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Arts-In-Medicine II:
South Africa Meets the Southwest
Friday July 13th – Saturday August 11th, 2012

Music, Art History, Media Arts, Dance, Theatre 487-001
Music, Theatre, Dance, Art History 587-001
- SIX UNITS per student -

Dr. Patricia A. Repar, D.M.A., Department of Music and
Department of Internal Medicine (Section of Integrative Medicine)
repar@unm.edu
artsinmedicine.unm.edu

Based in Cape Town, South Africa
In collaboration with University of Cape Town School of Medicine
Dr. Steve Reid, MD, PhD 

Course Description:
Arts-in-Medicine II: South Africa Meets the Southwest is the second in a series of community-engaged learning courses exploring connections between creative experience and the healing process and how the two have come together in the emerging field of Arts-in-Medicine. The course is designed for healthcare professionals, community members, educators, musicians, dancers, actors, artists, and students from a variety of disciplines who are interested in exploring the transformative power of the creative process as it relates to their own physical and mental health as well as to the health of others. Arts-in-Medicine I provides an introduction to the six primary topic areas of this field: expressive art therapies; energy medicine; communication skills; physiology/pain; social issues around health, illness, healthcare systems, death, and dying; and ethics/professionalism. Arts-in-Medicine II: South Africa Meets the Southwest will continue to explore these topic areas but in the context of South Africa. Students will also be introduced to the cultures, politics, history, and geography of South Africa. Learning formats will include literature review, creative reflection and artistic expression, field observation, group discussion and community-engaged learning opportunities.

The student group will be comprised of fine arts students from The University of New Mexico and medical students from The University of Cape Town. Each student will earn 6 credits. The proposed course will operate partly in the classroom and partly in the midst of healthcare facilities in Cape Town and surrounding areas. The group will engage community members, artists, and healthcare professionals in creative exchanges that aim to build community, facilitate health education and lifestyle change, reduce stress, and empower people through creative enterprise. Beyond enhancing global awareness and responsible citizenship the course will provide training in medical humanities for medical students and a cross-cultural experience of arts-in-medicine for fine arts students. Together the multicultural group of students and faculty (U.S. American, South African White/East Indian/Colored/Zulu/Xhosa) will contribute to the improvement of health services, the introduction of arts into hospice and palliative care, community building, and improved quality of life for the people of South Africa.

Course Objectives:

  • To explore the ‘creative encounter’ and its relationship to healing

  • To explore possibilities for connecting the creative arts and medicine in a South African context

  • To provide an experience of holistic learning in a culture other than one’s own

Grading:

Attendance/Cooperation/Collaboration/Small assignments 20%
Research Assignment (week 1) 20%
Community-Engaged Learning (Activity, Presentation, and Report)
(weeks 2 & 3)
40%
Synthesis Paper (week 4) 20%
  • In compliance with the University of New Mexico academic guidelines, students who are taking this course at the graduate level will be required to do additional work. Further details provided in class.
  • Students choosing to take this class are committing themselves to a full 30-day immersion in course materials and experiences. Each day there will be 4-6 hours of class time or community-engaged learning. Another 2-4 hours will be required for reading, creating, reflecting, and completion of assignments.

Bibliography:
     Posted online at least one full month before leaving.
     http://artsinmedicine.unm.edu/curriculum/biblio.htm

Assignments in Chronological Order:

Research Assignment

  1. Class discussion exploring the possible connections between creative arts and medicine in a South African context.
  2. Four topics of interest evolve out of the group discussion.
  3. Groups are formed around these topics (UCT & UNM mixed groups).
  4. Each group does research on one of the topic areas and presents their results to the class at the end of the first week. http://ereserves.unm.edu (instructor Repar, Patricia and password is ‘learn487’ without the quotes)
  5. The complete assignment will include a literature search summarized in an annotated bibliography, creative reflections on one or more of the articles, and a 2-hour presentation to the class which includes a participatory experience for the group and a handout of the annotated bibliography.
  6. All research presentations on Monday July 23.

Community-Engaged Learning Project

  1. Ensure the permission and cooperation of the facility manager.
  2. Identify any potential staff members who may want to contribute to the activities.
  3. Formulate a group of activities that could possibly work in your clinical setting.
  4. Prepare materials and activities accordingly.
  5. Facilitate the activities and adapt as necessary.
  6. Document through a variety of media (including but not limited to daily notes, photos, mini-films, audio recordings, personal drawings or music compositions, etc.) a detailed account of the activities or encounters you facilitated, how participants responded, any problems that occurred, suggestions for improving the activities and encounters, and personal reflections on the experience as a whole.
  7. Organize your documentation materials and prepare to share with the class on Friday August 10th (approximately 1 hr per group).

Synthesis Paper: four pages undergrads and six pages grads

  1. Develop a thesis based on something you discover about the relationship between arts and medicine in a South African context.
  2. The paper should draw on aspects of the class you have found particularly interesting and meaningful. References should be made to assigned readings and discussions, research presentations, fieldwork observations, community-engaged learning opportunities and other life experiences, passions, dreams, and curiosities.
  3. Cite references and submit a bibliography with the paper due Friday August 10th.


