Introduction - Trauma Healing Institute | American Bible ...thi.americanbible.org/uploads/page/2016_03_Arts_and_Tr… · Web viewMeaningful art activities to support Bible-based

Arts and Trauma HealingMeaningful art activities to support Bible-based trauma healing using Healing the Wounds of Trauma

By Mary Elizabeth SaurmanCreative Arts Therapist and Senior Ethnomusicology and EthnoArts Consultant for SIL International

© 2016 Mary E. Saurman. Used by permission

Traumahealinginstitute.org

Introduction.......................................................................................................................................................................................................... 2Developing meaningful art activities...................................................................................................................................................2Familiar art forms........................................................................................................................................................................................ 2Designing arts activities.............................................................................................................................................................................3Using the model arts activities................................................................................................................................................................3Notes for “Sharing in pairs”......................................................................................................................................................................4

Lesson 1: If God loves us, why do we suffer?.........................................................................................................................................5Visual art and/or writing activity..........................................................................................................................................................5

Lesson 2: How can the wounds of our hearts be healed?.................................................................................................................5Visually representing your body...........................................................................................................................................................5Movement........................................................................................................................................................................................................ 6

Lesson 3: What happens when someone is grieving?........................................................................................................................6Lament exercise............................................................................................................................................................................................ 6

Lesson 4: Helping children who have experienced bad things......................................................................................................7Finger puppets exercise.............................................................................................................................................................................7

Lesson 5: Helping someone who has been raped.................................................................................................................................8Introduction (optional)..............................................................................................................................................................................9Drum circle activity..................................................................................................................................................................................... 9

Lesson 6A: Domestic abuse.........................................................................................................................................................................10Introduction................................................................................................................................................................................................. 11Art activity.................................................................................................................................................................................................... 11

Lesson 7: Caring for the caregiver............................................................................................................................................................12Introduction................................................................................................................................................................................................. 12Burden exercise.......................................................................................................................................................................................... 12

Lesson 8: Taking your pain to the cross................................................................................................................................................13Expressing pain and forgiveness........................................................................................................................................................ 13

Lesson 10: Living as Christians in the midst of conflict..................................................................................................................14Conflict trees................................................................................................................................................................................................ 14Alternate activity: Peace Trees............................................................................................................................................................15

Lesson 11: Preparing for trouble..............................................................................................................................................................15Scripture expression................................................................................................................................................................................ 15

Arts and Trauma Healing • March 2016 — 1

IntroductionThose of us working in the area of trauma healing desire to walk alongside those who are suffering mentally, emotionally, spiritually, and physically from the wounding they’ve experienced. For someone who has faced a severe trauma, verbally expressing the pain may be difficult. They cannot always find the words. For some who can articulate their pain, words may not be enough to help them move towards healing. Inviting creative processing through meaningful art activities can help those traumatized to access the event from a safe place and help make more solid connections to their pain and their future hope.

After explaining the approach used here and offering guidelines for developing meaningful art activities, this document offers suggested activities to accompany the lessons in the book Healing the Wounds of Trauma.

Developing meaningful art activitiesIn the context of trauma healing, the artistic activities we offer must be more than just an activity that has arts connected to it. Each should be contextualized and made relevant to the participants. Language, of course, should always be in an understandable dialect. And the arts experience should not just be an exercise; it should also be meaningful. Two factors assist us in creating more meaningful art activities.

1. The art forms used should be familiar, allowing for solid connections between a person’s artistic expression and their own traumatic experience.

2. The trauma healing arts sessions should be designed so that the experience has parallels in the contexts, values, and needs of the participants.

Familiar art formsArtistic forms within a cultural context are communication tools. They can communicate effectively if the artistic expressions are meaningful to the recipient. Colors, visual patterns, song styles, body movement, poetic styles, and more all have cultural and experiential foundations that carry meaning for those within a cultural group. Thus the art forms we use in arts sessions should be meaningful and communicate clearly to and for the participants.

Thus we first must learn what familiar art forms communicate meaningfully to the participants. We must know our target audience well so we can design activities that carry meaning for them. Facilitators must learn from the participants who are insiders and understand the meaning and use of their own artistic forms.

