TY  - BOOK
AU  - Gordon-Flower,Marion
AU  - Miller,Caroline
TI  - Arts Therapies with People with Physical Disabilities: An Archetypal Approach
SN  - 9781784507077
AV  - RC489.A72 .G673 2020 
U1  - 616.891656 
PY  - 2019///
CY  - London
PB  - Jessica Kingsley Publishers
KW  - Electronic books
N1  - Intro -- ARTS THERAPIES WITH PEOPLE WITH PHYSICAL DISABILITIES -- Contents -- Figures -- Figure 2.1 Arts Therapy 5-Pt Star Model in English and Māori (see insert for colour version) -- Figure 2.2 Arts Therapy 5-Pt Star domains (see insert for colour version) -- Figure 2.3 Symbols suitable for people with hand impairments to hold -- Figure 2.4 The participant (Andy) using a wheelchair tray for layout and reflection on symbols (see insert for colour version) -- Figure 2.5 The dance arts group participant's (Andy's) symbols laid out in 5-Pt Star format (see insert for colour version) -- Figure 3.1 Example of a relationship map using name tags and symbols (see insert for colour version) -- Figure 3.2 A similar smaller-sized tribute being released into water (see insert for colour version) -- Figure 3.3 Completed fairy garden (see insert for colour version) -- Figure 3.4 Fairies in their garden -- Figure 3.5 Series of paintings "fairies in their garden" (see insert for colour version) -- Figure 3.6 Vision board cover -- Figure 3.7 Vision board internal -- Figure 4.1 Research into symbols from ancient civilisations -- Figure 4.2 Art by group members in responses to collages and hieroglyphics of name -- Figure 4.3 Mixed-media products used to transform plastic items into artefacts -- Figure 4.4 Ceremonial victory ladle for the gladiators of Rome with treasure box -- Figure 4.5 Vessel to hold gold coins for a prince, and a treasure box with treasures displayed -- Figure 4.6 Dual-purpose bowl of a chief for eating hangi and keeping his pet snake -- Figure 4.7 Inside the treasure box was the photo of a chief navigating the seas (see insert for colour version) -- Figure 4.8 Museum poster to accompany the artefact exhibits when displayed -- Figure 4.9 Goddesses Maia and Cinderella -- Figure 4.10 Artist A's testing of shape and media in collage; Figure 4.11 Artist A's sacred vessel marquette -- Figure 4.12 Artist B's testing of shape and media in collage (see insert for colour version) -- Figure 4.13 Artist B's sacred vessel marquette (see insert for colour version) -- Figure 4.14 Artist C's sacred vessel marquette -- Figure 5.1 Pairs sculpture using adjoined spiral shapes -- Figure 5.2 Sculpture within features of environment, and painting from photograph -- Figure 5.3 Timeline chronology and nature objects -- paintings of selected events -- Figure 5.4 Tributary monuments which integrated nature objects from timeline -- Figure 5.5 "Colours of my life and the sea" including more than 20 birthday celebrations -- Figure 6.1 Dance 1 floor plan -- Figure 6.2 Dance 2 floor plan -- Figure 6.3 Dance 3 floor plan -- Figure 6.4 Dance 4 floor plan -- Figure 6.5 Dance 5 floor plan -- Figure 6.6 Dance 6 floor plan -- Figure 6.7 Dance 7 floor plan -- Figure 6.8 Dance 8 floor plan -- Figure 6.9 Embodying the role in dance 6 -- Figure 6.10 Arriving home to Aotearoa (New Zealand) and "queenly power" in the final dance -- Figure 7.1 King Tupou, the Father-King from Samoa and Tonga -- wants the best for his people and all people -- costuming: Tongan cloth -- Figure 7.2 John Cruise, the Thief-Hero from California -- Hollywood star-has stolen money to give to the poor of Africa -- costuming: red, black, brown -- Figure 7.3 Sultan, the Hedonist-Lover from Arabia -- travels with "a couple of birds" -- holds "parties" -- costuming: blue -- Figure 7.4 Count Ironstein, Engineer-Vampire from Madagascar -- keeps people captive in a factory -- costuming: orange -- Figure 7.5 Judge Bolyn, the Liberator-Judge from Sydney, Australia -- uses a plane to rescue people -- costuming: red -- Figure 7.6 Night Warrior Zorro, the Knight-Shapeshifter from Auckland, New Zealand -- travels undetected at night wearing a mask; costuming: blue -- Figure 7.7 Santino, the Samaritan-Rescuer from Argentina -- a cowboy who uses a lasso and gun -- costuming: red, black, white -- Figure 7.8 Akiiki, the Visionary-Priest from Uganda -- performs the "opening blessing" for the conference -- costuming: black tunic -- Figure 7.9 Chef Wong, the Nature Lover from China -- traveling chef who cooks amazing food -- costuming: white shirt and chef's hat -- Figure 7.10 The actors in their public performance at InterACT Festival in Auckland -- Figure 8.1 Singing on stage at InterACT Festival -- Figure 9.1 Holding the four archetypal elements -- Tables -- Table 2.1 Andy's 5-Pt Star goal symbols -- Table 4.1 Historical use of dolls -- Table 4.2 Step 1: Format questionnaire -- Table 4.3 Step 2: Changing the skin tone, eye colour and hairstyle -- Table 4.4 Step 3: Goddess clothing and special equipment -- Table 6.1 Personal history of participants relevant to roles (group 1) -- Table 6.2 Personal history of participants relevant to roles (group 2) -- Table 6.3 Participants' choices of seasons, songs and localities -- Table 7.1 Comparison between roles in the two dramas -- Table 8.1 Participants' musical abilities and interests -- Table 8.2 Participants' roles and instrument choices -- Table 9.1 Traits and attributes of the four elements (modified from Combs 2004) -- Foreword by Caroline Miller -- Acknowledgements -- 1 - Overview and Introduction -- Overview -- Introduction -- 2 - Developing Therapeutic Goal Plans -- Arts Therapy 5-Pt Star Model and assessment -- Goal setting with symbols and Arts Therapy 5-Pt Star combined -- Case study: Andy's goal setting using 5-Pt Star and symbols -- Conclusion -- 3 - Individual Arts Therapy -- Case study: Social story board -- Case study: Fairy Garden -- Summary and conclusion -- 4 - Art Groups -- Case study: Ancient civilisations -- Case study: Goddess dolls; Case study: Sacred vessels -- Conclusion -- 5 - Environmental Sculpture -- The benefits and scope of using environmental media -- The Intervention in Nature process -- Case study: Jack's multimedia environmental sculpture process -- Time-Life-Lines -- Case study: Group journey through Time-Life-Lines -- Introduction of the labyrinth for diverse contexts: trauma -- Conclusion -- 6 - Expressive Dance Movement -- Development of dance arts in a multidisciplinary team context -- Case study: Legends of Maui -- Case study: Around the World Through the Seasons -- Conclusion -- 7 - Drama -- Introduction of dramatherapy within the context -- Case study: Drama of The King-Knight's Daughter -- Case study: Drama of The International Convention of the Pacific -- Conclusion -- 8 - Music -- The arrival of music as a primary modality -- Music in multimodal arts therapy groups -- Case study: Voices of the Māori gods -- Case study: Yellow Bird -- Conclusion -- 9 - Models of Supervision within the Multidisciplinary Team -- Seven-foci snapshots in symbols -- Conflict resolution using four elements -- Conclusion -- 10 - Conclusion -- References -- Further Reading -- Index -- Blank Page
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