SCHEDULE

- Thurs/Fri July 12/13 - students arrive in Cape Town

- Sat July 14 – Khayelitsha, Langa, Gugulethu District Six Museum, sangoma, guided tour

- Sun July 15 – informal social gathering with all students at Dr. Reid’s house/Lucille’s house

- Mon July 16 – 8:30 am; introductions; syllabus; assignments; logistical issues with Cha; reading of general articles; identify a topic of interest FOR TOMORROW; 1:00 meet with 2011 UCT students;
- Tues July 17 - determine topic areas and begin literature review in groups

- Wed July 18 – 9:00 am; exercise class at The Booth Hospital; 11:00 Patrice with St Lukes nurses; 5:30 tour of St Lukes-Kenilworth inpatient unit; 6:00 St Lukes journal club (Arts-in-Medicine: Collaborations between South Africa and New Mexico)

- Thurs July 19 – 9:00 – 12:30; reflective film-journal training with Sarah; afternoon work on research presentation

- Fri July 20 – make final preparations for research presentations and creative reflection DUE MONDAY MORNING 8:30 am

- Sat July 21 and Sun July 22 –

- Mon July 23 – 4 groups present research assignment and submit annotated bibliographies/creative reflections

- Tues July 24 - visit to Zwelethemba with medical anthropologist Susan Levine

- Wed July 25 – guest speakers and discussion including some or all of the following: Peter Fox (head of spiritual counseling at St Lukes); Paul Ashton (psychiatrist and author of Music and Psyche); Dawn Garisch (General Physician & author); Susan Levine (medical anthropologist UCT); Steve Bloch (co-author Music and Psyche)

- Thursday July 26 and Friday July 27–planning of community-engaged learning projects; form groups of 2 or 3 and determine which groups go where and what kinds of activities will be most appropriate for the various locations (Booth and St Lukes inpatient and day care)

- Friday July 27 – See Archbishop Desmond Tutu speak

-Sat July 28

Sun July 29 – Bar-B-Q on the beach

- Mon July 30 through Friday August 3 – facilitate Arts-in-Medicine projects in clinical settings (Booth Hospital; St Lukes – probably day cares and Mitchells Plain inpatient unit) NOTE: no service for St Lukes on Wednesay; no service for Booth on Thursday

- Sat Aug 4 and Sun Aug 5 –

-Monday August 6 - 2:00 - 5:30* pm

2 - 4:15
Short 15 minute presentations by each group reflecting on your community-engaged learning experiences.  Focus on the 'So What' aspect of reflection that Prof Reid talked about on Tuesday including questions like "What does this mean? or What does it suggest? What did you learn from the experience?  Why did things happen the way that they did? How did the experience fit into the bigger picture of Arts-in-Medicine? Did you make a difference - if so , how do you know?  Did you experience a difference yourself? What changed for you, if anything?

Discussion of large group

4:30 - 5:30
Presentation of short film documentaries (related to public health) and discussion with Farzaneh (see attachment below)

-Tuesday August 7 - *

8:30 am - 9:30 UCT students with Prof Reid (discussion of SSM papers and final creative response -due Friday Aug 10th)

10:00 - 11:30 UNM students with Dr. Repar (discussion of synthesis papers and final creative response due Friday Aug 10th)

afternoon - start working on synthesis papers

-Wednesday August 8 -*

continue working on papers
performance/event at 5:00

-Thursday August 9 - *

public holiday (work on papers)

-Friday August 10 - *8:30 - 11:00 am and 12pm - 1pm

-final creative encounters with one another (approximately 10-15 minutes a person)

-dinner at Prof Reid’s house; students cooking

Arts-In-Medicine I--Fall 2010

http://artsinmedicine.unm.edu

Thursdays  5:15 – 8:00 pm

Center for the Arts  Room 1111

Music, Art History, Media Arts, Dance, Theatre   487-001

Music, Theatre, Dance, Art History   587-001

Dr. Patricia A. Repar, D.M.A.,  Department of Music and

Department of Internal Medicine (Section of Integrative Medicine)

repar@unm.edu

Office hours: CFA B437 Thursday afternoons 3:30 – 5:00 

Course Description:

Arts-in-Medicine I is the first in a series of service-learning courses exploring connections between creative experience and the healing process and how the two have come together in the emerging field of Arts-in-Medicine. The course is designed for healthcare professionals, community members, educators, musicians, dancers, actors, artists, and students from a variety of disciplines who are interested in exploring the transformative power of the creative process as it relates to their own physical and mental health as well as to the health of others. Topic areas include aspects of: expressive art therapies; energy medicine; communication skills; physiology/pain; social issues around health, illness, healthcare systems, death, and dying; and ethics/professionalism;.  Learning formats include presentations by guest artists and scientists, creative reflection and art-making, service-learning opportunities, and independent research projects. 

