Curriculum 2011 – SXV812KE (in English)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Specialisation studies in encounter art (Laurea Tikkurila, sote), SXV812KE

                                                                             1. year        2. year
OP                 STUDIES                                                             15             15
V055               ENCOUNTER ART
V1249              Orientation of Learning                                             2
V1250              Encounter Art Student Group and Artistic Activity                   5
V1251              Encounter Art Guidance                                              3
V1252              Encounter Art Client Group                                          5
V1253              Kohtaamistaiteen kehittämistehtävä                                                 10
V1254              Development and Application of Encounter Art                                        5
                                                                                       15             15
V055 ENCOUNTER ART, 30 cr

Description:
 The aim of the Specialisation Studies in Encounter Art is for students to advance their competence in applying
art-based activities to sustaining and promoting the wellbeing of individuals, groups and communities as well as to
facilitate rehabilitation of individuals and groups. Students produce new competence knowledge and insight in
applying Encounter Art in the field of social services, health and sports and in the context of cultural activities, and
the different forms of cooperation (projects) in particular. Students develop best practices in applying Encounter Art
together with different client groups. Students foster appreciation for art-based activities and creativity in society as
well as the implementation of art-based activities in the employment sector.




V1249 Orientation of Learning, 2 cr

The student is able to:
 The first study unit is designed to introduce students to the specialisation studies and provide them with the
approach and skills for lifelong learning. Self-reflection is an important factor in learning to learn, and refers to an
ability to acquire information about oneself (understanding, attitudes), evaluate one's actions and make changes to
these actions and attitudes.
•     Draw up a personal study plan with realistic personal learning targets, and evaluate its fulfillment
•     Work independently and in small groups and share their competence with others
•     Participate in Laurea's learning environments (Library, Optima)
•     Make practical use of gathered information


Contents of the study unit:
•  The personal study plan is drawn up at the beginning of the Specialisation Studies and its fulfillment is
   evaluated during and at the end of the studies. The study plan and its self-assessment constitute a written
   assignment..
•  Data acquisition exercise, including information gathering, critical evaluation of data and use of evidence-based
   information- The preconditions for a safe group that promotes learning are created at the beginning of the
   studies.
•  The group is both a place for and subject of learning. Familiarisation with group processes and phenomena
   provides guidance skills and allows to arrange Encounter Art activities in the different client environments of
   workplaces.


Study unit description:
 The first study unit is designed to introduce students to the specialisation studies and provide them with the
approach and skills for lifelong learning. Self-reflection is an important factor in learning to learn, and refers to an
ability to acquire information about oneself (understanding, attitudes), evaluate one's actions and make changes to
these actions and attitudes.


V1250 Encounter Art Student Group and Artistic Activity , 5 cr

The student is able to:
•   Enjoy creating images and understand factors that influence the creation process
•   Use Encounter Art assessment folders
•   Observe and analyse the basic phenomena of a functional group and one's own activities in the group
•   Appreciate and respect art creation as an empowering method
•   Respect the significance and joy of self-expression and art creation of each individual


Contents of the study unit:
•  Familiarisation with the art process through personal creation in workshops
•  Group reflection
•   Learning diary and reflection on personal learning




Study unit description:
 The study unit is based on Encounter Art guidance training and has a strong focus on personal artistic work. It
examines the creative process in art, provides Encounter Art assessment and development methods and looks at
the theoretical foundation for activities. The study unit pays specific attention to the student group as a learning and
operating environment. It also examines approaches relating to guidance and their foundations.

.



V1251 Encounter Art Guidance , 3 cr

The student is able to:
•   Recognise, anticipate and manage the development stages of a group process and resulting phenomena
•   Understand oneself and the meaning of interaction in group activities
•   Identify the tasks, responsibilities of professional ethics, roles and expectations
•   Apply and steer the starting points of Encounter Art and art creation with the chosen client group


Contents of the study unit:
•  Taking part in lectures and art creation
•  Group reflection
•  Learning exercise on group phenomena
•  Encounter Art Guidance Portfolio


Study unit description:
 The study unit develops one's approach and operating models specifically from the perspective of Encounter Art
guidance. The tasks, roles and expectations towards Encounter Art tutors vary and change during the different
group process stags.

 The purpose of the study unit is to examine the theoretical foundations and phenomena of a group process and
guidance and to support students in analysing these through practical experiences. Personal guidance is examined
during the studies among student and client groups through self-evaluation and peer evaluation. The study unit also
includes a learning exercise on group phenomena and compiling an Encounter Art guidance folder.

 Students advance their own guidance skills during guidance provided to the Encounter Art client group.
Encounter Art groups always involve two trained tutors sharing the guidance task. Group activities are arranged for
a closed group of 6-8 members, principally as periods of 8-10 sessions. Important aspects of the work of the two
tutors include a systematic approach and target orientation in the different stages of meetings, observation and
reflection, and developing one's own activities.

 The learning exercise of the study unit can be implemented on the basis of student or client group
guidance. The Guidance Folder is drawn up from the viewpoint of planning, implementing and evaluating
one's own client group. The Guidance Folder includes the tutors agreement (e.g. distribution of tasks for
documentation and reporting), group meeting plans, self-evaluations and peer feedback, and the conclusion and
process evaluation on client group guidance.