Case study I worked with an ethnic group in Mainland Southeast Asia struggled with drawing activities. A consulting artist from outside the group said repeatedly, “They just cannot draw. I’ll need to teach them.” In exploring their community and looking at the artistic forms that were meaningful for them, I did not see any drawings or carvings, but I discovered bundles of leaves, twigs, and flowers strategically placed around their villages. As I asked about these, the people told me that these careful combinations of natural items from their local area have specific expression for them. Those within the community could read and understand the different messages communicated through these visual art forms.


The artistic exercise for this group now involves using bundles of natural items that they assemble for their expression of their community and individual pain. We do not need to have them draw or learn a new artistic method because the participants already have their own meaningful, familiar artistic expression that works effectively for them in expressing their experiences.

Designing arts activitiesSecondly, we want to design art activities for our trauma healing sessions that will feel appropriate to the participants. This can be done by making connections with participants’ cultural values, contexts, and daily needs. Because these vary widely, design also requires research and a sensitivity to the audience. Culturally focused design will help the participants feel safe in their artistic expression and more clear in sharing about it. This approach also increases the potential for the emotional connection and “bridging” needed in the brain for processing a trauma.

As you design an arts activity session, keep in mind that every session should have a clear purpose (why do this particular activity; how it is culturally meaningful for the participants) and a clear process (how you will lead the participants through the activities).

Case studies I often use body-image exploration in my trauma healing arts sessions (see Lesson 2). The lesson outline asks participants to trace each other’s bodies on large sheets of butcher paper. But each time, I adjust the activity design to the participants. The overall purpose—body image—stays the same. But the process (how I lead them through the activities) changes based on what would help create a more meaningful and safer experience for the participants.

For example, with women who have been raped, I often invite them to trace only the upper portion of their body. Because of their personal experience, lower-body tracing can be threatening. This is a need for them—to have safety in regard to their bodies. So we show respect for their needs by inviting safe approaches for them. I may also have them represent emotional pain on their bodies using a protective and empowering symbol that they each choose. This gives them more control of their expression as well.

If I am doing full-body-tracing with young children, I might use Band-Aids to help them show on their traced bodies the parallels between their physical and emotional pain. Band-Aids represent a “boo-boo” or a painful wound to children. This personal and, sometimes, group value with children, can help them articulate an abstract concept. Using a symbol that they clearly understand (and often feel they need to help them feel better) helps them share their pain with more clarity.

In another instance, I once did the body-tracing activity with Muslim women. Their burka outlines all looked the same, but each one took great delight in marking her body outline with colorful designs. The lovely patterns were clearly culturally and nationally defined, and some designs were also religiously meaningful. It was important for this group to build this opportunity for personal, cultural, and faith expression into this arts activity.

Using the model arts activitiesFollowing are outlines for artistic sessions that I have used in trauma healing sessions. Each time I have used them, I have adjusted them for the participants and their cultural contexts. These sessions are templates and should be adapted based on the participants you are


working with. Each exercise needs to be contextualized with meaningful and familiar art forms and with attention to their appropriate purpose and process for the participants.

It takes time to develop skills in adapting sessions. Insiders in the culture can often learn to prepare effective activities more quickly and effectively than outsiders, so consider asking insider experts to assist you. Facilitators new to the contextualization process may find it helpful to begin with some background reading (see below).

Besides listening well and learning from the participants, I also encourage you not to neglect listening well and learning from the Holy Spirit. Draw on God’s power as you walk alongside others by using meaningful arts in the trauma healing process.

Further readingSchrag, Brian. 2013. Creating Local Arts Together: A Manual to Help Communities Reach their Kingdom Goals. Pasadena, CA: William Carey Library.

Spradley, James P. 1980. Participant Observation. Holt, Rinehart and Winston.

Spradley, James P. 1979. The Ethnographic Interview. Holt, Rinehart and Winston.

Notes for “Sharing in pairs” Most of the exercises that follow include an opportunity for sharing in pairs. During the sharing time, each pair takes a turn in two roles—Sharer and Listener—which have different expected actions and attitudes.

When you are the Sharer: Share as much as you feel safe sharing with the other person Express: What did you create? Explain: What does this mean to you?

