INTEGRATING ART
THERAPY INTO SCHOOLAGED PROGRAMMING
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Stacy Gross, MA
Life Skills Counselor/Art Therapist
Therapeutic Elementary Education Program, Canvas Health
ART MAKING EXPERIENTIAL
Take about 10 minutes to draw what the caveman
is running from…
If you don’t have a pen, I have some pencils…
We’ll come back to this later…
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WHAT IS ART THERAPY?
As defined by the American Art Therapy
Association (2011),
“Art therapy is the therapeutic use of art
making, within a professional relationship,
by people who experience illness, trauma, or
challenges in living, and by people who seek
personal development. Through creating art
and reflecting on the art products and
processes, people can increase awareness of
self and others; cope with symptoms, stress,
and traumatic experiences; enhance cognitive
abilities; and enjoy the life-affirming
pleasures of making art.”
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ART THERAPY CONTINUED…
Art therapy is an effective treatment for people
experiencing developmental, medical,
educational, and social or psychological
impairment.
 Art therapists work in a wide variety of settings
including hospitals, psychiatric and
rehabilitation facilities, wellness centers, forensic
institutions, schools, crisis centers, senior
communities, private practice, and other clinical
and community settings
 Art therapists are trained in both art-making
and counseling

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WHAT DOES AN ART THERAPIST
DO?
I encourage clients to
create art and reflect
on their art
 I help clients learn
and use artistic media
to express themselves
 I teach clients how to
use art as an
emotional container

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ART THERAPY CAN…
Change attitudes
 Increase assertiveness
 Impact self-development
 Expand children’s awareness
 Stimulate verbal and nonverbal communication
 Provide insights
 Release and relieve emotional stress
 Develop coping strategies

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SKILLS CHILDREN LEARN FROM
ART
Creativity
 Confidence
 Problem Solving
 Perseverance
 Focus
 Non-verbal Communication
 Collaboration
 Dedication

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STAGES OF GRAPHIC
DEVELOPMENT

The Scribble Stage (10 months-4 years)
Random Scribble Stage (10 months-2 years)
 Longitudinal Scribble Stage (2-3 years)
 Concentric Scribble Stage (2-3 ½ years)
 Isolated Closure Stage (3-4 years)

Preschematic Stage (4-7 years)
 Schematic Stage (7-9 years)
 Realistic Stage (9-11 years)
 Naturalistic Stage (12-14 years)

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SCRIBBLE STAGE (10 MONTHS-4
YEARS)
* Color use is random during this stage
 Random Scribble Stage (10 months-2 years)
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Longitudinal Scribble Stage (2-3 years)
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Characterized by concentric circles
Between ages of 3 and 4 years, scribble changes from counterclockwise to
clockwise
Isolated Closure Stage (3-4 years)
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Repetition of movement; learning takes place
Develop an awareness of boundaries of paper
Concentric Scribble Stage (2-3 ½ years)
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Based on normal development of reaching, grasping, clasping
Tools are an extension of the hand
Characterized by closure of figures and spontaneous naming of figures
Has ability to create boundaries and purposeful form
Appropriate Art Materials:
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Large crayons
Washable markers
Chalk on chalkboard
Thick tempera paint with ¾” brushes
Flat surfaces to work on
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PRE-SCHEMATIC STAGE (4-7 YEARS)
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Encephalopod—typical 4
year old form
Beginning to develop
graphic capability as
shown in form
Appropriate art materials:
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Tempera paint on large
paper
Crayons on smaller paper
Pencils for more detail
Thick markers to increase
control
Towards the end of the
stage, skinny markers
Avoid constant variation
of materials
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SCHEMATIC STAGE (7-9 YEARS)
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Schema—consistent graphic
representation
Schematic deviations occur
when something is either
significant or unimportant
Most people stop developing
their ability to draw sometime
between the ages of 7 and 9
years
Appropriate art materials:
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Facilitate self expression, not
inhibit it
Don’t force materials
Thick tempera paints
Large paper
Crayons
Chalk
Collage
Natural items
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REALISTIC STAGE (9-11 YEARS)*
*NOT EVERYONE GETS TO THIS STAGE
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Schema is no longer
adequate—humans are
differentiated, usually
by clothing
Trying hard to get
things right
“Gang” stage—when
gang is left out, think
about social isolation
In this stage of
development (graphic
and otherwise),
drawings can be used to
increase a different
point of view
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MEDIA
(AFFECTIVE)
(COGNITIVE)
Watercolor on wet paper
Stone/Wood Sculpture
Fingerpaint on fingerpaint
paper
Clay
Other paints on dry paper
Colored pencils/pencils
Collage
Chalk pastels
Crayons
Oil pastels
Soft water-based clay
Markers
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INTEGRATING ART THERAPY INTO
PROGRAM
The process of creating art is just as, if not more,
important than the product
 Strategically placed/utilized interventions can
help reduce anxiety, promote relaxation, and
foster the development of coping skills
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MANDALAS
Clinically proven to
reduce stress and
induce relaxation
 Utilize a combination
of coloring sheets and
blank circles
 Ideas for integration:
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MCA testing
 After gym
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DOODLE BOOKS
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Foster creativity while
reducing anxiety
Ideas for integration:
Art projects
 Supplement to coloring
sheets
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The Boys’ Doodle Book:
Amazing Pictures to
Complete and Create by
Andrew Pinder
The Anti-Coloring Book
by Susan Striker
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ZENTANGLE
Drawing structured
patterns
 Relaxing
 Increases focus
 There’s no wrong way
to do it so everyone is
“good” at it
 Ideas for integration:
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Art project
Quiet activity/fidget
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PLAY-DOH
BOARDS
Sensory integration
technique
 Can be used to reduce
anxiety and assist in
the development of a
feeling of calm
 May be useful when
talking with a student
when they are in
“trouble”

SCRATCH
Very kinesthetic
 Tool that can benefit
those feeling anxious
 You can purchased
packaged scratch
boards or students can
make their own
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CREATING A WINDOW
Cut out a small window in construction paper
 Place this on top of the paper where the child is
drawing
 The child draws on the paper through the image
 Fosters containment and reduces anxiety
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HOW TO TALK TO CHILDREN ABOUT
ART
Let children create their own art without making
uninvited marks on it
 Take time to reflect on the art
 Approach the image with curiosity (the child is
the artist and the expert on the meaning)
 Be mindful of your speech
 Treat the completed work with respect and care
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Using our caveman drawing from earlier, what
are some things you might say?
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HELPFUL PICTURE BOOKS
Ish by Peter K. Reynolds
 The Dot by Peter K. Reynolds
 Beautiful Oops by Barney Saltzberg
 My Many Colored Days by Dr. Suess
 One by Kathryn Otoshi
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THINGS TO REMEMBER
You are NOT an art therapist
 Art making is a legitimate, evidence-based
practice and clinical treatment
 Some believe that you should always make art
when the children are while some believe that it
could inadvertently influence them; use your
judgment
 What you are already doing with children is a
form of therapeutic art
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HOW TO CREATE AN ART
DIRECTIVE (USING A PICTURE
BOOK)

Once you’ve picked out a book, think about…
What do you want each child to learn from the book?
 Were there any artistic elements that you can
piggyback off of?
 How could the children best experience the lesson
from the book?
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Remember…
There is no wrong way to do this; try and if it doesn’t
work out, adjust it for next time
 Use your resources!
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Thank you!
Questions or comments?
Stacy Gross, MA
stacyleegross@gmail.com
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