Monday, February 12, 2007

Two other video series on Death, Dying and Aging

Death and Dying, 10 half hour sections.
http://www.learner.org/resources/series108.html

Below you will find a description of the Aging series.
best
Francine
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1. What Is Death?

Definitions of death have been debated for centuries, depending on culture, social conditions, and the role of the medical profession. In this program, we see how ideas have changed historically and how our newest definitions, like "brain death," may not yet be adequate for encompassing all of death's meanings.
VOD2. The Dying Person
When we are told that we are terminally ill, we are defined, more than ever, by the limits of our bodies. In this program, we meet three women — each diagnosed with a different form of cancer — who handle their limitations in different ways. The role of palliative care is viewed in depth, as well as how family relationships change under the pressure of the diagnosis.
VOD3. Facing Mortality
How can we prepare for death? By preparing, do we enhance or diminish our lives? A retired performer, an epidemiologist now suffering from AIDS, a young businesswoman, a Holocaust survivor, and a war journalist discuss how facing their own deaths and the deaths of others has affected — and in some cases, transformed — their lives.
VOD4. The Deathbed
In the last century, the scene of the deathbed drama has moved, overall, from home to hospital. Still, even surrounded by technology, the deathbed scene remains emotional for those who participate. We meet a young man who loses his mother to cancer, a couple who lose their five-year-old daughter, and a young widow who recounts the final serene days of her husband's battle with leukemia.
VOD5. Fear of Death and Dying
Despite the centuries-old human struggle to "domesticate" death, the moment itself often remains frightening. A man diagnosed with AIDS and a woman dealing with recurrent cancer discuss how physical pain and fear of what may happen next affect their views of the future. An older couple explains the rational motives, and the emotional difficulties, behind their decision to prepare an "advance directive."
VOD6. Sudden Death
Special issues arise when death comes without warning. A woman widowed by the Oklahoma City bombing talks about how she handled the sudden news and loss of her husband. An ambulance paramedic discusses the reactions to imminent death among those he assists. A wife who lost her husband to suicide talks about a different kind of sudden death, where the prolonged steps that led to the end can be seen more clearly in retrospect.
VOD7. A Child's View of Death
Children often understand that death is a changed state of being, but not how final it is. Between the ages of seven and ten, their questions about death become more frequent and complicated. In this program, we look at children's developing understanding of death as well as their growing fears as they react to losing a parent or sibling. One section is devoted to the special anguish of a teenager's reaction to death.
VOD8. Grief and Bereavement
The effect of grief can last a lifetime as we try to find a balance between overcoming our loss and keeping the memory of the loved one alive. In this program, the question "How long does grief last?" guides conversations with two middle-aged sisters whose mother recently died; with members of a family in which the youngest son was murdered; with an adult orphaned as a child; and with a teenager who lost her mother, and may now lose her father and brother, to AIDS.
VOD9. Death Rituals
To what degree do individual circumstances require spontaneous adaptation of traditional rites? A minister who lost her brother in the Lockerbie air disaster, and a father whose failing marriage affected his role in his young son's funeral, discuss their need to adapt traditional rituals to their own circumstances. A cancer patient planning her service in advance and a veteran at a Vietnam memorial provide a comparison of private and public rituals.
VOD10. The Good Death
Should we help people die, or force them to live? What constitutes a good death? Perspectives from native North American culture and urban medical ethicists provide background as we meet a woman facing death from breast cancer and a young family with a terminally ill infant. The special grief long-term caregivers can fall into is also discussed as we discover the ways that the dying can help to heal the living.

See also: Growing old in a New Age: 13 one hour programs: http://www.learner.org/resources/series84.html
Learn about the impact of aging on both society and individuals as 75 diverse elders relate their experiences. The four ways that age is measured — chronologically, biologically, psychologically, and socially — are the basis for discussing the quality of life in later years. The series examines common misconceptions about aging and provides a springboard for analyzing new roles for elders, intergenerational alliances, resource allocation, and artificial attempts to prolong life.


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Arts education videos K-12 +

The following resources may be of interest to those who are teaching the arts in elementary, middle grades, high school or to adult learners.

These video resources are free, if you register with the Learner Org.
1) 8 one hour themes on teaching art in high school can be found here: http://www.learner.org/resources/series202.html

This is an eight-part professional development workshop for use by high school dance, music, theatre, and visual art teachers. The workshop examines how principles of good teaching are carried out in teaching the arts at the high school level.

2) Also available are 8 one hour sessions for elementary art teachers. http://www.learner.org/resources/series174.html

This video workshop provides new ideas about working with the arts for K-5 classroom and arts specialist teachers. The eight one-hour video programs show workshop leaders from the Southeast Center for Education in the Arts working with Learner Teams — teachers, principals, and arts specialists — from three elementary schools. The Learner Teams work through a curriculum unit based on a multi-arts performance piece by Cirque du Soleil. Classroom segments show schoolchildren engaged in the same lessons.

