Psychotherapists have long noticed one fact: performing simple and understandable exercises helps to reveal the child’s personality and find out what is happening in his soul. Art therapy is a psychotherapeutic, therapeutic and preventive type of work using art. Through various creative crafts, the child talks about himself and his fears. The psychologist, collecting data, helps the child by building correct models behavior and transforming fears.

Art therapy is a common method of child psychotherapy

In psychotherapeutic practice, various methods are used to diagnose the emotional state of a child and determine its level. psychological development, allowing the power of art to get rid of many diseases.

Art therapy and children

For psychotherapists, children are “difficult” clients. Due to their age, it is quite difficult for children to describe their fears in words and talk about what worries them. The psyche of children is very vulnerable and vulnerable. And only art therapy will help in identifying the existing problem, correcting behavior, and changing psychological mood. It is enough to simply frighten, offend, or irritate any child. And if parents notice any incorrect actions in their child’s behavior, an inadequate reaction to various life situations, then art therapy will be an effective way to influence the child. Notations, reprimands, moral teachings from parents will not bring any results, they are incomprehensible to the child, and therefore are not at all valid, not successful.

In order for the baby to open up, it is necessary to create the appropriate conditions. He should feel free and at ease, feel completely safe. Often parents are unable to create a similar atmosphere at home because they are too impatient and constantly evaluate their child, giving instructions on what can be done and what cannot. During art therapy classes, the psychotherapist does not restrict the child’s freedom in any way, allowing him to open up enough to show what the child is unable to describe in words.

Psychologists help find in a child hidden abilities, relieve many fears and conflicts with oneself. The doctors’ work schedule is very gentle and does not affect the baby’s psyche. Classes take place in game form

- this allows you to gain the trust of a small patient and gradually learn about the problems that bother him. Schoolboy primary classes and children preschool age 1.5 hours of art therapy training per week is enough. This is quite enough for hyperactive teenagers to throw out their emotions accumulated over seven days. During lessons, with the help of art therapeutic means, deep-seated fears are removed from primary and secondary schoolchildren, preschoolers and children who go to school. junior groups kindergarten.

In the process of work, preschoolers develop skills and means of finding compromises between their own world and the demands of others. As a result, the child will be able to believe in himself and his strengths, which will give him a sense of significance and responsibility.

In kindergartens and children's development centers, art therapeutic work is carried out by speech therapists from correctional centers.

How is art therapy different from regular creative work?

Art therapy is a method of action that corrects a child’s behavior (including deviant behavior) through creative expression: modeling, playing with sand, theatrically acting out stories, writing stories. The reason for the effectiveness of such activities lies in the child’s creative thinking: it is more accurate, specific and detailed than that of any adult. This is what children use to understand, comprehend and evaluate the world around them, and build relationships with it.

A child, due to his age, does not reflect in his creativity specific impressions received from the outside, but unconsciously depicts more global things - his entire life experience.

It is to such objects of communication that the baby manifests the forms of relationship building that are present in his consciousness and characteristic only of him. This method allows you to identify the most serious, traumatic mental problems and get rid of them. The struggle with difficulties takes place in the shadow of the art therapy process, simultaneously and in parallel. Thanks to art therapy, you can explore the world of a child’s inner experiences, explore his feelings, and establish the causes of his experiences and anxiety. Verbal responses in the form of characteristic lines, certain colors and shapes can tell a lot.

Children do not experience psychological discomfort when engaging in art therapy

Types of art therapy activities for children

Any method of art therapy is aimed at enabling a child to express himself at any age. The absence of laws, rules and restrictions allows him to let out everything that worries him, describe his problem through creativity, understand it, change his attitude towards it.

The most popular methods of art therapy are modeling, dancing, singing, isotherapy, paper modeling, sculpting, knitting, sand therapy etc.

The variety of possible techniques allows you to create a large spatial area for identifying and correcting problem situations. Active and passive art therapy is used as working methods. The passive method is based on the use of ready-made material: discussion of the listened plot of a fairy tale or piece of music, drawing. The principle of the active technique is creation, the creation of some new object of art.

Modeling classes

Modeling helps the child develop perseverance, attentiveness and fine motor skills. The material for classes can be wax, clay, plasticine and even salty dough. The therapist, observing the process, notes the characteristics of the baby’s behavior and helps direct energy in the right direction.

A technique called mascotherapy is very helpful in treating a child’s mental health. The child fashions a mask that represents fear, anxiety or negative thoughts. The specialist explains to him that everything bad now “lives” in this mask, and it is necessary to forget about it, leave it, “throw it away” right here, in the doctor’s office.

The benefits of sand

The simplest and at the same time the most favorite method for children is sand therapy. To carry out the classes, you will only need a small box of sand. With its help, the baby creates various drawings and shapes. This develops tactile sensations, makes the child more concentrated, relaxed, less aggressive and anxious. Through sand therapy his self-expression occurs.

Therapeutic therapy with sand makes it possible to identify delays in children mental development, autism, neuroses. This method is successful for children who have experienced stress associated with the loss of loved ones, a change of place of residence, moving to a new kindergarten, or who are in a depressed state.

Isotherapy help

The most accessible methods are doodle drawing exercises - isotherapy. At this time, the child feels free and does not think about the result. He tries to see some kind of image in the lines obtained on paper. While describing it, he can complete something, highlight some important elements and focus attention on them.

A fascinating type of isotherapy is monotype or “one print”. On a surface that does not absorb paint, the child draws lines or spots. This surface is then covered with a sheet of paper. The imprint obtained on it is shown to the child so that he can describe it or complete the image.

Thanks to isotherapy, specialists can understand the child’s mental state, classify it and help overcome complexes and fears associated with it. Any experience that the child cannot express verbally is reflected in the drawings. Certain figures, the presence of certain elements, the color used and the nature of the lines - all this can tell the art therapist about the child’s inner world. While drawing, the child describes his own mood in colors, reveals his inner world, emotions and experiences. The specialist conducts a casual conversation to create a picture of the psychological state.

Isotherapy is the simplest method of working with children

This direction in art therapy is just beginning to gain popularity. Music is a good way to relieve stress and helps eliminate oral speech disorders and deviations in the child’s behavior. With the help of music therapy, specialists can relieve a child of many neurological problems and depression.

During classes, the art therapist conducts training and tells the child about the basic concepts in music, using game images to describe them: for example, the country of Harmony, where Princess Melody and Prince Rhythm live, and so on. Thus, classes help the child to escape from the real problems of life and reduce the pressure on his psyche.

Children with delays psychomotor development This type of therapy will eliminate emotional stress and increase mobility.

Music therapy is great for relieving nervous tension

Theater productions

The child’s participation in stage productions will teach him to express his emotions, feelings and thoughts not only with words, but also with movements and facial expressions. By playing various characters, the child tries on their images and learns to understand their experiences.

Fairy tale therapy

This type of art therapy is suitable for very young children. The doctor asks the child to tell the plot of a fairy tale, analyze it, or come up with his own story. The purpose of such classes is to support the child emotionally, create correct ideas about the world and other people, and develop important communication skills in a team.

Exercises in art therapy practice

The difference between the art therapeutic type of treatment and other programs and practices of psychotherapeutic treatment is the use of non-verbal communication, which acts as the main source of information. The basis is exercises that allow children to cope with their fears or eliminate an inhibitory factor without any difficulties.

A number of exercises in the practice of art therapy are a kind of tool that allows you to develop interpersonal communication skills, increase your self-esteem, and create a more successful image of your own “I”.

Each art lesson with a child or teenager takes place in two stages. At the first stage, the child is given the opportunity to express himself creatively, for example, to create some kind of drawing or sculpt something. This stage relies on a non-verbal method of communication and does not have any clear patterns of behavior.

At the second stage, verbal communication mechanisms play a leading role. Here there is a discussion of what was created by the child. The physical beauty of the creation and its aesthetic appearance are not taken into account. This does not play a major role in art therapy.

At the first stage of classes, you should ask the child to sculpt or draw something.

The nonverbal method is the simplest method that allows a child to talk about his own worries, negative and anxious thoughts, and experiences. The following tasks are solved in art therapy classes:

• the internal negative qualities of the child are eliminated;
• self-esteem increases;
• learning to objectively analyze events occurring in a child’s life;
• a more successful or new image of one’s own “I” is built;
• the baby learns to correctly interpret his feelings, ideas, goals and defend his point of view.

Art therapy exercises are aimed mainly at changing the direction of the energy of the child’s mental state in the most favorable direction. Art therapists help overcome problems by expressing them through some creative tool. This is the main healing property of art therapy.

Creating an image of a problem, of fear, is only the first step. Next, you need to transform this face, change it, give it a different shape. At the same time, a change in the physical image of the child occurs by processing the internal image of him (in the child’s head). The uniqueness of art therapy allows us to choose a solution to a problem for any individual, even in the most difficult situations.

Group art therapy sessions

Group art therapy classes are the easiest way to analyze a child’s mental state. It allows you to understand a child’s dreams and thoughts without resorting to complex analytical methods.

Art therapy in a group of children is based on comparative analysis, interaction of children with each other and the teacher.

During classes, the child learns to be sociable, makes mandatory adjustments to his behavior towards others, tries to integrate into society, developing ways and mechanisms for building relationships with peers.

In the future, it will be much easier for him to adapt to new conditions in kindergarten or school.

Problems solved in group art therapy sessions:

• getting rid of fears and anxieties - from the child’s drawings you can find out what worries him and what he is afraid of; depicting your fears helps you resist fear and overcome it;
• liberation from tics, neurotic and obsessive states - internal emotions are released through creativity, which makes the child calmer and more resistant to stressful situations in the outside world;
• increasing self-esteem - completing creative tasks allows the child to understand his uniqueness and realize his own worth;
• strengthening emotional intelligence- in the process of classes, the child learns to express his feelings and emotions, uses his strongest sides to solve assigned problems;
• eliminating the consequences of life-stressful situations - during classes the child is distracted from possible family troubles.

Advantages and benefits of art therapy

By working on the creation of some creative work, the child becomes self-confident, increases self-esteem, gets the opportunity to realize himself, and experiences satisfaction from the process of analytical and creative creation of a work of art.

The child expands his capabilities and his own rights. Art therapy techniques help in childhood express fears and emotions in a visual way and get rid of them.

The benefits of art therapy with children also include:

• are not required for art therapy in childhood developed abilities, which are necessary in visual or artistic creativity;
• Thanks to special technology, it is easier for the baby to “tell” about his problems and experiences, he learns to look at his problems from a different perspective, and tries to find solutions;
• art therapy is a tool for self-knowledge and self-expression;
• classes help children overcome lack of initiative and apathy,
• such lessons form an active life position;
• The teaching technique is aimed at mobilizing creative potential;
• classes are in a current “insight-oriented” direction, in which there is greater tolerance, harmony and trust in the atmosphere, and greater attention to the child’s own world.

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Happy child 21.04.2017

Dear readers, are you familiar with the concept of art therapy? It turns out that this relatively new area of ​​modern psychotherapy is actively used by specialists not only with adults, but also with children. Many exercises can be offered to your child at home with great success, while achieving several goals at once: having fun, and understanding what is bothering your baby, and helping him gently solve the difficulty that has arisen. After all, in art therapy for children it is not bitter pills and potions that are used, but what childhood is already rich and happy with - creative thinking, imagination, vivid images and the most favorite activities for children. Tell me which of the children will refuse to draw, dance, play interesting game?