When you are the Listener: Learn as much as you can about the person’s experiences and expression Listen, Show Interest (ask questions to clarify, not to challenge), and Reflect Back Do not give advice in response to what you hear from the Sharer


Lesson 1: If God loves us, why do we suffer?Media Emotion explorationVisual art and/or writing Abandonment (betrayed, rejected, alone, or

no one to support you)

Visual art and/or writing activitySit quietly. Take a deep breath. Pray. Reflect on a time in your own life when you felt abandoned. What images come to mind?

Step 1: On one side of your paper write or draw something representing when you felt abandoned.

Step 2: On one side of your paper write or draw how you feel about that experience now [feeling less alone, more connected with others, nothing’s changed, etc.]

Step 3: Where is God in this experience? Is he there? Is he absent? How would you represent God’s presence or lack of presence in this artistic expression?

Processing individually (personal reflection) What happened in your process of creating this artistic expression? What does this artistic expression mean to you? What feeling does this art express for you? What surprised you or what was new for you? How could this activity benefit you?

Sharing in pairs Take turns being Sharer or Listener. Practice the actions and attitudes within your role during that time as Sharer or Listener.

Pray for each other.

individual reflection for facilitators in training What did you experience in this process of creating this expressive art? What did you experience in expressing and explaining it to someone else? What did you experience in exploring someone else’s expression? What did you learn new about yourself through this experience?

Lesson 2: How can the wounds of our hearts be healed?Media Emotion explorationVisual art and dancing/movement Anger

Visually representing your bodyStep 1: Work in pairs. On a large piece of paper, trace the outline of each others’ bodies. Then place the body outline of yourself on a wall. Mark or decorate your outline to represent you.


Step 2: Reflect on a time when you were angry. Look at your body outline and get in touch with what you feel in your body right now, or a time you felt anger. Where does that feeling show up in your body? What are the physical symptoms you feel, and where do you feel them in your body? Mark those on your body outline in the appropriate places in a way that is meaningful for you.

MovementStep 3: Body movements representing anger: Facing the outline of yourself, find a movement that represents this physical feeling in your body.

Step 4: What would your movement look like if you were free of the physical feeling or if there was a resolve? Move from the angry movement to a freer movement.

Step 5: In pairs: Share your movement progression with another person near you. Talk together about the meaning of these movements for you personally. What do the movements express?

Small group work (optional) What are physical ways that anger is expressed by you? by others in your life? What kinds of movements might express anger to others? Share your movements with another group without telling them the feeling

connected to that for you. Invite them to guess the feeling/expressions demonstrated through your group’s movements.


Sharing in pairsTake turns being Sharer or Listener. Practice the actions and attitudes within your role during that time as Sharer or Listener.


Individual Reflection for Facilitators in Training What did you experience in this process of creating this expressive art? What did you experience in expressing and explaining it to someone else? What did you experience in exploring someone else’s expression? What did you learn new about yourself through this experience?

Lesson 3: What happens when someone is grieving? Media Emotion exploration Poem, song and/or dance (movement) forms

Lament


Peter Edman, 03/11/16,

Clarify

Lament exerciseWhat kind of a lament would you write to express your pain?

This is your opportunity to explore that.

Ask God to show you what pain is in your heart. Don’t worry … just wait. Dance, sing, write a poem, create a melody, etc.

If it’s helpful, begin with this: “Dear God, I am hurting …”

In the end you want to create an expression that shares honestly the pain in your heart. Use a structure for this expression that is natural for the language and/or expressive form that you choose for this artistic expression.

Small group sharing Share as much or as little as you feel comfortable sharing. What happened in your process of creating this artistic expression? What does this artistic expression mean to you? What feeling does this art express for you? What surprised you or what was new for you? How could this activity benefit you? Pray for each other.

Individual reflection for facilitators in training What did you experience in this process of creating this expressive art? What did you experience in expressing and explaining it to someone else? What did you experience in exploring someone else’s expression? What did you learn new about yourself through this experience?

Lesson 4: Helping children who have experienced bad things(Directed towards parents of children who have faced trauma.)

