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| Id | 948 | |
| Author | Secker J., Heydinrych K., Kent L., Keay J. | |
| Title | Why art? Exploring the contribution to mental well-being of the creative aspects and processes of visual art-making in an arts and mental health course | |
| Reference | Secker J., Heydinrych K., Kent L., Keay J.; Why art? Exploring the contribution to mental well-being of the creative aspects and processes of visual art-making in an arts and mental health course ;Arts and Health vol:10 issue: 1 page:72.0 |
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| Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020247889&doi=10.1080%2f17533015.2017.1326389&partnerID=40&md5=54d6206b03e3e524e01ef583d2262889 |
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| Abstract | Background: Evaluations of participatory arts and mental health projects have consistently found improvements in mental well-being but the part played by the creative aspects, as distinct from the benefits of social interaction, remains unclear. Methods: This study explored the specific part played by the creative aspects of introductory arts courses that aim to improve mental well-being. Nine course participants consented to recording of accreditation assessment meetings held with them towards the end of their course. Results: Thematic analysis identified themes relating to two categories: creative processes and the learning that ensued. The creative processes were playful experimentation and inspiration. Learning processes revolved around learning to learn and artistic development. Conclusions: Previous studies have found play, inspiration and learning to be associated with well-being. It therefore seems reasonable to conclude that the creative aspects of the courses did play an important part in improving participants’ well-being. © 2017 Informa UK Limited, trading as Taylor & Francis Group. |
Exploring the contribution to mental well-being of the creative aspects and processes of visual art-making in an arts and mental health course. The core activity of the project is the provision of introductory art courses that aim to promote mental well-being and social inclusion by providing relaxing welcoming art groups. For one participant understand- ing and accepting the way her mind worked was a significant step while for others the significance lay in challenging and moving beyond the mental processes identified: My mind seems to try to think quite orderly so I find it quite difficult not to be orderly Like some people can randomly put on and it looks great my mind wont let me do that And its something Ive never realised before. Finally the growing understanding of the mental processes underpinning their learning described by four participants termed metacognition in the adult education literature has been found to play a determining role in both self-actualisation and well-being thus further supporting the significance of learning in the well-being outcomes pre- viously reported in evaluations of Open Arts. Implications for research and practice Although small in scale this study contributes to understanding of the ways in which par- ticipation in the creative processes of art-making benefits participants mental well-being.
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