Teaching embodied methods to art therapy students

Abstract

This chapter discusses the importance of integrating embodiment into art therapy graduate training programs. The authors argue that current pedagogy lacks sufficient instruction on this topic, leading art therapists to seek supplementary training. The chapter addresses the challenges of teaching embodiment and emphasizes the need to approach the topic gently, making exercises optional and modifiable to accommodate diverse student needs and trauma histories in order to develop students’ interoceptive awareness. It also introduces four pillars for teaching embodied art therapy. Including teaching basic grounding and self-regulation techniques like mindfulness, breath work, pendulation, titration, and self-touch as well as providing psycho-education and theory related to the nervous system and body regulation including Polyvagal Theory, Somatic Experiencing, Focusing, biofeedback, and the Expressive Therapies Continuum. Additionally educators should support student’s exploration of embodiment through their own creative processing, responsive art making, and attunement exercises while also teaching embodied art therapy methods like Guided Imagery, Guided Drawing, and Polarity Drawing. The chapter provides practical methods for teaching each pillar and concludes by advocating for the wider incorporation of this framework into art therapy curricula to promote embodied and integrative approaches to treatment.