Today on the blog we will introduce you more closely to art therapy in working with children, and offer a selection of fun exercise games that you can use at home with your child.

I give the floor to the presenter of the column, Anna Kutyavina.

Hello, dear readers of Irina’s blog! When it comes to art therapy, I can't stop listing its many benefits. This is probably due to the fact that I myself am an art therapist, and I have years of working with children in this method. But still, every time I observe the new successes of the kids, their big and small discoveries, as well as extraordinary changes, I am amazed again and again. It would seem like just a drawing, a game in the sandbox, a dance, a fairy tale. But how thanks to them the world changes, both around and inside us!

But let’s first take a closer look at art therapy and find out what it is used with.

Art therapy in working with children and adults and its tasks

What is art therapy? This is a direction of psychotherapy that involves the creation and analysis of creative works. Literally, the word “art therapy” is translated as treatment with art. But for the purposes of art therapy it is not at all necessary to be a brilliant artist, musician or poet with a “profile” education. It’s enough just to pick up the tools necessary for this or that type of creativity, relax, let go of external vanity and worries, and immerse yourself in the process.

However, not all creativity can be classified as art therapy. Ordinary modeling, dancing, drawing are not yet treatment. But properly directed, coordinated creativity (not to be confused with special training in creativity - in comparison with it, art therapy is more spontaneous) can help:

• react to unlived emotions, get to the bottom of true feelings and thoughts;
• diagnose psychological problems;
• release aggression and other negative manifestations in an adequate form;
• facilitate the process of communication, establishing relationships with other people;
• increase self-esteem;
• learn to control your own internal state;
• cope with fears, anxiety, and many psychosomatic manifestations;
• acquire new, more constructive models of behavior in a given situation;
• enjoy self-expression.

It would seem “just” childish pranks. And what a huge influence they have on a person!

Art therapy also works great with adult “patients.” But she literally works wonders with kids! Maybe because it’s not so easy for us, great aunts and uncles, to turn off the controller and “supervisor” in ourselves and create without judgment?

Types and methods of art therapy in working with children

There are quite a few separate types and directions in art therapy. Moreover, something new appears all the time. But the main types of creative treatment include:

Isotherapy– treatment with the help of drawing and fine arts. Materials for such therapy are paper, brushes, paints, and less often - pencils, pens, crayons.

Sand therapy – classes using a specially organized sandbox. In addition to the sand box itself, small figures are used in therapy, natural materials And so on.

Bibliotherapy– special work with text. So, you can read the text, select and write down the words you remember, compose sentences from them, etc.

Music therapy– classes by listening to music, creating your own rhythms, playing musical instruments.

Tissue therapy – by working with fabrics.

Color therapy– use of different color combinations and images for therapy.

Puppet therapy– it involves the creation of dolls from various materials, and further interaction with them: playing stories, composing plots, etc.

Mandalotherapy– activities with children by creating mandalas. They can be drawn on paper or sand, and created from different materials.

Phototherapy– creation of photographs and further therapeutic work with them;

POPPY– classes using metaphorical associative maps.

Testoplasty– therapy by influencing plasticine, dough, clay, and other plastic materials.

Collaging– treatment and filling with resources by creating collages.

Cinema therapy– therapy using films and videos.

Dance movement therapy – treatment through dance.

When working with children, especially young ones, isotherapy, fairytale therapy, sand therapy, testoplasty and doll therapy are most often used. Yes, yes, this is exactly what children love most in the world: drawing, reading fairy tales, sculpting, playing in the sandbox and with dolls. Magic Doctor Art therapy treats only what is pleasant and painless!

Exercises for doing art therapy with children

And now I suggest you play a little with the kids, and at the same time feel a little like an art therapist. To get acquainted with the method, let’s take what, in my opinion, are the simplest and fastest areas, as well as those that are very popular with children - isotherapy and sand therapy.

Isotherapy

In fact, all children love to draw. Why not work out with the kids? The following materials can be used for isotherapy: paper, brushes and paints, pencils, markers, pens, crayons. Everything you can draw with. To begin with, invite your child to choose what he would like to draw with now.

Scribble

A very simple and accessible exercise. Invite your baby to take pencils or paints and draw any lines. You can draw in any color, with any pressure, any shape and size. While drawing, try to find some image in the lines, and complete it with your child.

Or you don’t have to look for meaning in the scribbles, and just move a pencil over the paper, thus expressing yourself.

Hand drawing

A wonderful way to let your child experience incredible joy! After all, you usually can’t “get your hands dirty,” but suddenly you can! Invite your child to draw with his entire palm, fingertips, knuckles, palm edge, using gouache or special Finger paint. There is no need to give any specific task. Just let your little one loosen up, applying sweeping, chaotic strokes, experiencing unusual tactile sensations and going beyond what is permitted.

With this exercise you can correct the state of fear, depression, and anxiety.

Drawing music

Offer your child paints, brushes, paper, and play a recording of classical music, for example, Mozart or Tchaikovsky. And ask him to draw the music he hears, using any lines and colors. The way he himself will feel.

Thanks to this exercise, the child learns to express his emotions and feelings on paper, and also develops his imagination.

Exercise "Flower"

An older child can be given an exercise "Flower". Give him paper, brushes and paints, pencils. Ask to close your eyes and imagine a wonderful flower. What is he like? What does it smell like? Where did he grow up? What's around him? Now let the child open his eyes and try to draw everything he just imagined.

Together with your child, come up with a story about a flower. What's his mood? What does he like? How is his day going, etc. If the story is sad, offer to complete the picture or change the story in a positive direction.

This exercise helps develop imagination and relieve emotional stress.

Now let's see how you can have fun with your children during modeling classes. What can we talk about, what children's crafts will tell us.

Sand art - therapy for children

Sand is a wonderful environment for developing a child’s skills and even for correcting and treating existing problems. The sand itself is pleasant to the touch, free-flowing, easily fills any shape, and children can play with it for hours. Just remember what happens on the shores of seas and rivers, as well as near large sandboxes in the yard. You can't tear your children away from the sand!

The “magical” properties of sand could not go unnoticed by specialists. The sandbox is actively used in the psychological and art therapeutic process. True, the psychological sandbox must have certain dimensions - 50 * 70 * 8 cm, and the inside is painted blue or light blue, as a symbol of sky and water.

But at home, we can also use improvised means - small trays, drawers, even plastic basins filled with sand. The main condition is that the sand must be safe for the child, that is, clean and disinfected. To do this, you can buy special sand, or take regular sand, rinse it and bake it in the oven.

Also for games you will need small figures - up to 8 cm high. These can be dolls, animal figures, trees, houses, interior items, natural materials. Psychologists usually have a whole collection of such toys. But at home it is enough to have at least a minimum set.

Getting to know sand

At the very beginning, we invite the child to “get acquainted” with the sandbox:

“Say hello” to the sand (remember that playing in the sandbox is already the creation of a fairy tale, and in a fairy tale everything is alive).

Slide your palms along the sand in straight lines, in a circular motion like snakes, or zigzag. Then do the same with the edges of your palms.

Scoop sand into your palm or two at once and pour out in a thin stream.

Bury your palms in the sand, then “find” them, saying: “Where are our hands? Where did they hide?

Place your open palm in the sand and close your eyes. Then mom or dad pours sand on the finger, and the baby must guess which finger the sand landed on.

Leave footprints in the sand. You can invite your baby to jump with his toes in the sand like a bunny, walk like a big bear, or crawl like a snake.

Be sure to discuss with your child his feelings, the difference in impressions, and ask questions. You should not impose your opinion, listen to your child and help him, without correcting or criticizing in any way. Be sure to praise for success.

Creation of a magical world

In order to get to know your child’s experiences and feelings better, you can offer him the following exercise. You need a sandbox and a set of small figures. The instructions for the task are as follows:

“Imagine that you are a real wizard. Before you is a fairyland. And you can fill it with whatever you want. Create any natural conditions, populate them with people, animals or other creatures. Arrange them the way you want."

Usually children begin to create with great joy and immediately immerse themselves in their world. Just by where a child begins “construction” and how he approaches the process, you can learn a lot about him. Did he build everything quickly, using large strokes? Or does he hesitate, ponder his decision for a long time, and cannot decide on a place for the figurine? Or maybe he rearranges some characters all the time, unable to find a place for them?

When the world is created and the baby says that he is finished, discuss the picture with him. Ask who lives in this magical land, what it is called, what the residents do, what happens to them. If a child voices some problem with the hero - for example, this tiger is very angry and feels bad - try to find a solution together. Maybe the tiger just needs a friend? Or should he do what he likes? “Follow” the child, continuing his thoughts. And you will be surprised how effective this exercise can be.

Similarly, you can invite your child to create a picture “My family”, “My friends”, and find out how the child sees his environment, what can be changed in this system for the better.

There are a great variety of art therapy exercises and techniques when working with children. They help develop imagination, motor skills, and realize creative abilities. But it is not at all necessary to follow any strict instructions at home when working with your baby.

Art therapy in many ways is spontaneity, based on instinct, the ability to see and accept another, to understand him without words, through art. When selecting techniques, take into account the child’s age and psycho-emotional state. After all, who, if not we, parents, are able to feel our child better than anyone?

Do not try to influence the result of creativity. The goal of art therapy is not the creation of masterpieces, but simple and accessible self-expression, an opportunity to get to know your inner world and help it become brighter, more cheerful, and brighter. Although, sometimes people discover amazing talents in themselves...

I sincerely wish you and your families health and happiness! Create for joy!

Anna Kutyavina, psychologist, storyteller, owner of the Fairytale World website

I thank Anya for her thoughts. Work with your children and be sure to develop yourself. After all, such methods can be very interesting for us adults too. Not long ago I discovered phototherapy for myself. I really enjoyed my experience. I wrote about it in the article Awakening yourself through phototherapy Photogenic “thorn” milk thistle

Not only adults, but also children become clients of psychologists. Children's perceptions are less logical, structured and complex. To help a child, you need to speak to him in his language. Art therapy for children, which has many methods, exercises and techniques, helps with this. Art therapy comes in several types and can often be used to resolve psychological problems adults.

Art therapy

Psychologists have long noted that the simpler and clearer the exercise is for a person, the easier it is for him to open up and show everything that is going on in his soul. Today, art therapy is used not only in psychotherapeutic, rehabilitation and corrective work, but also in everyday life, when parents want to influence the child. It is also easy for adults to express their emotional experiences through art. Moreover, if a person does not know how his creation is being interpreted, this allows the psychologist to know exactly what he may be hiding behind the words.

Art therapy is psychotherapeutic work that involves the use of art. Through various creative crafts a person talks about himself. In this way, the psychologist can not only collect information about the client, but also help him in transforming his behavior patterns, worldview, etc.

Two features of behavioral art therapy that benefit both patient and therapist alike are its clarity and structure. Reinforcement-based therapies are based on the principles of operant conditioning. Once the behavior assessment is made, the therapist and patient move on to the next steps.

