy medicine, pain, etc.) prevalent throughout

Resources:  a diverse and extensive range of scholarly materials as well as personal reflections from course experiences and life in general; properly formatted bibliography and footnotes

Overall Impression: high effort and ongoing thoughtful process in the creation of the paper; personally meaningful and informative at the same time; high quality writing

 

 

 

 

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