Media Emotion exploration Puppets and Drama Fear

Finger puppets exerciseChildren need a way to express and externalize their pain. They don’t always have mechanisms or words for expressing that pain. That’s why their feelings often come out in their behavior—acting out.

So, for example, the child in the story struggles internally and that struggle emerges in body, emotions, and behavior. Kids often don’t know how to say what their struggles are. They often aren’t given a place for saying them. So, you, as parents, want to give them a place for expressing the trauma that has happened in their life.

You could use the same questions with children we’ve been using with each other in pair or group sharing:

What happened in your process of creating this artistic expression? What does this artistic expression mean to you? What feeling does this art express for you?


What surprised you or what was new for you? How could this activity benefit you?

Large group discussionIdeas for activities that could be explored with children

The body outline activity (Lesson 2)—Band-Aids, stickers, marking with a marker, etc. to identify pain.

Puppets, dolls, or objects—offering some way for them to act out externally what happened to them. (In some cultures the children will choose animals, and in some cultures that is not appropriate.)

Movement is great for kids as a release of some of the emotions and stress of retelling the story … sometimes acting in a drama or skit works well, but not always.

Make drums or rhythm instruments Create songs or poems—individually or in a larger group.

Today, we’ll make simple finger puppets (children can use them on their fingers or set them on the tables, etc.) and act out the event or scene that they experienced.

Small group sharing Step one: Each person shares about a fear. Step two: Together, you choose one of the fears shared and the story connected to

that. Step three: Decide together how to represent that story and experience. Compose a

plan for creating the puppets and presenting the story. Step four: Create puppets. Together, practice the planned story/presentation/puppet

display. Step five: present your story to the others in the larger group

Processing individually (personal reflection) How did it feel for you to puppet this story? How did it feel for you to be part of another person’s story? Could you imagine doing this (with a child in your community)? How would you do it?

Sharing in Pairs (optional) Take turns being Sharer or Listener. Practice the actions and attitudes within your role during that time as Sharer or Listener.



Lesson 5: Helping someone who has been rapedMedia Emotion explorationDrum circle and/or dancing (movement) circle Shame/anger


Introduction (optional)When someone is raped they often feel shame. Feelings of shame come from our experience with our community or family. We feel ashamed when we’ve been told that something is shameful.

Shame is a mechanism built into the community that says whether things are right or wrong. It’s a reflection to the person of the lines of appropriate behavior. Here are some examples:

Judas—in some cultures he’s a hero. For some cultures his betrayal of Jesus showed a positive human trait: clever and conniving. The culture’s values determine where the shame is reflected.

Angry Song—in South Asia, if someone sings an angry song in front of someone’s house, there is no shame for them. There might be shame for the one being sung to.

Rape—In some cultures the raped woman must be killed. Vulnerability—one of the biggest issues with shame is fear that keeps us from sharing

a pain. We might be afraid that we’ll be rejected or that our family might be looked down on if people know about the abuse.

Ways to help others feel less shame and more support:

Listening—really hearing someone and responding to them in their pain in a way that says “thanks for being vulnerable” “this is good” “you are safe here in sharing this with me.”

Culture has a mirror for the person…. We can offer each other new reflections of what we see when someone shares

vulnerably. This can help us take steps forward in listening well to others and in accepting others and encouraging establishment of a new and acceptable normal for others.

Drum circle activityThere are many areas of focus one can explore with a drum circle. It is important to make sure that the instruments that are used are rhythm-keepers in the culture and also can be used for expression of feelings within the cultural context. The focus of this activity is to use instruments and/or movements from the culture that allow mirroring (reflecting back and forth between participants) and/or expression of feelings.

Step one: Choose a drum or a rhythm instrument and sit down in the circle.

Step two: Drums or other rhythm instruments can be an expressive tool in certain cultures—not all. Reflecting back to others is a wonderful way to validate their vulnerability and give them a new reflection of their own feelings.

State a feeling and express that on your chosen instrument Pass that expression on to someone else in the circle

(This session was redesigned because people didn’t feel well (tired, headaches, etc.), so we focused more on release of the feelings and the chance to process some of the things we’ve talked about with sharing together in community.)