Course participants will interact with the clinical program (currently based in UNM Hospitals, UNM Psychiatric Center, and UNM Cancer Research and Treatment Center), in which artists-in-medicine aim to facilitate healing in its broadest sense for patients, their families, and medical professionals by offering a renewed sense of possibility via the creative encounter.  While relieving pain and stress the artists also hope to expand awareness and stimulate dialog in the community regarding the interaction of art and healing, systems of healthcare, and the nature of illness, death and dying. Bridging academia and community, art and science, the program includes community artists, UNM College of Fine Arts, College of Nursing, and School of Medicine faculty and students, UNM Hospitals and community healthcare professionals, patients, and volunteers.

Course Objectives:

  • Explore the ‘creative encounter’ and its relationship to healing
  • Introduce the field of Arts-in-Medicine
  • Facilitate opportunities for independent research, service learning, interdisciplinary exchange, and community building

Grading:

Attendance / Participation / Fieldwork 25%

Research Presentation 25%

Short Response/Synthesis Paper 25%

Group Service Learning Project (Presentation & Report) 25%

  • In compliance with the University of New Mexico academic guidelines, students who are taking this course at the graduate level will be required to do additional work.  Further details provided in class.
  • Specific criteria for assessment will be provided for each assignment in class at the appropriate time.
  • Attendance is crucial in a course of this nature.  Two absences will result in the lowering of your grade by one-half letter grade; three absences by a full letter grade.  If you miss more than three classes you will need to drop the course as you will have missed 25% of class time.

Readings

For each assigned reading please do the following:

  • Summarize the article in a way of your choosing, e.g., write a few sentences in your own words; write a short poem; make an image or a collage.
  • Make note of one or two points in the article you find particularly intriguing.
  • Make note of one or two points that you are still wondering about. Formulate a question or two for the class.

Research Presentation: 15-20 minutes with annotated bibliography submitted

  • Choose a topic area (expressive arts therapies, energy medicine, etc.).
  • Choose a more specific theme within the topic area.
  • State the theme and elaborate on it by using articles and books from the literature.
  • Discuss why the theme is relevant to the practice of Arts-in-Medicine.

Short Response/Synthesis Paper: four pages undergrads and six pages grads

  • Create a theme (related to your research presentation or not) within one of the topic areas.
  • The theme should be a unique synthesis of what you have found particularly interesting in the class and draw from assigned readings and discussions, research presentations, the course bibliography, fieldwork experiences, other life experiences, passions, dreams, and curiosities.
  • Relate the theme to at least one or two other topic areas and to the practice of Arts-in-Medicine.
  • Cite references and submit a bibliography with the paper.

Service Learning Project

  • Form groups of two, three, or four members. 
  • Design a service learning project that a) you find exciting b) contributes to the field of arts-in-medicine and c) promotes civic-mindedness and a sense of community.
  • Submit a project proposal and have it approved by the instructor.
  • Implement and document the project (5-7 hours for undergrads and 8-10 for grads).
  • Present a synopsis and assessment of the project to the class and submit short written report.

AIM Class Schedule

Aug 26 : Introductions--Participants, AIM course, AIM Program; Syllabus; Bibliography; AIM DVD

Readings for Sept 2:

General:

Lerner, Michael, Healing

Seigel, Bernie, Detached Healer, Who is the Healer, Who is the Healed?

Expressive Arts Therapies:

May, Rollo, The Courage to Create

Samuels, M. & Lane, M., How Healers use Art, Writing, Dance, and Music

Psychosocial Issues in Healthcare

Pier, Thomas J. & Kieffer, J. Russell,Psychosocial Issues in Healthcare:  A Clinical Social Work Perspective

Clements, Paul T. et al, Cultural Perspectives of Death, Grief, and Bereavement

Communication Skills

Sensitive Communication with the Dying

Cecile A. Carson,A Course in Nonverbal Communication for Medical Education

Sept 2 : Reflection on and Discussion of Readings

Readings for Sept 9:

General:

Remen,  Rachel Naomi, Wholeness

Bailey, Sally, The Arts in Spiritual Care

http:artsinmedicine.unm.edu

Pain/Physiology

Samuels, M. & Lane, M., How Art Heals: The Physiology of Art and Healing

Morris, David, Chapter I, “Living Pain:  Mystery or Puzzle” in The Culture of Pain.

Heartland Hospice Training Materials, Buffalo NY, Suffering

Energy Medicine

National Center for Complementary and Alternative Medicine (NCCAM), Energy Medicine: An Overview

Sept 9 : Reflection on and Discussion of Readings

Sept 16: Logistics & Assignments re: Research Presentations & Fieldwork

Sept 23 : No Class  

Sept 30 : Research Presentations

Oct 7 : Research Presentations

Oct 14 : Fall Break

Oct 21 : Preparation for Service Learning Projects; Fieldwork in Progress

Oct 28 : Preparation for Short Response/Synthesis Paper; Fieldwork in Progress

Nov 4 : Guest Speaker (Jenna Viscaya, DOM); Fieldwork in Progress

Nov 11 : TBA; Short Response/Synthesis Papers Due

Nov 18 : Service Learning Presentations

Nov 25 : Happy Thanksgiving

Dec 2 : Service Learning Presentations

Dec 9 : Service Learning Presentations; Service Learning Reports Due

Dec 16: TBA

 

 

 

 

 

 

 
 

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