1. Making a list possible ways reinforcements This is the decisive moment. Anything that can be considered as reinforcement high probability promotes the desired response.
2. Determining how and when to use a particular reinforcer. Continuous reinforcement - The best way achieve behavioral changes in a short period of time. The patient receives appropriate reinforcement each time he behaves in accordance with the goal behavior. Once the patient begins to systematically adhere to the new behavior, reinforcement can be weakened and used only occasionally and randomly, which helps to record positive results.
3. Beginning of shaping. Shaping is a procedure in which each successful approach to a goal behavior receives reinforcement. This is done in order to adapt the patient to a new role for him and bring him closer to the desired or correct reaction.
4. Drawing up a formal contract that sets out all the details and requirements of the treatment plan and specifies when, how, and where the target behavior is to occur.
5. Periodic review of the parameters of the therapeutic process to track and record the patient’s progress. If necessary, appropriate adjustments are made to the reinforcement regime.
6. End of therapy. When a patient “achieves” a goal behavior and then maintains that behavior for a specified period of time, the course of therapy is completed.

Art therapy, based on reinforcement, is often used when working with children and patients. The most difficult task here is to find meaningful reinforcement. The actual treatment process involves using reinforcement to improve specific functional behaviors in children: communication and teamwork skills, play skills, and basic school skills (recognizing letters, numbers, and primary colors). Children are taught a particular goal behavior and rewarded every time they successfully perform it.

Types of art therapy

The main useful function of art therapy is that a person relaxes when completing tasks, and also opens up completely, without thinking about whether he is doing something right or wrong. If in words a person has already learned to lie, hide, pretend, then in creativity he allows himself to remain himself. In art therapy, there are the following types that help in psychotherapeutic work:

1. Isotherapy is a fine art.
2. Play therapy.
3. Phototherapy.
4. Music therapy.
5. Fairy tale therapy.
6. Bibliotherapy – the use of books and literature.
7. Imagotherapy – the use of theater and images.
8. Kinesitherapy - the use of movements and dances.

In isotherapy, common techniques include: modeling, drawing, recreating one’s own dreams, painting, drawing mandalas. Today this type is the most frequently used. With this therapy, a person relaxes, censorship is removed. The main things here are the colors, shapes, sizes of the design and other components that a person chooses. Since there are no correct answers here, a person draws what corresponds to his state of mind.

Kinesitherapy (dance therapy) is the free, spontaneous expression of one's movements in dance. This is different from dance classes, where all movements are subordinated to the coach. With dance therapy, a person moves the way he wants and is comfortable. Its main goal is liberation, gaining freedom and eliminating negative emotions. Psychologist V. Reich believed that unexpressed emotions accumulate in the body, leading to its destruction. Dancing helps to release them without harm.

For some people, music therapy is suitable - when a person composes it himself, plays it, or simply listens. Its effectiveness lies in the fact that a person finds the mood he needs. Music therapy is actively used for stress, depressive disorders, and sleep disorders. Listening to the melody, a person rebuilds and adjusts to the desired mood.

In play therapy and imagotherapy, theatrical play and sand therapy are often used. This allows a person to model the desired behavior, play it without harm to the mental state, turn on attention and memory, and show will. Either the person frees himself from behavioral constraints, or he rehearses new model actions.

Phototherapy is becoming quite interesting - the newest method of working with clients. It includes not only taking pictures, but also making collages, decorating the interior with the desired photographs, a photo gallery, etc. It’s as if a person allows himself to decorate the world in which he lives. First, he must see the beauty and capture it, and then also transform his own life.

Fairytale therapy has many functions, which makes it one of the most used. It can be used at any age, especially when working with young children. A person either listens to a fairy tale that the therapist reads, or makes it up himself. When reading a fairy tale, a person can be given answers to his questions. When composing a fairy tale, an individual reveals his experiences, desires, aspirations, and also learns to look for a way out of difficult situations.

Art therapy for children

The most difficult clients of psychotherapists are children. The difficulty lies in the fact that it is difficult for children to express in words and logical reasoning what worries them, worries them, and causes indignation. The child's psyche is very vulnerable. Only art therapy for children helps in identifying existing problems and correcting mental and behavioral attitudes.

A child can very easily be offended, frightened, stressed or irritated. When parents notice that their child is behaving incorrectly and incorrectly, and all their measures do not produce useful results, then art therapy becomes effective. Morals, instructions, notations and other methods of parental influence are still incomprehensible and ineffective on the child. If you need to eliminate a psychological problem or understand what is happening to a child, then seeking help from a psychotherapist on the website will help in solving the problems.

The most important conditions of art therapy for children are:

1. Safety.
2. Attractiveness.
3. Clarity.
4. Availability of funds.

In order for a child to open up, you need to create an atmosphere where he will feel light and free. Often parents cannot create such an atmosphere because they do not show patience, evaluate the child, say what cannot be done and what can be done. When conducting art therapy, the psychotherapist does not limit the child, which allows the child to open up and bring out what he cannot express in words.

The most used techniques are:

• Isotherapy.
• Sand therapy.
• Monotype.

Sand therapy is good because it is pleasant for the child, allows you to develop fine motor skills, as well as self-expression. All you need for this is a box of sand.

The most accessible is drawing, which is done with pencils on a piece of paper. At first, the child may draw doodles. But as internal constraints are eliminated, he will begin to complement his drawing, creating a certain plot.

Monotype is the formation of a spot on a piece of paper. The child must describe this spot and even complete the drawing if he wishes.

All methods of art therapy allow a child to open up, talk about his problem through creativity, and even change his attitude towards it, his behavior pattern, or learn something.

Art therapy methods

All art therapy methods are aimed at self-expression and self-knowledge by a person. Since even adults may not understand the motives of their actions, art therapy is a relevant and most accessible form of self-understanding. There are no restrictions, rules or laws. Where there is freedom, a person relaxes, becomes himself and allows what worries him to spill out.

Art therapy methods have two functions:

1. Recreating your own problem that causes pain, as well as considering it from the outside, understanding it.
2. Changing your attitude towards a problem, finding the right ways her solutions, deliverance.

Let's remember the most common solution to a problem - draw it and tear the drawing into small pieces. If a person is not yet ready to fight his own fears or complexes, then breaking up the drawing with his problem can be the first impetus for healing.

Exists a large number of art therapy methods:

1. Drawing.
2. Modeling.
3. Knitting.
4. Wood carving.
5. Composing music.
6. Origami.
7. Dancing.
8. Singing, etc.

Any activity that involves expressing oneself creatively is a method of art therapy. All of them can be used in two forms:

1. When the therapist sets a theme or plot that the client must adhere to.
2. When a person is given complete freedom, where he can do whatever he wants. At the end, a craft that a person created is discussed to understand the theme and plot.

Mandalas are actively used - symmetrical circles with squares, lines, triangles and other images inside. A person expresses his inner world in a circle, which is cyclical.

Art therapy techniques

The variety of types of art therapy creates a large space for identifying, adjusting and consolidating the problem situation. The main methods of art therapy are active and passive:

• The passive art therapy technique consists of using ready-made types of art: viewing a drawing, discussing a plot, listening to music or a fairy tale.
• The active technique is aimed at creating a new creative object. A person creates his own creation, while beauty and aesthetics are not appreciated.

Art therapy can be used individually or in group sessions. For example, a theater scene always includes at least two characters. Here people can play out their own roles or become those with whom they have interpersonal problems. When losing, you can stop at any time, think, get advice and try a new model of behavior that can solve the problem.

Art therapy techniques can be used both separately and as an auxiliary direction in psychotherapy. This direction is not a panacea for all ills and for solving any problems, but it has a positive impact.

The main goal of art therapy is sublimation - the transition from negative experiences to problem solving. When creating a creation, a person only talks about his problem. But it’s not enough to tell, you still need to do something with it. Here it is proposed to make your problem attractive, to find ways to solve it. As a person changes his creativity into a more attractive form, he himself will change.

Art therapy is almost always used when working with children, however, its methods are also used when correcting adult problems, since they allow you to activate your performance and internal potential.

Art therapy exercises

If you study the field of art therapy, you will notice that there are many exercises in it. It allows an individual to talk about his experiences and worries in non-verbal ways, as well as find a solution to his problem. Often internal shortcomings are worked out here:

1. Eliminate negative qualities.
2. Increase self-esteem.
3. Objectively analyze events and ideas.
4. Build a new and successful image of the inner “I”.
5. Understand your own feelings.

Each session consists of 2 parts:

1. Creative activity that does not require verbal expression.
2. Discussion of what the person has done.

Collage and modeling are effective exercises. Collage helps in recognizing your own problem, and then in revising its components. Let's remember the “Wish Board”, when a person uses pictures to form his own future, which he wants to achieve. This is called self-tuning, so that a person focuses his attention on what he wants, and not on what upsets him.

Modeling allows you to mold your own fear or problem, and then do whatever you want with it. Although this is only self-hypnosis and does not affect the real state of affairs, psychologically the person changes. He gains confidence in his own abilities, which allows him to begin to solve the problem rather than continue to run away from it.

Playing musical instruments, listening to melodies, and tapping help a person relax and get rid of stress. Theatrical acting helps in developing special behavior patterns that will solve the problem, which will increase a person’s self-esteem.

Children like to write fairy tales, work with cereals, draw, do crafts, and play with each other. For adults, the “Self-Portrait” exercise is suitable, where a person can freely express in a drawing how he sees himself. This helps the therapist understand the reasons for his troubles and depression, as well as his inability to solve existing problems.

Bottom line

Art therapy has a beneficial effect on children and adults. The result of working with a professional is getting rid of internal pressures (fears, complexes), freeing your potential and gaining confidence in your abilities. If we are talking about a child, then it is useful to work with the whole family, in which he spends most of his time, where his problem is formed.

The desire of parents to change together with the child gives a successful prognosis for his development. Moms and dads should understand that first of all, all troubles start in the family in childhood. Since adults do not always pay attention to the lack of attention and love for their children, and also do not believe that they are doing wrong, children’s problems take root for a long time, often preventing them from living fully even in adulthood.

Art therapy is useful because there is no censorship in it. Beauty and aesthetics are not valued. What is important is what is drawn, not how beautifully it is done. What matters is what a person wants to convey through his creation, and not whether someone likes it or not.

A person can reveal his potential, and the psychotherapist bypasses the moment when a person can deceive. Children understand creative activities and are actively involved in them. That is why they are able to convey their inner world through drawings, sculpture, music, sand creations, etc.

Art therapy not only identifies problems, but also helps in solving them. There are many methods that allow you to find individual approach to every person who needs psychological help.

Municipal preschool educational institution

« Kindergarten No. 12 Cheremkhovo"

Card index

Compiled by:

Guro O.S. – educational psychologist

2016

Card index

art therapeutic exercises

A practical guide for educators, methodologists, parents, specialists (speech therapists, music workers, physical education instructors)

Card index of art therapeutic exercises. – Cheremkhovo, 2016. – 26 p.

Benefit contains a system of exercises that are effective for developing people’s psychological culture and increasing their level psychological health by harnessing the potential of different art forms. The collection of exercises is universal and suitable for work in any preschool institution.

The manual is addressed primarily to educators, methodologists, parents, speech therapists, music workers, physical education instructors, specialists from a wide range of teaching and auxiliary professions.

Content

Introduction……………………………………………………………………………….5

The advantage of the art therapy method……………………………………….6

What types of art therapy are there?……………………………………………………6

Art therapeutic exercises…………………………………...…8

List of references………………………………………………………26

Introduction

Art therapy (art therapy) is a method of psychocorrection that was first used in psychotherapy by A. Hill in 1938.

Art therapy(Latin ars - art, Greek therapeia - treatment) is a method of treatment and development using artistic creativity.