Communication of expressions:

Follow the leader—one person communicates a feeling on the instrument or through movement and one or more people repeat it back.


Transmission—one person communicates a feeling, on the instrument or through movement, to one other person. That person receives and imitates the communication and passes it to someone else. The group can agree on a way to signal the passing of this communication before beginning this activity (example: looking at someone, nodding one’s head to someone, smiling, shrugging shoulders, pointing, etc. The group should choose something appropriate culturally.)

Sharing an idea—one person communicates a feeling on the instrument or through movement and others in the group interact with this idea in some creative way through their own instrument or movement. Many participants may engage at the same time, working to listen to others and create a layering of ideas.

Talking to each other—one person communicates a feeling on the instrument or through movement and someone else responds to this person’s feeling-statement. A dialogue or call-and-response can happen between individuals or one or two people and the larger group. It is important to listen practice listening well in this experience and respond to what is being expressed, as though you could talk about the shared feeling.

The following can also be explored in the center of the circle, in addition to the above activities.

dancing as desired in the center of the circle invite others in to center of the circle to dance with you, as you and they desire

and/or use the communication of expressions above in your movement approaches.

Processing individually What happened in your process of creating this artistic expression? What does this artistic expression mean to you? What feeling does this art express for you? What surprised you or what was new for you? How could this activity benefit you?

Sharing in PairsTake turns being Sharer or Listener. Practice the actions and attitudes within your role during that time as Sharer or Listener.



Lesson 6A: Domestic abuse Media Emotion explorationWord jumble or word collage and self-chosen art form

Disempowered, lack of control, manipulation, overpowered, helpless, confusion


IntroductionAbuse is often a long-term process. People adjust to it and learn how to survive in it. The situation is like a frog in a kettle of water, where the heat is slowly turned up over time, and the frog can be boiled before it’s aware of the danger of the increasing heat of the water.

Abuse is a process going in and it is a process coming out. Abuse could be physical, but it could also be emotional or spiritual. You may be able to think of a time when someone else was overpowering you.

Art activity In a minute, not yet, we’re going to express something from that time when you felt overpowered by someone else.

I want to invite you to go that memory … or feeling …

Part One: Quiet yourself and think through words or feelings that come to mind.

Part Two: Create a “word jumble” or a “word collage”—any words that come to mind from your experience.

Part Three: How would you share these words or feelings with others? Create something expressing these words and feelings, using any artistic medium you choose. The words don’t have to be written or used—but they can be.

You may use visual art (drawing, collage, graffiti, etc.) dance, song, poem, spoken word, rap, drama, and more.

You may find that as you create and express these words, more words will come to mind. Add these to your word creation, if you like.


Sharing in Pairs Take turns being Sharer or Listener. Practice the actions and attitudes within your role during that time as Sharer or Listener.




Lesson 7: Caring for the caregiver Media Emotion explorationDrama and/or movement. You can also use visual art (drawing, collage, graffiti, etc.), dance, song, poem, spoken word, rap, and more

Overwhelmed, overloaded, or burdened

IntroductionCaring for others can offer them a great gift to them and to us. But, if we start to carry their emotional load, we can begin to feel the weight of this action and attitude. Our well-meaning intensions take on the burdens of others.

A visual example of this is in a carrying container (backpack, basket, bowl or jug). Each of us has our own “container” in which we carry our own challenges, life experiences, and so on. Some of the negativities that come into our lives—hurt, fear, anger, pain—become like stones that drop into the load we carry.

When we care for others, sometimes we decide we will help carry some of their pains, the stones they’ve accumulated, from the pain in their own lives. So, in addition to the load we already carry, we take on others’ burdens as well.

Burden exerciseIn a minute, not yet, we’re going to express something from that time when you’ve taken on others’ burdens.

Part One: Quiet yourself and think through your own current state of burdening.

What kind of a carrying container could represent you? What’s in this container (Your own personal joys, delights, burdens and challenges)? What keeps it light? What weighs it down?

How would you dramatize or demonstrate through movement your own personal experience with this emotional and life carrying container?

Share in pairs.

Part Two: What happens when others share their struggles with you? How does this affect the weight of your personal carrying container?