 Both a dialogic and narrative approach are strongly present in the competences of Encounter Art guidance. A
dialogic partnership highlights the reciprocal character of interaction and an expectation of mutual understanding. A
dialogue requires boldness to enter a shared zone of amazement with the client to find new insight. (Mönkkönen,
2007.) Also reflection is closely linked to dialogue, which demands critical assessment of and reflection on the
foundations of one's concepts (Mezirov 1996.) A narrative approach enables the sharing of hopes, attitudes, values
and fears. The narrative approach allows to steer art creation an group activities in a way that clients' stories,
meanings, manners of speech and entire field of life are realised (Rankanen, 2007, 202).


V1252 Encounter Art Client Group , 5 cr

The student is able to:
•   Plan, implement and evaluate target-oriented, meaningful group-based art activities
•   Make use of supervision as a tool for personal professional development and coping at work


Contents of the study unit:
•  Planning and leading 8-10 Encounter Art sessions for a client group
•  Participation in supervision meetings
•  Reflective reporting on activities on the basis of the assessment folders


Study unit description:
 The study unit involves the guidance of client groups together with a colleague in authentic client
environments. Encounter Art client groups may be part of the services of the student's work community or
implemented with some other service provider. Group composition and practical arrangements are agreed upon with
each unit. In addition to group guidance, the study unit involves drawing up a client group folder and
participant folder and cooperation with the client's family and/or care team.

 Target-oriented planning, implementation and reporting on client groups progress in line with guidance to support
the professional development of students. Supervision also acts as a collegial and confidential reflective
environment in the handling of possible challenging client situations. During the Specialisation Studies, supervision
is an important element in sharing experiences and enhancing Encounter Art. Supervision aims to share and
develop new competence knowledge, clarify the role of the tutor and support individual learning. The purpose of
guidance in client group work is also to foster the collaboration skills and communality of students.

 The client group folder includes reports on target-oriented planning, guidance and evaluation of the
Encounter Art group based on available templates.The Encounter Art participant folder comprises
documentation collected by tutors on participation by each group member. A research permit obtained from
each participant or his/her guardian and a description of the client's initial situation, based on the current care and
service plan, for example, is included in the participant folder. Also the objectives for group activities and the tutor's
observations and reflections and authentic comments of participants relating to art creation can be attached.
Discussion on activities, recommendations for the future and ensuring follow-up with the care or rehabilitation team
are also recommended to be included in the folder.

 The purpose of the data collected in the folders is to document the experiences of participating clients and the
health and welfare progress, and to support evaluation and development of Encounter Art activities and guidance.


V1253 Kohtaamistaiteen kehittämistehtävä, 10 cr

The student is able to:
•   Participate in diverse research and development environments
•   Act as responsible innovators in work environments within their field
•   Take part in the discourse on the role of art in society, its meaning in everyday contexts and from the viewpoint
    of the student's professional field


Contents of the study unit:
•  Implementing a development exercise individually, in pairs or in groups
•  Presenting the development exercise in a joint seminar and/or through publishing
•  Providing constructive verbal and written feedback to other students as part of seminar work, and participating
   in joint research, development and innovation discussions
Study unit description:
 Students implement a personal development exercise during the study unit. In some cases, the exercise can be
carried out in pairs or groups. The subject matter must arise from a development need related to Encounter Art
within the workplace and demonstrate the student's personal study plan targets. The development exercise can
constitute a study or centre around an activity. In both cases, a report is drawn up on the development exercise,
which is presented as agreed during a seminar or development event of the Encounter Art community.

 The development exercise must be a concise, consistent presentation of an issue that demonstrates professional
familiarity with and a scientific, investigative and developmental approach towards the profession. The development
exercise may be implemented as a functional assignment or its report, whereby it comprises a sample of an
investigative and developmental approach rather than a conventional study. The purpose of a development exercise
is to generate a new activity or outcome. In all cases, the exercise must be a logically justifiable entity with an
element of positive criticalness. Theoretical knowledge and evaluation have an important role. A general functional
exercise serves as a temporal description with a strong emphasis on the reflective approach of participants. In
addition, a development exercise includes a systematic documentation plan. Even a single practical but modest
evaluation method may be sufficient. However, activities must not be an end in themselves; the development
exercise must be accompanied with theoretical examination, which involves setting welfare-related targets. The
exercise must demonstrate the voice of the client and/or activities that address client needs. The overall, long-term
significance and future of activities must also be considered.


V1254 Development and Application of Encounter Art , 5 cr

The student is able to:
•   Take part in the discourse on the role of art in society and its meaning in everyday contexts
•   Act as responsible innovators in work environments in applying Encounter Art methods
•   Use different methods for the theoretical definition and practical guidance of Encounter Art activities
•   Apply the principles of Encounter Art in the chosen client environment
•   Present the applied Encounter Art activities clearly and intelligibly to partners, the work community and
    stakeholders( training events, workshops)
•   Make Encounter Art known in everyday contexts (e.g. arranging exhibitions, launching and maintaining
    collaboration, creating brochures, maintaining a website)
•   Maintain and strengthen the ethical principles of Encounter Art (art belongs to everyone)
•   Express themselves clearly and intelligibly in written and visual form



Study unit description:
 Students advance their competence in using art-based methods that maintain and promote welfare while acting in
dialogic partnerships with individuals, groups, families and communities. The theoretical foundations are
connected to the philosophy of Japanese Clinical Art activities, and arise from a basis of socio-cultural
animation and research data on the applied use of art. Developing Encounter Art is connected to socio-cultural
animation in its purpose of enhancing participation in the lives of individuals, both in day-to-day matters and as
cultural producers. The ethical foundation of Encounter Art is the idea that culture is not the right of a few, but a
basic pillar in life. In group-based art creation, the tutor helps clients/work communities in their personal
empowerment process.