Among other things, art therapy is a wonderful way for others to express their emotions and feelings painlessly.

Children's art therapy is a simple and effective method psychological assistance based on creativity and play. In other words, this is creativity therapy.

The main goal of art therapy is to harmonize the development of personality through the development of the ability of self-expression and self-knowledge.

Through simple exercises that are more reminiscent of children's pranks, you can not only diagnose the mental state of any person (both adults and children), but also successfully fight many nervous disorders.

Art therapy – exercises for children – is:

getting to know your inner self; formation of an idea of ​​oneself as a person;

creating a positive self-perception;

learning to express your feelings and emotions;

relieving psycho-emotional stress;

development of fine motor skills, communication skills, imaginative thinking and abilities for various types of creative activities.

So, by creating and imagining, you can understand your emotional experiences, understand yourself and your inner world, or you can help your child overcome shyness, dispel fears, become more sociable and open to communicating with people.

Art therapeutic exercises help to “break through” fears, complexes, and pressures into consciousness.

Each exercise, removing masks and clamps, returns you to the essence, to the roots, to the heart, to the root causes.

The advantages of the art therapy method are that it:

provides an opportunity to express aggressive feelings in a socially acceptable manner: drawing, painting, sculpting are safe ways to relieve tension;

accelerates progress in therapy: subconscious conflicts and internal experiences are more easily expressed through visual images;

allows you to work with thoughts and feelings that seem insurmountable;

helps strengthen relationships between participants;

promotes a sense of internal control and order;

develops and enhances attention to feelings;

enhances the sense of one’s own personal value and improves artistic competence.

What types of art therapy are there?

Isotherapy - drawing with colored sand, with fingers on a mirror and on paper, plasticine drawing;

Color therapy - (chromotherapy) - This is a direction in which the influence of colors on the psycho-emotional state of a preschooler and his well-being is used.;

Fairy tale therapy - This is a way to correct children's psychological problems. The idea is that a fairy tale is told for the child, the hero of which is himself. At the same time, in the narration of the fairy tale itself, certain difficulties are thought out for the main character, which he must certainly cope with;

Sand therapy. Playing with sand is a natural and accessible form of activity for every child. A child often cannot express his feelings and fears in words, and then playing with sand comes to his aid. By playing out the situations that agitated him with the help of toy figures, creating a picture of his own world from sand, the child is freed from tension. And most importantly, he gains invaluable experience in symbolically resolving many life situations, because in a real fairy tale everything ends well;

Water therapy. Water is the first and favorite object for study by all children. The first substance that a child gets acquainted with with pleasure is water. It gives the child pleasant sensations, develops various receptors, and provides almost unlimited opportunities for the development of cognitive activity. The value of technology lies in the fact that playing with water is one of the most enjoyable ways to learn. This makes it possible to use this technology for educational, speech development, enriching the child’s emotional experience in case of difficulties with adaptation;

Play therapy – influence on children using games. The game has a strong influence on the development of the child’s personality, promotes the development of communication, communication, the creation of close relationships, and increases self-esteem. The game shapes the child’s voluntary behavior and his socialization;

Music therapy - one of the methods that strengthens children's health and gives children pleasure. Music promotes the development of creativity and imagination. The melody is especially effective for hyperactive children, increases interest in the world around them, and contributes to the development of the child’s culture.

Classes using art therapy toolsare carried out in individual and group form, during educational activities, independent activities.

It is important that art therapy does not require special training. Interaction with children using art therapy is very fruitful and interesting. Classes are based on a game plot, where children perform certain tasks of the teacher. This wonderful shape allows you to include a number of speech games, exercises, tasks for speech correction, for the development of cognitive and mental processes, sensory skills.

Art therapy exercises

Exercise "Masks"

Target : Self-expression, self-awareness. Working with different feelings and

states. Development of skills, active listening, empathy, and the ability to treat each other without judgment.

On pre-prepared mask stencils, draw the faces

You are the person you would like to be. Tell a story from the perspective of each mask. At the end of the work, organize an exhibition of masks. Find masks that are similar to each other among all the masks.

Exercise “What is a boy? What is a girl?

Target : expanding the understanding of people, social behavior of people.

The group is divided into subgroups: adults and children. Each group is given the task of making a joint collage on the topic: “What is a boy? What

is that a girl? At the end of the work, a joint discussion is held. At the end of the discussion, both groups unite and create a single collage on the same topic. Particular attention is paid to ensuring that the views of each group are taken into account when creating a single work.

Exercise “Drawing yourself”

Target : Self-disclosure, work with the image of “I”.

Draw yourself as a plant, animal, schematically. Works are not signed. At the end of the task, all the works are hung on a stand and the participants try to guess which work belongs to whom. They share their feelings and impressions of the work.

Exercise “Scratching”

Target:

Graphic work on a soap lining. The work done in this way resembles an engraving, as it is created by a line of different directions in length, smoothness and turns out to be velvety due to the deepening of the scratching of the surface.

Material : a sheet of paper prepared in advance (a sheet of paper is first soaped, then covered with gouache, ink or paint), a pen with an asterisk nib.

Graphic work on wax lining. To complete this work, you need a piece of stearin candle, watercolor paints, and ink.

They make a drawing with paints or paint over the sheet with combinations of different tones, depending on what you have in mind. Then carefully wipe with a piece of candle so that the entire surface of the sheet is covered with stearin. After which the entire work (the entire sheet) is covered with ink. Sometimes twice. Scratch after drying.

Exercise “Salt drawings and toothpaste”

Target : develop imagination, fine motor skills, relieve emotional stress.

What if you paint with glue and sprinkle salt on top of these areas? Then you will get amazing snow pictures. They will look more impressive if they are done on blue, blue, pink colored paper. Another way to create winter landscapes is to paint with toothpaste. Draw light outlines of trees, houses, and snowdrifts with a pencil. Slowly squeezing toothpaste, walk it along all the outlined contours. Such work must be dried and it is better not to put it in a folder along with other drawings.

Exercise “In the raw”

Target : develop imagination, fine motor skills, relieve emotional stress.

The drawing then turns out to be raw, when paint is splashed into the not yet dried background and spread out with a swab or a wide brush.

This method of painting helps to get magnificent sunrises and sunsets. Drawing an animal, or rather its coloring, helps to achieve similarity with nature. The object turns out to be fluffy. This method of drawing was very often used in his works by the illustrator Charushin.

Exercise "Spraying"

Target: develop imagination, fine motor skills, relieve emotional stress.

Material : an ordinary comb, a brush or toothbrush, paints.

Using this method of drawing in your work, you can convey the direction of the wind - to do this, you need to try to ensure that the spray falls in the same direction throughout the entire drawing.

Express seasonal changes vividly. So, for example, the leaves on the awn turn yellow and red earlier than on birch or other deciduous trees. They are yellow and green and orange on her. And the method of spraying will help to convey all this diversity.

Exercise “Egg Mosaic”

Target : develop imagination, fine motor skills, relieve emotional stress.

After it remains on your kitchen table eggshell, don't throw it away. Separate from the films, wash, dry and grind. Dilute the paint in several cups and put the crushed shells there. After 15 minutes, the shell is squeezed out with a fork and laid out to dry. Now the material for the mosaic is ready. Mark the drawing with a pencil outline and, having previously smeared the surface with glue, fill it with a certain shell color.

Exercise "Monotype"

Target : Develops creativity and imagination.

Material : cellophane or glass (the size of a sheet of paper), any paints, clean water, paper.

The paint is splashed onto the glass with water and a brush, and splashed onto the glass. Then a sheet of clean paper is applied and pressed with your fingers. Depending on the stains and the direction of rubbing, different images are obtained. You can't get the same image twice.

This method can be used when tinting paper for drawing meadows, landscapes; the background can be one-color or multi-colored.

Exercise “Invisibility. Drawing with a candle"

Target: develop imagination, fine motor skills, relieve emotional stress.

Material : paper, wax, paraffin candles, watercolors or paints. Gouache is not suitable for this method of drawing, because... does not have shine. You can use mascara.

First, the children draw with a candle everything that they want to depict on the sheet (or according to the topic). The sheet produces a magical drawing, it is there and it is not there. Then watercolor is applied to the sheet using the wash method. Depending on what you're painting, watercolor may be combined with ink.

Exercise “Paired drawing”

Time spending : 10-15 min.

Goals : development of self-regulation, arbitrariness of behavior, ability to work according to rules, development of the ability of constructive interaction. The technique is carried out in pairs.

Necessary materials : paints, brushes, pencils, crayons, paper, water cups, colored paper, magazines, scissors, glue, felt-tip pens, markers. Progress of work: the group is divided into pairs, each pair is given a sheet of paper, a box of paints, pencils. Other materials can be placed on a separate table so that any child can come and get what they may need.

Instructions : “Now we will draw in pairs. Two people draw a single composition or image on one sheet of paper. At the same time, there is a very important condition: you cannot agree in advance about what kind of drawing it will be, you cannot talk during the work. In addition to paints and pencils, it is allowed to complement the image with colored paper, use ready-made images from magazines, cutting and gluing them in addition to the composition. We start at the signal."

After the drawings are ready, a discussion and exhibition of the works is held. You can choose the most harmonious, the most unusual or the most conflicting work and ask the authors questions about what helped them, how they acted, how they agreed on a non-verbal level what exactly they would draw, etc.

Negative experiences of interaction in the process of paired drawing are also discussed.

Exercise “Walk in the Forest”

Target : development of imagination and knowledge of one’s inner corners of the soul.

Materials : paper, paints, pencils, brushes, music player, music records.

Procedure : 1. Imagine that you are in the forest. Use a short verbal story to revive the imagination of the participants: “Once upon a time there was a Green Forest. It was not just a Green Forest, but a Singing Forest. The birches there sang the tender songs of the birches, the oaks sang the ancient songs of the oaks. The river sang, the fontanel sang, but, of course, the birds sang loudest of all. The tits sang blue songs, and the robins sang crimson songs.” How wonderful it is to walk along a thin ribbon of path and, forgetting about everything, dissolve in the majestic beauty of the forest! He seems to open his arms for you, and you freeze in silent surprise. Silence delights you. You stand motionless, as if you are waiting for something. But then the wind blows, and everything immediately comes to life. The trees wake up, shed their sunny leaves - letters from Autumn and the Forest. You've been waiting for them for so long! As you go through each piece of paper, you eventually find a letter addressed only to you. What is Les thinking? What does he dream about? Peering into the orange veins of the Maple Letter, you can find out about everything: The forest writes to you about Summer with the sun that laughs, and the nightingale trills, about spring with its first flowers, cranes and flowering trees. About the winter sorceress, who will soon come, cover the Forest with her snowy carpet, and it will sparkle in the sun. For now, the Forest lives in Autumn and enjoys every moment, not paying attention to the fact that days and months float by... And Autumn changes. She becomes sad more and more often and cries like autumn rain. How wonderful it is to sit in the forest under a Christmas tree and watch the silvery drops! Rain fills the forest with unique freshness. You are not sad at all, on the contrary, you are happy when you suddenly see small colorful mushrooms that have quietly appeared under the tree. Your soul flies high to the skies. And you hide this feeling of flight deep in your heart in order to bring it to the next Autumn, or maybe to carry it through your whole life...

2. Participants are invited to draw a memorable forest.

3. Discussion and interpretation of drawings.

Issues for discussion:

How are you feeling?

What would you title your drawing?

Tell me what is shown?