How would you dramatize or demonstrate through movement your experience in caring for others and carrying their burdens and challenges?

Share in pairs.

Part Three: What would free you from carrying the weight of others’? What do you need to do to experience more lightness in caring for others? How can you do this?

How would you dramatize or demonstrate through movement your experience in finding more freedom as you care for others?

Share in pairs. Pray for each other.


Processing individually (personal reflection) What happened in your process of creating these artistic expressions? What does this artistic expression mean to you? What feeling does this art express for you? What surprised you or what was new for you? How could this activity benefit you?

Sharing in Pairs Take turns being Sharer or Listener. Practice the actions and attitudes within your role during that time as Sharer or Listener.



Lesson 8: Taking your pain to the cross Media Emotion explorationAny artistic medium of your choosing (Draw, dance, write, create poetry, sing, dramatize, etc.)

Representing our pain

Expressing pain and forgivenessYou have identified and written down your worst pain. You have prayed about it …

Part One: What ways could you express this pain artistically? Choose an artistic medium and find a way to express this pain.

Share in pairs or small groups. Pray for each other

Part Two (do after the lesson’s steps B and C, including burning of the papers): Take some reflective time to express what this gift of forgiveness means to you. Take some personal time to create something to express what you feel in response to this process of taking your pain to the cross and Jesus’ response to you. You may still be in this process of healing. What are some artistic ways you might articulate Jesus’ presence with you in the process?

Share in pairs or small groups.

In this session, participants can also select one of their artistic expressions from the past to share with the larger group. If they feel comfortable, they can use the structured processing or reflection questions for their sharing.

Processing individually (personal reflection) What happened in your process of creating this artistic expressions? What does this artistic expression mean to you? What feeling does this art express for you? What surprised you or what was new for you?


How could this activity benefit you?

Sharing in pairs Take turns being Sharer or Listener. Practice the actions and attitudes within your role during that time as Sharer or Listener.



Lesson 10: Living as Christians in the midst of conflict

Conflict trees Are there conflicts in your community or country? Name some … choose one. What are the causes (root system) and outcomes (fruit of these divisions and

conflicts? What are the roots of these conflicts?

Draw a tree and root system on the board or a large paper. Mark the sections of the tree that coincide with the root system (causes); tree trunk (behaviors or conflict) and fruit (outcomes). Ask the group to name some specific examples of each.

ExampleThis is an example from a discussion of the issue of abortion in American culture:

Fruit OutcomesJudgment against those who abort babiesProtests Killings

Tree Trunk Behavior or conflict Abortion

Root System Causes

Religious beliefsFear of God or manValue of lifeRadicalsRespect for a woman—rape/education/povertySocial classPolitical Geography


In your table groups choose a conflict from your community or country. Identify the Fruit (outcomes), Tree Trunk (behavior or conflict) and the Root Systems (causes).

Share your trees with the larger group.

Alternate activity: Peace Trees What are the causes (you don’t see), behaviors, and outcomes (what you see) of unity

and peace?


Lesson 11: Preparing for troubleMedia Emotion expressionCooperative creative expression Forward movement

Scripture expression Read Psalm 116 to the group.

Step one: Read the psalm again with the following instruction—Close your eyes. Listen to the psalm. Watch for images or ideas that come to mind as you hear this psalm.

Step two: In table groups, discuss some of the images and ideas that you connect with this psalm.

Step three: In table groups, work together to find a creative way to express all or part of this psalm (This expression could be through graffiti, dance, drama, mural, etc. It should be something collaborative.)

Step four: Each group prepares 5 to 10 minutes to share with the larger group.

Small group sharing Share as much or as little as you feel comfortable sharing. What does this artistic expression mean to you? What feeling does this art express for you? What surprised you or what was new for you? How could this activity benefit you? Pray for each other.

Individual reflection for facilitators in training What did you experience in this process of creating this expressive art? What did you experience in expressing and explaining it to someone else? What did you experience in exploring someone else’s expression? What did you learn new about yourself through this experience?


Documents

Introduction - Trauma Healing Institute | American Bible ...thi.americanbible.org/uploads/page/2016_03_Arts_and_Tr… · Web viewMeaningful art activities to support Bible-based