3) A video library for K-5 classroom teachers and arts specialists; 14 half-hour video programs, library guide, and Web site: http://www.learner.org/resources/series165.html

4) Middle grades and the arts: http://www.learner.org/resources/series199.html A video workshop for grades 6–8 teachers; 8 one-hour video programs, workshop guide, and Web site; graduate credit available

Connecting With the Arts: A Workshop for Middle Grades Teachers is a video workshop for middle school teachers of the arts and other subjects. The workshop includes eight hour-long video programs and a companion workshop guide and Web site. The workshop shows middle school teachers why and how to integrate the arts (dance, music, theatre, and visual art) with other subjects (language arts, social studies, science, and math).

5) See also what is called "Works in progress" (10 X 30 minute videos): http://www.learner.org/resources/series64.html

The programs in this video library show classroom teachers and arts specialists using the arts in a variety of successful ways. The 14 video programs — filmed in elementary schools around the country — along with a print guide and companion Web site, serve as a professional development resource for K-5 teachers seeking new ideas for integrating the arts into the classroom.

Enjoy

Wednesday, January 31, 2007

Community arts workbook (Ontario)

This is a workbook for community arts. Based in Ontario it gives the rationale behind the mouvement/projects and quite a few examples. It's a 2001 document but still valid.

Community arts workbook (Ontario)
http://www.arts.on.ca/Asset363.aspx?method=1


Blink It


A model for Community Arts Practice.pdf

Conceptualizing the field of Community arts. Based in Australia, the field seems to be growing.


A model for Community Arts Practice.pdf
http://www.cansa.on.net/docs/AW%2049%20A%20model%20for%20Community%20Arts%20Practice.pdf

Blink It


Tuesday, January 30, 2007

Art therapy with combat related trauma

This is anothr fulltext article made available on the AATA web site.

Art therapy with combat related trauma
http://www.arttherapy.org/pdf/aaatj04-4-23collie.pdf

Collie & Malchiodi Abstract With a new generation of American combat veterans returning from Iraq, the nation has an obligation to do everything possible to improve care for posttraumatic stress disorder (PTSD). Although art therapy has been understudied in this context, it shows promise as a means of treating hard-to-treat symptoms of combat-related PTSD, such as avoidance and emotional numbing, while also addressing the underlying psychological situation that gives rise to these symptoms. In this paper, we establish a conceptual foundation for research about art therapy as a treatment for combat-related PTSD by situating art therapy within the context of other PTSD treatments, outlining a theoretical rationale for using art therapy as a treatment for PTSD, and clarifying ���best practices��� for using art therapy as a treatment for combat-related PTSD. We recommend group treatment in three stages and suggest that art therapists who treat combat-related PTSD receive specialized training in trauma intervention and PTSD theory.

Blink It


art therapy with sexually abused children

This is a fulltext article available on the AATA web site. Probably for a limited time.

art therapy with sexually abused children
http://www.arttherapy.org/pdf/aaatj04-4-23pifalo.pdf

Abstract This article reports the outcome of a four-year follow-up of a pilot study using a combination of art therapy, cognitive behavioral therapy, and group process to address the therapeutic issues related to childhood sexual abuse. All group participants were evaluated using the Trauma Symptom Checklist for Children (Briere, 1995), commonly used in trauma centers, before and after their participation in an 8-week group cycle. The results of this extended study support the combined use of art therapy (AT) and cognitive behavioral therapy (CBT) as an effective intervention to reduce symptoms most often associated with childhood sexual abuse.

Blink It


HOW TO: Permalinks and long URLs

Hi Anne and anyone who sends links through yahoogroups,
there are problems with long urls, where only part of the link is
hotlinked rendering the link unusable.

To avoid this problem you can go to Tinyurl.com paste the long url
into the window and get a shorter one that can be substituted in your
message. The link to my knowledge doesn't expire it is unique unless
of course changes are made on the original site. Furthermore these
articles now have what is called a PERMALINK.

A permalink is like it says a permanent link meant to stay current
even when active sites like the NewYork times change their pages and
materials around. It should technically NEVER change, it makes a
permanent archive notation that search engines can find. It also helps
when you search through older postings and can still access the
document such as our archives. A permalink unfortunately is not that
much smaller:

In this case Anne gave us the page address :
(http://www.nytimes.com/2007/01/23/arts/design/23rami.html?_r=1&ex=157680000&en=c5105036cf1785d8&ei=5124&partner=permalink&exprod=permalink&oref=slogin)
The Permalink is found in this case on the side bar under share:
(http://www.nytimes.com/2007/01/23/arts/design/23rami.html?ex=157680000&en=c5105036cf1785d8&ei=5124&partner=permalink&exprod=permalink)

Use the permalink in the TinyUrl converter.

To get to the NewYork times article Anne posted earlier use the
TINYURL version http://tinyurl.com/29vttc

I believe you also need to be a subscriber to the NewYork times site
(not necessarily the magazine). It's free. I'm curious to know if the
permalink (now in tinyUrl format) bypasses the need to subscribe. Let
me know.

So to recap

When you want to share a blog post or interesting article, locate the
permalink. If more than 20 characters, shorten it by going to TinyUrl.
Send the shorter link.

The purpose of this info is not to make it so complicated to prevent
members from sharing, but for efficiency sake and archival purposes. I
don't know about you, but there is nothing more frustrating to me when
seeking information than finding interesting materials with links that
are no longer valid.

Francine