How do other participants' drawings make you feel?

Try to find an image or drawing in the group that is similar to yours?

Exercise “Drawing circles...”

For this technique, the circle was chosen as a mythological symbol of harmonies. It is believed that the circle, due to the absence of sharp corners, is the most “friendly” of all geometric shapes, meaning approval, friendship, sympathy, gentleness, sensuality. Working in a circle activates integrative, emotional, intuitive (right-hemisphere) thinking, and also unites, stabilizes the group, and promotes the formation of favorable interpersonal relationships. Even small children, according to the observation of S. Rais, prefer circles to all other figures. This is apparently due to the simplicity round shape. The artist, as E. Bülow noted in the article “And here is a sign for you...”, immersed in the process of depicting a wide variety of symbols, fills the entire surface of the sheet to the very edge, as if discovering them for himself. Many sheets, dotted with circles of sometimes larger and sometimes smaller sizes, touching or intersecting with each other, and sometimes included in one another, raise the question of the significance of the circle as a symbol. Typically, drawn circles are far from perfect in terms of geometry. However, they are self-sufficient entities for which it is difficult to find words. Only ideas about a certain form arise in the mind, the aesthetic merits of which retain attention.

Target : development of spontaneity, reflection; allows you to clarify the personal characteristics, values, aspirations, nature of the problems of each participant, his position in the group; reveals interpersonal and group relationships, their dynamics, and has the potential to form group cohesion.

Materials : Two rolls (one for each table) of thick paper. A variety of visual materials and tools in sufficient quantity: pencils, felt-tip pens, paints, gouache, brushes, jars of water, eraser, tape.

Progress of the exercise : The group sits around a table and is offered whatman paper, simple pencils, paints, brushes, glossy magazines and glue. Each participant draws a circle figure, and can also complete other people’s drawings and write wishes to each other. At the end of the work, the participants share their impressions of working together, show their own drawings, talk about the idea, plot, feelings, and read out loud, if desired. good wishes, which other participants wrote to him.

Instructions : Take a seat at one of the tables. You can change your location if you wish. You have the right to move freely around the table and work in any area. Draw a circle of the desired size in your favorite color. Then draw one or two more circles of any size and color on the sheet. Trace the outlines of the drawings. Connect your circles with lines that you like the most. Imagine you are building roads. Fill the space of each of your circles with plot drawings, icons, symbols, i.e. Give them your own personality. Next, walk around the picture sheet and carefully examine the drawings. If you really want to finish drawing something in the circles of other participants, try to negotiate with them about it. With the consent of the authors, write good words and wishes about the drawings that you liked. Be respectful of the space and feelings of others! Draw the remaining free space of the sheet with patterns, symbols, icons, etc. First of all, agree with other participants on the content and methods of creating the background for the collective drawing.

Issues for discussion:

"How are you feeling?"

“How are you feeling now?”

“Tell me about your drawing?”

“Did you complement the work of other participants?”

“What difficulties arose during the work?” and etc.

Exercise “The Tale of the Butterfly of Dreams”

Target : updating the emotional and cognitive components of dreaming, studying “night fears,” searching for an internal resource.

Materials and equipment : A4 sheet of paper, felt-tip pens; materials for making a collage: newspapers, magazines, postcards, paints, pencils, felt-tip pens, PVA glue, scissors, a silhouette image of a butterfly, music player, music records.

Procedure:

1. The psychologist demonstrates a variety of materials for making a collage. Psychologist. To complete the next task we need to draw a butterfly. (The following text is intended for an adult: the symbolic meaning of the butterfly can be explained for further work).

In many cultures, the butterfly is a symbol of the soul, immortality, rebirth and resurrection, since this winged celestial creature is born from an ordinary caterpillar. For the Celts it represents soul and fire, for the Chinese it represents immortality, abundant leisure and joy. Sleep was also considered a semblance of short-term death, when the soul leaves its bodily shell every night and goes on a kind of journey. Butterflies help the soul to “return” to its body. And on their wings they carry memories of the soul's journey.

2. You can ask participants to close their eyes. A psychologist tells a fairy tale to meditative music.

In one magical country, dream butterflies live in a huge flower meadow. During the day, they most often sleep, comfortably nestled in flower buds. But when night falls, butterflies wake up and fly all over the world. Each butterfly is in a hurry to visit its person - a child or an adult.

The dream butterfly has amazing wings. One wing of the butterfly is light. It smells of flowers, summer rain and sweets. This wing is covered with multi-colored specks of good and cheerful dreams, and if a butterfly flaps this wing over a person, then he will have good and pleasant dreams all night.

But the butterfly also has another, dark wing. It smells like a swamp and is covered with the black dust of terrible and sad dreams. If a butterfly flaps its dark wing over a person, then at night he will have an unpleasant or sad dream.

The dream butterfly gives every person both good and bad dreams.

Try to remember your most pleasant dreams (pause), and now your worst dreams. Open your eyes.

3. Making a collage.

Take a sheet of paper with a butterfly silhouette drawn on it. Using colored pencils, paints, or any other means (clippings from newspapers, magazines) on one wing, try to reflect the content of your bad dream, and on the other wing - the contents of pleasant dreams. Use color to express your emotional attitude towards your dreams. Draw the butterfly's face.

4. After making the collage, the client presents his work. Further interaction between the psychologist and the client is carried out taking into account the tasks of correction or counseling, as well as the intellectual and reflexive capabilities of the client.

Issues for discussion:

What are your feelings and experiences during the exercise?

Did you feel a sense of belonging to the group and security?

Did you like the exercise, did you feel comfortable?

Exercise “Spontaneous drawing”

Target : provide children with the opportunity to realize their real experiences and react to their feelings towards the teacher.

Progress of the exercise : After reading the fairy tale, the children are invited to draw a picture - who wants what. The facilitator helps group members realize their real experiences and reveal their perspectives in the process of discussing the drawings. Children are asked questions for understanding and clarification. What did you draw? What is this? What did you like and dislike about the fairy tale? What place in the fairy tale was most memorable? Was it difficult or easy to draw? Note: the drawings are not interpreted, not compared, and results based on the drawings are not summed up.

Exercise “My Planet”

Target:develop imagination, fine motor skills, relieve emotional stress.

Instructions: “Close your eyes and imagine a planet in space. What planet? Who inhabits this planet? Is it easy to get to? By what laws do they live on it? what do the residents do? What's your planet's name? Draw this planet"

Children make drawings, after which a discussion of the work is held.

Game "Two with one chalk"

Target : development of cooperation, establishing a psychological climate in the group.

Equipment : A4 sheet, pencils.

Progress of the game : Divide into pairs and sit at the table next to your partner. Now you are one team that must paint the picture. You are given only one pencil. You must take turns drawing one picture, passing a pencil to each other. There is a rule in this game - you cannot talk while drawing. You have 5 minutes to draw.

What did you draw while working in pairs?

Was it difficult for you to draw in silence?

Have you come to the same conclusion with your partner?

Was it difficult for you because the image was constantly changing?

Exercise “Drawing on crumpled paper”

Target: develop imagination, fine motor skills, relieve emotional stress.

Use as a basis for a drawing crumpled paper. Pre-wrinkle it well and get ready for work. In this case, you can draw with paints or pencils (chalk), you can tear off the edges of the drawing, designing it in the form of an oval, circle, etc.

Exercise " Ink stains and butterflies"

Target: develop imagination, fine motor skills, relieve emotional stress.

Drop ink onto thin paper and roll the sheet into a tube or fold it in half, unfold the sheet and transform the image you see. Discuss the results of your work in a group, find the images you liked most from other participants.

Paint Blowing Technique

Target: develop imagination, fine motor skills, relieve emotional stress.

Apply water-soluble paint with plenty of water to a sheet of paper, use various combinations of colors, at the very end of the work, blow color spots through a thin tube, forming droplets, splashes and mixtures of colors into fancy scribbles and blots; try to see the image and develop it.

Exercise “Drawing with charcoal chalk”

Target: develop imagination, fine motor skills, relieve emotional stress.

To create an image, use charcoal crayons, taking advantage of all the possibilities of this visual material. Large paper sizes can be used for work. Use charcoal along with colored pencils or wax crayons. Discuss the sensations and feelings that arise during work and its results.

"Doodle" technique

Target: develop imagination, fine motor skills, relieve emotional stress.

Freely moving a pencil over a piece of paper, draw some doodles without any purpose or intention and pass them on to your partner, who will have to create an image from them and develop it.

Options:

then exchange transformed scribbles with your partner and try to continue the drawing without disturbing what he has drawn, then discuss together your associations associated with each other’s drawings;

after completing the drawing, compose a story based on the scribbles;

express in words your feelings and associations that arose when you perceived your partner’s scribbles;

Using sweeping movements of various parts of the body, create doodles on a large sheet (whatman paper, the back of the wallpaper), you can close your eyes. After completion, find the image in the image and develop it.

Exercise “Drawing the mood”

Target : Developing empathy.

Material : Paints, paper.

Carrying out : We paint different moods (sad, happy, joyful, etc.). We discuss with children what mood depends on, what a person looks like when he has good mood, sad, etc.

Exercise "Rainbow"

Target : Development of the emotional world. Development of communication skills.

Material : Whatman paper, paints, brushes.

Carrying out : Children are told about the sequence of colors of the rainbow. On a large sheet of whatman paper, they each take turns drawing one stripe of the rainbow. When all the children have drawn a strip, the drawing can be decorated with flowers, trees, birds, etc.

Exercise “Group drawing in a circle”

Target : Developing empathy and a friendly attitude towards each other.

Material : Paper, pencils.

Carrying out : On a sheet of paper you need to draw a simple picture or just spots of color, and then pass the baton to the next participant to continue the drawing. As a result, each drawing returns to its original author. After completing this task, the original concept is discussed. Participants talk about their feelings. Collective drawings can be attached to the wall: a kind of exhibition is created, which for some time will remind the group of teamwork in a “foreign space”.

This technique can cause aggressive feelings and resentment. Therefore, the psychologist should warn the participants to be careful with each other’s work.

Exercise “Drawing to Music”

Target : Relieving emotional stress.

Material : Watercolor or gouache paints, wide brushes, paper, audio cassette Vivaldi “The Seasons”.

Carrying out : Drawing to the music of Vivaldi "The Seasons" with large strokes.

Summer – red strokes (berries)

Autumn – yellow and orange (leaves)

Winter – blue (snow)

Spring – green (leaves)

Exercise “Finger painting”

Target : develop imagination, communication skills, empathy.

Two or more children stand opposite each other and alternately “draw” various objects, animals, cars in the air. Opponents must guess and name the “drawing”.

Exercise “Draw your mandala”

Target : relieving stress, fatigue, tension or internal conflict.

Draw with a simple pencil a circle with a diameter corresponding to the size of your head. There should be at least 3 cm left to the edge of the sheet. Find a central point in the circle that would give you a feeling of balance. This will help you achieve a steady state. Think about those natural forms that grow and develop from the center, for example, flowers, snowflakes or sea shells. You are part of nature, and therefore you also have a certain center from which you can grow and develop. Start drawing from this center - your center - depicting a certain figure of one color or another, and let the composition of your drawing build itself, as if without your direct participation. With this drawing, you can learn something new about yourself, and when you finish drawing, you can discuss your mandala with your therapist.

Exercise “Magic colors”

Target: develop imagination, fine motor skills, relieve emotional stress.

