Session Eight Artwork and Discussions

Artwork and Discussions After the storytelling session is completed the child is given the option of drawing a picture that depicts a specific scene in the story. Some children and adolescents do not wish to draw but would rather discuss or ask questions about the story. Still others do not wish to do either but would rather move on to another activity. I attempt to encourage all participants to draw, paint, or mold out of clay the scene in the story that seems to stick out in their minds or the first scene they thought of when I suggested that they think of a scene. This piece of artwork

and/or discussion can be very beneficial in the

therapeutic storytelling

intervention. The discussion with an older child and/or adolescent can take on an element of bringing the

metaphorical meaning to conscious awareness. This intervention can often lead to a problem-solving cognitive behavioural therapy approach. This type of discussion is usually not very helpful for younger children and can sometimes confuse or limit the metaphorical effect of the story.

Discussing the Artwork and Story Content With the Young Child

This age group appreciates a light-hearted and curious approach on the part of the facilitator. All symbols in the child’s artwork have a personal meaning and significance and sometimes contain a meaning and significance that is universal. I usually begin by asking the child to tell me the story that their artwork signifies. I then proceed by asking the child to explain any other figures, symbols, and/or markings on the drawing that he/she may not have explained. I may ask the child to have third party conversations with the various characters, things, or elements within the drawing. I may continue this dialogue or encourage other symbols to dialogue with one another. This is intended as information gathering for the facilitator. Interpretation of the artwork for this age group is usually not helpful to this type of therapeutic storytelling method. If the child chooses not to be involved in artwork he/she may wish to act out the scene or discuss the scene with the facilitator. This drama and/or discussion intervention can also be very helpful in collecting information.

Discussion Topics and Scripts With Young Child

Facilitator asks him/herself: “What might the figure of the symbol (i.e., the sun, a king, a ghost)) represent in this child’s life?” Facilitator may choose to ask the young child: “When you think of (the sun, a king, a

ghost) what thoughts come to mind?” Facilitator may choose to ask the young child: “If the sun could communicate with the man in the picture what do you think it would say? And how would the man respond?”

The significance of symbols provides the facilitator with vital information

Insight Into: Self-Esteem, Problem Themes

Questions/Concerns To Be Explored With Parents, Teachers, Significant Adults

Discussing the Artwork and Story Content With the Older Child

This age group is usually amenable to discussing their drawings and the content of the story. In some cases the facilitator may wish to discuss how the artwork or story can be

related to the older child’s

experiences outside or inside the therapy session. Like the younger child this age group relates best to a facilitator who is curious and keeps the discussion more

feeling oriented than cognitively oriented. I begin much in the same way as with the young child and ask the older child to tell me the story that their artwork signifies. I make sure to ask them to explain any other figures, symbols, and/or markings on the drawing that he/she may not have explained. At this point I have the option of proceeding as I do with younger children and ask the older child to have third party conversations with the various characters, things, or elements within the drawing. I may decide to take the conversation a little further into interpreting its meaning by asking a series of questions and perhaps add more own observations and/or experiences.

Discussion Topics and Scripts With Older Child

Facilitator asks him/herself: “What might the figure of the symbol (i.e., the sun, a king, a ghost)) represent in this child’s life?” Facilitator may choose to ask the child: “When you think of (the sun, a king, a ghost) what thoughts come to mind?” Facilitator may choose to ask the young child: “If the sun could communicate with the man in the picture what do you think it would say? And how would the man respond?” Facilitator may ask if any of the characters in the story remind the older child of anyone in their life past or present Facilitator may ask: “Does this story have a personal meaning or message for you?” The significance of symbols provides the facilitator with vital Information and also begins to assist the older child to view and appreciate his/her experiences in novel and creative ways.

Discussing the Artwork and Story Content With Adolescents

and Young Adults This group is often interested in discussing the story and/or artwork and attempting to determine its significance to their individual life situations. The facilitator can proceed by using anyone or all of the techniques suggested for the older child as well as using a more cognitive and interpretive approach. The adolescent and young adult can also be prescribed homework to do in between therapy sessions.

Discussion Topics and Scripts Specific to Adolescents and Young Adults

o “Do any of the characters in the story remind you of anyone in your life past or present?” o “What if anything does this character in the story have to say to you or what lesson may it be trying to teach you?” o “Do any of the characters in the story remind you of yourself?” o “What if anything does this character in the story have to say to you or what lesson may it be trying to teach you?” o “What do you think the symbol (black figure) in your drawing signifies?” o “Let’s free associate with that symbol.” “Image the symbol (black figure) in your mind and speak the first thoughts, images, sounds, or feelings that

come to mind.” o Youth may need to act out the scene or symbol o Facilitator may conduct an empty chair” conversation with character/symbol

Youth May Need to Reflect on the Image Over Time (Homework)

“Continue to contemplate this symbol and to draw it, write it as a letter or poem”

Acting On or Benefiting From the Image For Example:

“If the queen in the story was powerless – in what areas of your life do you feel powerless?

How might you

gain or regain power in that area of your life?”

“The dark figure in your drawing, who you feel might be your father, do you think you should relate to your father when he is in a ‘dark mood’?”

“Tell me of incidents in your relationship with your father when he has seemed like a dark character?”

“Do you have a dark

character within you?”

Summary: Art, Discussion and Storytelling

Uncovers & Emphasizes Symbolic Meaning

Enhances & Reinforces Story’s Messages

Provides Opportunities to Focus on Individual Aspects of the Story

Specific Messages or Experiences

Provides an Avenue for Two -Way Communication

Provides Opportunities to Problem Solve

Problem Recreation & Restructure

Provides Alternative Form of Expression & Emotional Release

Provide Youth With the Opportunity to Assimilate Learning