Now you and I will create Magical colors. Here's your tray with everyone necessary things(flour in cups, gouache, salt, sunflower oil, water, PVA glue.) Take the flour in your hands, stir it with your hands. What does it feel like? Give her a piece of your warmth, and she will become warmer. Now add salt and mix everything with your fingers. Now let's add oil. Then add water to make real magic paint. To make our paintings durable, we add PVA glue. Almost everything is ready. All we have to do is give our paint color. Choose a gouache color that you like and add a little to the paint. Well done, you have made real magic paint. These are paints for everyone, let's put them in the center of the table. Now we will try our magic colors and draw a fairyland. Children are offered cardboard of different colors, calm music is turned on, and children draw with their hands. Finished works They are laid out on empty seats, organizing an exhibition, while the music continues to play.

Discussion:

How did you feel while doing the work? How do you feel now?

Exercise “A story from the life of flowers”

Target:development of sensory abilities; development of imagination.
Age: preschool; junior school.

Materials:A4 paper; watercolor paints; tassels; photographs of the sky, sun, sea, flowers, trees.

Description of the exercise:

“Today I will tell you one interesting story from the life of flowers. But first, let’s remember what colors there are. I will name the first one, and you will continue, okay? So, red..."

When various colors will be named, start telling the story.

“Once upon a time there were two colors: Yellow and Blue. They did not know each other, and each considered himself the most necessary, the most beautiful, the most best color! But somehow they met by chance... Oh, what happened then! Everyone was desperately trying to prove that he was the best!

Yellow said:

- Look at me! Look how bright and radiant I am! I am the color of the sun! I am the color of sand on a summer day! I am the color that brings joy and warmth!
Blue answered:

- So what! And I am the color of the sky! I am the color of the seas and oceans! I am the color that gives peace!

- No! I'm still the best! - Yellow argued.

- No, I’m the best! – Blue did not give up.
And so they argued and argued... Argued and argued...

Until the wind heard them flying past! Then he blew it! Everything was spinning and mixed up! These two disputants also mixed up...Yellow and Blue....

And when the wind died down, Yellow and Blue saw another color next to them - Green! And he looked at them and smiled. - Friends! – he turned to them. - Look, thanks to you I appeared! The color of the meadows! Tree color! This is a real miracle!

Yellow and Blue thought for a moment, and then smiled back.
- Yes, you are right! This is truly a miracle! And we won't quarrel anymore! After all, everyone is truly beautiful and necessary in their own way! And there is sky and sun, seas and meadows, joy and peace! Thanks to all of us, the world becomes bright, interesting and colorful!
And the three of them held hands and laughed merrily! So they felt good!”

After this, invite your child to create a miracle together. To do this, take one landscape sheet, paints and two brushes. Ask your child: what color would you like to draw now - yellow or blue? After he chooses a color, say:

"Great! You chose your color and you will paint with it. And I will paint with the color that remains. And together with you we will create a miracle! Do you remember how the miracle happened in the story I told you? Yes, that’s right, there are two colors mixed with each other: yellow and blue. And it turned out green! So now you and I will try to do this!

To do this, you start painting with your color from one edge of the sheet, and slowly move towards the middle. And I will draw from the other edge. And when you and I meet, a miracle will happen!”

When the “miracle” happened and the color turned green:

Ask your child how many colors are on the piece of paper now;

Ask why yellow and Blue colour;

Why then did they decide not to quarrel anymore;

Talk again about what you needed to do to get Green colour;

Suggest experimenting with mixing other colors;

Draw an overall picture that includes all the colors you found. Give it a name. Note how great it really is that our world is so colorful, and everything in it is good in its own way. How important it is to live together.

Note:It will be especially good if, while telling a story, you also show your child photographs or pictures of the relevant topic. Let's say when there is a debate between yellow and blue, then show your child photographs of the sky, sun, sand, sea, etc. When green appears, show meadows and various plants. And at the end of the story, show a photograph in which the child can see how all these colors combine with each other.

Exercise “Map of my inner world”

Target:formation of ideas about oneself; awareness and expression of one's feelings; emotional rapprochement between child and parents.
Age:children of senior preschool age.

Materials:paper of different formats; paints, brushes;
a set of pencils/markers/crayons; various geographical maps.

Description of the exercise:Show your child various geographical maps.

“There are various geographical maps in front of you. As you can see, they can tell us about how the continents, oceans, seas, mountains are located; about the features of nature; about the structure and development of cities; about different peoples. The map reflects everything that people were able to discover and study. Although our Earth was once completely unknown, people knew little about what surrounded them.
But all this is the external world. And there is also a special world. Inner world. Each person has his own - amazing, unique, and somewhere unknown.
So let's create maps of our inner world. They will be similar to the cards that we looked at today, only all the names on them will be special. For example, “ocean of love” or “mountain of courage”. Let us first designate what we have already discovered in ourselves, we know. And let’s leave room for our further discoveries.”

When the cards are ready, arrange “tours” on them for each other.

When viewing, pay attention:

What prevails on your cards: what feelings, states, colors;
- what “route” of progress on the map was chosen, from what place the journey began and where it ended;

- which areas were left for further discoveries; what discoveries would you like to make;

- ask your child what was most difficult for him to portray, and also share your difficulties, if any.

- at the end of the excursion, ask if everything worked out as planned? Would you like to change something? What did you like most about your card and the other’s card? How are your cards similar and how are they different?

Note:Try to continue working with the cards in the following days. Let them remain visible for this purpose, so that something can always be added or changed. It will be good if you periodically again conduct “tours” for each other and pay attention to what has changed in the perception of the map.

Exercise "Envelopes joy And grief"

Goals: development of skills to openly express one’s feelings in relation to various life situations, stress relief, emotional rapprochement between the child and parents.

Age: senior preschool;

Materials: postal envelopes, paper of various formats; colored/white cardboard; paints, a set of pencils/markers/crayons; scissors, glue.

Description of the exercise:

“In a whole day, a lot of different events happen - some amuse us, some surprise us, some make us happy, and some sadden us. Let's make envelopes in which we can collect everything we remember during the day. In one of them we will collect our joys, and in the other we will hide our sorrows.”

Now invite your child to make envelopes. To do this, you can use either ordinary postal envelopes (which you can then paint or make some kind of applique on them), or you can make them yourself. To do this, you can come up with your own form, choose the material itself (landscape sheets, white/colored cardboard, foil, etc.)
When the envelope of joy and the envelope of grief are ready, start filling them out.
Take small pieces of paper and ask your child to write on them or draw what made him happy and what made him sad. And distribute it into the appropriate envelopes.
Then invite him to use his hands to depict scales.

Let him put one envelope on his right palm and the other on his left. How much does he think he outweighs? Joy? Great, tell me that tomorrow, when we fill out our envelopes again, there will probably be even more of it! Are the disappointments outweighed? Say that, of course, this is sad. But we put them in an envelope, they are no longer in you - but in this envelope. This means they have lost power over you. And tomorrow we will continue to fill out our envelopes again, and we’ll see who wins!

While filling out the envelopes, you and your child can periodically review their contents, discuss something, remove or add something. Let the child decide for himself how long he will “keep” such envelopes. When he wants to stop, conduct a “full audit” of the content. Then offer to store the envelope with accumulated joys in a safe place, so that you can always review it if you suddenly feel sad. But offer to “deal with” the envelope of grief. Let the child come up with a way to make grief disappear from his life forever (for example, the envelope can be torn and trampled on; you can cut it, or put it in water and wait until it gets wet, etc.)

Exercise “Our family poster”

Target: emotional rapprochement of family members, assimilation of family values.

Age: preschool, school.

Materials: paper of different formats; colored/white cardboard; paints, a set of pencils/markers/crayons; various envelopes, scissors, glue.
Description of the exercise:

A3 paper or a sheet of Whatman paper is best suited for making a poster. Together with your child, come up with a greeting that you will write on the poster, think about the design. You may want to decorate the poster with your family photos, or maybe you will draw something together.

Each family has its own traditions, its own rhythm, its own atmosphere. Try to come up with pockets that will characterize your family specifically, so that you can feel the “zest”.

Note:try to ensure that these pockets are filled by all members of your family. Thanks to this, the child will be able to quickly understand and assimilate family values, and what is especially important is to feel the unity of your family.

Exercise “My emblem”

Target: formation of ideas about oneself; awareness of one's interests and aspirations; building self-esteem; emotional rapprochement between child and parents.

Age: beforeschool age.

Materials: paper of different formats; colored/white cardboard; paints;
a set of pencils/markers/crayons; scissors, glue, plasticine; images of various emblems; family photos.

Description of the exercise: Show your child various emblems and examine them.

“As you can see, an emblem is a distinctive sign that depicts something that symbolizes some idea, person, or object.
What does it symbolize you? What objects most clearly reflect your lifestyle, interests, plans?

Try to create your own logo"

After making the emblem:

- look at it together with your child;

- let him tell you why he depicted these particular objects;

- Did he like the way he implemented his plan?

Note:You can also invite your child to create a coat of arms for your family. It is better to perform this task together with him. Tell us about the history of your family, if you have photographs, show them. Ask what he would like to depict on the coat of arms, and share your ideas. Try to find a common solution that would most fully reflect your vision of the coat of arms.

Exercise "Flower"

Target : develop imagination, fine motor skills, relieve emotional stress.

Materials: paper, brushes, paints, pencils, felt-tip pens.

Close your eyes and imagine a beautiful flower. What does he look like? What does it smell like? Where does it grow? What surrounds him? Now open your eyes and try to picture everything you imagined. What is your flower's mood? Let's make up a story about him.

Notes:It is important to finish the exercise in a positive mood; if the child has composed a sad story or his flower is in a bad mood, then you can suggest changing the drawing or story so that the mood becomes good.

Recommendations for the use of art therapy methods

in working with children

Dear teachers, parents!

For some of you, art therapy is still an unknown area, about which you have heard little and have little trust, maybe some of you are already familiar with art therapy, its methods and features, and perhaps you have already been captured by the spontaneous, creative, bringer of joy experiences the spirit of this method. Of course, in addition to creativity, this method has many advantages - and we will emphasize them once again.

When working with children, remember that their hands are not yet developed enough, they are awkward and clumsy. Children do not yet know how to regulate the strength, accuracy, and direction of movements. Often the absence or lack of development of these skills makes you angry and frustrating. Tell me, help me how to perform a certain action correctly, but do not criticize in any way.

If a child is aggressive, then when working with him you should prefer modeling. In this case, the drawing will only irritate the child, but the modeling, on the contrary, will calm him down.

Always have the widest selection of color palettes - pencils, paints or markers. However, paint is preferable. Because the brush is more flexible and free. The pressure and severity of the line that a pencil requires are less conducive to liberation, especially at first.

Remember art therapy:

helps develop the child’s emotional sphere, strengthening trust in the world;

helps to go through the adaptation period easier - relieves negative stress conditions - anger, anxiety, resentment, abrupt departure of the mother for a certain period of time, etc.;

develops the child’s sensory abilities - sensations, perception, intelligence, fine motor skills, speech, imagination, creativity; enriches the child’s social experience, develops the child’s communication skills;

art therapy helps to understand the world, explore it, develop experimental and experimental activities;

helps develop a harmonious, spiritually developed personality;

reveal problems and shortcomings in the development and upbringing of a child, his experiences and conditions, relationships with the world.

Bibliography

1. Art therapy [Text]: reader / comp. and general editorship by A.I. Kopytin. - St. Petersburg: Peter, 2001. - 320 p.

2. Art pedagogy and art therapy in special education [Text] / textbook. for students avg. and higher ped. textbook Establishments / E. A. Medvedeva, L. N. Komissarova, T. A. Dobrovolskaya - M.: Academy, 2001. - 248 p.

3. Zinkevich-Evstigneeva, T. D. Workshop on creative therapy [Text]: textbook. allowance / Zinkevich-Evstigneeva T. D., Grabenko T. M. - St. Petersburg. : Speech, 2003. - 400 p.

4. Zinkevich-Evstigneeva, T.D. Workshop on fairy tale therapy [Text] / Zinkevich-Evstigneeva T.D. - St. Petersburg. : LLC "Rech", 2002. - 310 p.

5. Workshop on art therapy [Text] / edited by A.I. Kopytin. - St. Petersburg. : Peter, 2001. - 448 p.

6. Kopytin, A.I. Theory and practice of art therapy [Text] / Kopytin A.I. - St. Petersburg. : Peter, 2002. - 368 p.

Art therapy techniques in working with children

1. Correction of emotional distress in children

"Free drawing in a circle"

Target: Establishing communication, unification, harmonization of emotional state.

Materials: A large sheet of paper in the form of a circle, paint, brushes, a container of water.

Instructions: Children are asked to take turns drawing roads to each other in a circle.

"Drawing on a wet sheet"

Target: Relieving tension, tactile stimulation, harmonization of emotional state, development of imagination.

Materials: Watercolor, brush, container with water, sponge.

Instructions: Ask your child to wet a piece of paper with a sponge and put dots on it, draw lines, watching how the colors spread.

"Water fireworks"

Target: Relief of tension, tactile stimulation, response of emotions, development of imagination.

Materials: Watercolor, brush, sink with water.

Instructions: Ask your child to draw on the water and look at the resulting shapes.

Note : To introduce your child to a lesson when working with phobias, you can read the poem:

It’s very scary - no problem,

Let the water help me.

I paint, I let go,

I'm not afraid and I'm not bored.

"Crayons - race"

Target: Reaction of tension and aggressive tendencies, harmonization of emotional state, physical and emotional stimulation.

Materials: Crayons, a sheet of cardboard.

Instructions: The child makes strokes on the sheet at different paces (slowly - quickly).

"Color of stones"

Target: Relieving tension, tactile stimulation, developing creative imagination.

Materials: Stones, gouache, brush, container with water.

Instructions: Ask your child to color the stones the way he wants.

"Paintings"

Target: Development of motor skills, tactile stimulation, development of skills of choice and “accepting boundaries”, harmonization of the emotional state.

Materials: Boxes of different sizes, paper of different textures, paints, brushes, containers with water.

Instructions: Invite the child to choose any of the boxes, stick the paper without leaving the box, and color it at his own discretion.

"Face"

Target:

Materials: Templates with images of faces (female, male, children), paint, brushes, shadows, lipstick.

Instructions: The child is asked to color the face templates and, if desired, comment on their work.

"Ornament"

Target: Development of motor skills, spatial concepts, sense of rhythm, stabilization of the psycho-emotional state, ordering of experiences.

Materials: Pictures with ornaments, materials for art activities (paints, crayons, plasticine), paper.

Instructions: Invite the child to consider the proposed ornaments, and then depict whatever he wants based on the impressions received.

Note: Convert Special attention on how-

Which of the ornaments the child chooses (black and white, color, mixed).

"Family"

Target: Identification of the child’s emotional state, feelings and ideas associated with child-parent relationships T wearing, research into the characteristics of a child’s interaction with the world.

Materials: Templates of figures (female, male, children), paints, brushes, container with water.

Instructions: The child is asked to color the shape templates, comment if desired And do your job.

"Mirror Monster"

Target: Relieving tension, overcoming anxious-phobic reactions. On the one hand, the child sees his reflection in the mirror through drawn fear (a metaphor that the child’s body is filled with fear), on the otherOn the other hand, it is possible to distance yourself from fear and maintain control over it.

Materials: Child's full-length mirror, paints, brushes, container with water.

Instructions: Ask the child to draw on the mirror what scares him, his fear.

"Mask"

Target: Awareness and response of feelings, development of imagination.

Materials: Prepare a plaster mask, gouache, brushes, and a container of water.

Instructions: Invite your child to color the mask the way he wants.

"Creating images in color"

Target: Development of the emotional sphere, response of emotions, stimulation.

Materials : Blanks (wooden), paints, brushes, container with water.

Instructions: The specialist prepares the children for work: “One, two, three, four, five. The brush went out for a walk. I played, danced, and wanted to draw.” Next, children are invited to paint over the blanks the way they want. The specialist pays attention to the nature of the blank (characteristics based on the choice of figures).

"House for the Worm"

Target: Overcoming the fear of pollution. Gaining new tactile experience, working on the theme of home.

Materials: Apples from sketch paper, pastel or watercolor, prepared worms from plasticine.

Instructions: “I’m an unhappy worm, I’m crawling sadly, I’ve lost my little apple house, I’m looking for a new one.” Ask the child to make a new apple for the worm (color over the template).

"Footprints"

Target: Reacting emotions, tactile stimulation, relieving tension and overcoming fear of contamination, preparing for transition to another institution or foster family.

Materials: Gouache, bowl of water, towel,

Whatman paper, teddy bear templates, 5 pictures with images of a house, a clearing, a reproduction of I. I. Shishkin’s painting “Morning in a Pine Forest”, roads and an image of a new house to which a teddy bear template is attached.

Instructions: The specialist prepares the children for work, tells a fairy tale, holding in his hands a toy bear and the first picture of a house (other images are sequentially attached to the wall and hung with cloth):

"Once upon a time there was little bear. He was kind and very curious. One day he was so carried away by playing while walking that he ran very far from home. Mom started calling him, but couldn’t find him. Then the bear cub began to leave multi-colored footprints in the clearing so that his mother would definitely find him.”

After this, the specialist needs to invite the child to leave traces of his feet on the paper. The specialist accompanies such actions of children by gradually opening each of the hung pictures. After this, he again performs the ritual of leaving traces. At the moment when the child approaches the last picture with the house, ask him the question: “What is the name of the bear cub in the house?”

Note : The paintings are a projection of the stages of a child's life from the orphanage. Life in a family, then the unknown, Shishkin’s painting “Morning in a Pine Forest” - being in a child’s home with other children, the road is the future path to another institution or family, and again an illustration of a house. It should be noted that often the session does not end with the fifth picture. In the given time, children can take teddy bear templates, walk with them from picture to picture, leaving traces, and return again to the fifth picture. In the event that art therapeutic activity pursues other psychocorrectional goals, the specialist changes the subject of the paintings, but the principle of working with them remains the same.

"Little Giraffe"

Target: Disclosure of resources in a child in an age crisis of 3 years. Training attention and creative thinking.

Materials: Watercolor, brush, container with water, stones, sheet of paper, toy giraffe and turtle.

Instructions: After reading the fairy tale “Little Giraffe,” ask the child to help the giraffe make the spots lighter and paint over the pebbles. Praises that the child does everything himself.

Fairy tale “Little Giraffe” (Suchkova N.O.)

Once upon a time there lived a little giraffe. And he really loved to repeat two phrases: “I myself!! And “I don’t want to!” The giraffe was capricious and fought. The animals that lived nearby tried to avoid the giraffe. And then one day the big turtle said to the giraffe:

Why are you being stubborn and fighting? Do you want everyone to be afraid of you?

The giraffe, out of habit, replied: “I don’t want to!”

Let me help you? You are so angry that the spots on your body become so bright that everyone around you is afraid to approach you. Let's make them a little paler?

No. Me myself!

The giraffe began to spread bright spots with water and paint the pebbles lying on the road. Looking at this, the big turtle smiled and said:

Well done! Now you can monitor your spots yourself. Once they become very bright, make them paler. You are so great!

"Drawing with clay"

Target: Relieving tension,

Materials: Liquid clay, large sheet of paper (plexiglass).

Instructions: Invite your child to dip their fingers in clay and draw on paper.

Note : By adjusting the consistency of clay, you can work with improving self-regulation mechanisms.

To introduce the child to work, we use the following poem:

I'll dip my hands into clay,

I'll put the sheet on your palm.

The trace was left by hand

This is how kids draw.

"Drawing on a doll"

Target: Better knowledge of the child’s inner world, development of imagination.

Materials: Gouache, brushes, container with water, doll.

Instructions: Ask your child to color the doll the way he wants.

"Colorful sheets"

Target: Improving self-regulation mechanisms, training the sequence of actions, extinguishing hyperactivity.

Materials: Four large sheets of paper, gouache brush, container with water, tape, scissors.

Instructions: The child paints the sheets of paper one by one (red, yellow, blue, green), and then hangs the sheets on the wall in the same sequence, covering one another.

1. Working with plasticine

"Plasticine strongman"

Target: Reacting emotions and aggressive tendencies, relieving tension.

Materials: Plasticine, sheet of cardboard.

Instructions: The child, tearing off small pieces of plasticine, spreads them over the sheet, creating a thin layer; if desired, he can scrape it off the sheet with the help of a plasticine knife, which requires additional physical and emotional strength.

"Miracle Cactus"

Target: Harmonization of emotional state, sensory stimulation. The technique is aimed at working through psychological problems in aggressive children. By working with plasticine, the process of kneading blocks, which is difficult for a child, internal tension transfers into the material. The resulting cactus is a container of the child's emotions. The spines serve as a symbol of the child’s aggressive reactions to the world, and the moment flowers are attached to these spines can carry a corrective effect.

Materials: Therapeutic fairy tale“Miracle cactus” plasticine, toothpicks, flower templates from multi-colored paper.

Instructions: After listening to the story, the child sculpts a cactus, pierces it with toothpicks, and decorates it with flowers.

Note: Older children can make flowers themselves from various materials (paper, plasticine, herbarium).

Fairy tale “Miracle Cactus” (Suchkova O.N.)

An angry cactus lived in the silvery sandy expanses. He was so gloomy and prickly that a new invisible barrier formed around him. And everyone who approached him was closer than his thorns. Each time I groaned from the unpleasant injections. Therefore, everyone in the circle called it the “Fighting Angry” cactus. From all the corners you could only hear: “Don’t go this way, there’s a Fighting Evil One” or “The Fighting Evil One got into a fight again!”, “The Fighting Evil One should be punished more often, then he will stop being mischievous.” But it must be said that after such words, the cactus’s spines grew even larger and became much sharper than they were. And at that moment, when the thorns became very huge and the sun became very hot, it suddenly began to rain. Its drops were so large and fresh that all the inhabitants of the sandy expanses began to run in the rain, jump over puddles and laugh loudly. After some time, the rain stopped. The sun came out and began to tickle the inhabitants of the sandy expanses with its rays... and then one of the participants in such fun noticed that beautiful flowers began to appear on the cactus. Then he approached the Fighting Evil One. Oh miracle! The thorns have completely disappeared. Now there were many fragrant flowers on the cactus, and the Fighting Evil One began to be called the Miracle Cactus.

"Confectioner"

Target: Relieve tension, increase self-esteem, explore feelings and ideas associated with the image of home.

Materials: A box of chocolates, plasticine, sculpture clay (if the child’s physical abilities allow), glitter gel.

Instructions: Ask the children to make candies, “move them into houses,” and decorate them with glitter gel.

1. Working with natural materials

"Colored primer"

Target: Tactile stimulation, development of imagination.

Materials: Colored primer, tray.

Instructions: Ask the child to familiarize himself with the material, draw on the ground, or build something out of it.

Manipulations with natural materials

Target: Tactile stimulation, development of imagination.

Materials: A variety of natural materials.

Instructions: Ask the child to familiarize himself with the material, create a picture from it, laying it out on the table or floor, or use additional art materials (paints, plasticine) in his work.

1. Elements of sand therapy

"World of Sand"

Target: Understanding the child’s inner world, tactile stimulation.

Materials: Film, sand, toys for sand therapy.

Instructions: Ask your child to look at

material, draw on the sand or build something out of it, compose a story for toy characters living in the sand world.

"Sandex"

Target: Free self-expression, tactile stimulation, stress relief.

Materials: Sand, PVA glue, stick, paper.

Instructions: Ask your child to draw whatever he wants with a mixture of sand and glue.

1. Making collages

"Collage on a box"

Target: Development of motor skills and spatial concepts, choice skills, expression of feelings and ideas, tactile stimulation.

Materials: Small boxes, magazine clippings, colored and white paper, PVA glue.

Instructions: Invite your child to paste magazine clippings, colored or white paper onto the boxes without going beyond the box.

"Applique on a vessel"

Target: Formation of a sense of security, development of fine motor skills.

Materials: Shampoo or cream jars, PVA glue, paints, brushes.

Instructions: Ask your child to choose the jar he likes and cover it with pieces of paper, coloring it if desired.

Note: The jar can be decorated with plasticine (spreading), beads and grains can be used.

"Family"

Target: Understanding the child’s inner world, exploring the topic of relationships with parents.

Materials: Magazine clippings, scissors, markers, eye shadow, lipstick, paints, brushes.

Instructions: Invite your child to choose his favorite magazine clippings and do whatever he wants with them.

"Magic cotton wool"

This technique, due to the fact that a material such as cotton wool (wool) is used, which retains the warmth of the hands after working with it, will not only increase the amount of sensory information, but also give a feeling of additional protection. This is due to the fact that the soft and warm layer of cotton wool seems to serve as clothing for the initially “naked” “defenseless” characters. Considering that in the process of work there is a projection of the child’s inner world onto the composition, we can also count on the positive effect of the composition itself and the material on the internal feeling of psychological security and comfort.

Target: Expression of emotions, knowledge of the child’s inner world, sensory stimulation, development of imagination. Compensation for maternal deprivation.

Materials: Cotton wool, PVA glue, templates (swan, wolf, bear, fox, hare, sun, tree, clouds), gouache, brushes.

Instructions : Glue cotton wool onto the cloud template, then paint over it with gouache desired color, then the same work with the sun template. Next, the child chooses the one he likes from the animals presented and does the same actions with cotton wool and paints. The same work is done with wood. At the end of the session, place all elements on one sheet (table). The child can talk about individual elements and about his work as a whole.

Note: Pay attention to the presence of clouds or clouds in the picture. It is important to choose an animal whose characteristics can help in understanding the child’s inner world. In addition, wool (cotton wool) can act as a skin, namely a shell, a protective element. The color of the tree's foliage is also important because it can indicate what psychological stage of the child's life cycle the child is at.

1. Elements of play therapy and fairy tale therapy

Manipulation with toys

Goal: Expression of emotions, knowledge of the child’s inner world, obtaining data on his interaction with the world, development of imagination.

Materials: Tray with toys.

Instructions: Provide the child with the opportunity to play with the toys provided.

Note: Showing performances to children will also be therapeutic. For example, the play “Caprizka”

Performance “Caprizka” (Suchkova O.N.)

A hedgehog and a squirrel appear on the stage.

Belka: Hello hedgehog, how are you?

Hedgehog: Oh!

Belka: Oh? Why are you so sad?

Hedgehog: Birdie... I've been waiting for her so, I've been waiting for her.... And she stayed a little, chirped and flew away...

Belka: Oh-oh-oh! Which sad story. She probably flew on very important business. And as soon as she copes with them, she will definitely return to you.

The hedgehog begins to cry.

Belka: I know a way to get rid of sadness. Need to laugh out loud hahaha!

Hedgehog: No, I don’t want to! (capriciously)

Squirrel: Then you need to eat a delicious candy...

Hedgehog: No! I don't want!

Belka: Then you need to go for a walk with other hedgehogs...

Hedgehog: No! I do not want anything!

I don't want to wash my hands

I don't want to eat.

I'll whine all day long

Don't listen to anyone!

Belka: Oh, how capricious you are!!!

Hedgehog: why do I keep screaming?

What do you care?

I do not want anything,

I'm tired of everything (crying).

Belka: I understand. You once swallowed Capriciousness.

He is angry, unwashed,

Beech, evil, terrible beast!

He’s the one who’s being mean to you, and then he’s sad!

Hedgehog: Yes... (crying) I don’t know what to do with him.

Belka: He needs to be released.

Hedgehog: How to let him go?

Belka: I must say: “I don’t want to be Capricious.” Capriciousness get out!

He asks the audience to repeat these words loudly several times. A blot—a balloon—flies out from behind the screen.

Hedgehog: Hurray, he flew away!

Together: Would you rather eat toffee or sweet crackers,

And Kaprizka, and Kaprizka,

Drive away quickly!

"Free Theme"

Target : Free self-expression, development of initiative and imagination, sensory stimulation, psycho-emotional release.

Instructions: Invite the child to do whatever he wants with the material available in the art therapy room.

1. Art therapeutic techniques for working with adults.

Some techniques for art therapeutic work in pairs.

1. Drawing in pairs.

Draw with a partner on the bottom sheet of paper. If you are having difficulty due to the lack of “rules of the game”, you can follow the following conditions: one draws with winding lines, the other with straight lines, each uses a specific color or group of colors, one tries to copy what the other draws (at the same time).

2. "Conversation"

Everyone in the group chooses a color that reflects their individuality and finds a partner based on their color. Then the couples depict a “conversation of flowers” ​​on one sheet of paper, trying to draw their line parallel to their partner’s line. Options: use different shapes and spots in response to the shapes and spots of your partner, using different colors, try to imitate an emotionally charged conversation, for example, a quarrel, draw alternately, trying to continue your partner’s line, draw simultaneously, freely drawing your line in any direction, draw at the same time, trying to draw your line parallel to your partner’s line, change colors after a while, use the other hand while maintaining the same conditions, several pairs, located opposite each other along a long sheet of paper, begin a “conversation” with the partner opposite, and then enter into “ conversation" with partners on the left and right.

3. “Drawing and observation.”

One observes what the other is drawing and tries to develop the theme in his imagination, communicating his associations to the drawer. He has the right to use it at his own discretion. Options: one tries to imitate the other's drawing; the third watches the work of the two, then the participants change roles.

4. "Common space."

First, the partners draw one at a time, then continue simultaneously. Options: choose three colors for two and depict the nature of your relationship in a common drawing, paying attention to how you use the space of the sheet, similar to the previous one, but exchanging colors after a while, using the collage technique, each choosing a paper of a certain color to create a common image.

5. General drawing.

Draw at the same time, silently if possible. Try to respond to your partner's actions. Options: just draw silently at the same time as your partner, start drawing each with your own color with your eyes closed, then open your eyes and complete the drawing, choose a theme before drawing, try to create a complete composition, everyone draws something with your eyes closed, then partners open their eyes and, Based on the associations of existing sketches, they create a finished image. When the drawing is completed, they compose a story based on it.

6. “Doodles of D. Winnicott.”

Draw some doodles and give them to your partner, who must create an image from them. Options: Draw a symbol or image of the current moment or state. Switch with a partner and try to continue the drawing without disturbing what he has drawn. Then discuss together your associations with each other's drawings. Similar to the previous one, but with a choice of topic or, on the contrary, completely spontaneously.

7. “Interview-presentation.”

Ask your partner to talk about his life, interests, plans, etc., and then draw a picture of what he told you.

8. "Dialogue".

One begins with a depiction of some state, the other depicts a reaction to it. Then they change roles. Options: one draws his problem on the left, the other - its solution on the right, one draws a path with obstacles, the other - ways to overcome them.

9. “Storylines.”

Options: one draws the characters, the other composes dialogues between them according to a certain plot, the partners alternately draw certain moments in the development of a storyline (without dialogues).

10. "Portraits"

Draw a self-portrait and a portrait of your partner. Discuss the resulting four drawings. Options: draw an abstract portrait of your partner using colors and shapes, draw a self-portrait and give it to your partner for finishing, draw a portrait of your partner and give it to him for finishing, first ask your partner and then finish his portrait, draw your partner, paying special attention to the details of his appearance and clothes, such as buttons, boots, etc., create a self-portrait and a partner portrait using the collage technique.

11. "First Impressions"

Similar to the previous task. Relax and look at your partner. On a common sheet of paper, draw one by one any elements of your partner’s appearance that your gaze stops at, without lifting your pencil from the paper. Discuss the drawings created. Options: alternately drawing in an abstract manner, try to convey your first thoughts and impressions associated with your partner, convey your impressions associated with your partner using one color and one shape, draw how you appear to your partner, draw portraits of each other, and below them write down your impressions of each other.

12. "Masks"

Options: Make and paint one or more of each other's masks and then try them on, create your partner's "facade" mask, create each other's masks using collage techniques and magazine cutouts.

13. "Silhouettes"

Using a white piece of paper and a lamp, trace each other's silhouettes. Options: draw silhouettes of each other, selecting different angles and positions, simply outline and fill in the partner’s silhouette with black, outline the partner’s silhouette, and then complete it by adding elements of the partner’s appearance.

14. “Joint project”

Create some work with your partner silently using any materials.

15. "Boss and subordinate"

One directs the actions of the other: he says what materials to use, paints to create a drawing, what to depict, etc. Then they change roles and discuss their impressions of working together. This technique is especially interesting in terms of changing ordinary roles, such as in the relationship between children and parents.

Techniques for family art therapy.

1. Family portrait.

Realistic, abstract, symbolic depiction of family members. Options: self-portrait, depiction of family members as animals or objects, depiction of several family members with dialogue between them, select and cut out illustrations from magazines reminiscent of the family and the relationships between its members.

2. Kinetic drawing of a family.

Depict family members in the process of joint or individual activities, or a scene from family life. Options: similar to the previous one, but with clarification of the plot, etc., depict yourself in any role that you play in the family, depict the plan of your home and place family members in it performing some activity.

3. "Sculpture" family relations»

Depict family relationships as a sculptural group. You can use plasticine, clay, the group members themselves, etc. Options: create a sociogram reflecting the “I” in its connection using circles of the appropriate size located at different distances from the center - “I”, create a model in the form of a three-dimensional “mobile” "Using a hanger, cardboard, thread, etc. Draw a “family tree.” The parts of the tree should symbolize different family members.

4. Inheritance

Fold the sheet twice and draw on each of its four parts: what you have inherited from your parents’ personal qualities, what you would like to inherit from them, what you would not like to inherit from them, which of these qualities you would like to pass on to your children. Options: draw your past and present in your family, and how you would like to see them, depict the strong and weak qualities you inherited from your parents.

5. Childhood memories.

Depict in a drawing or sculpture any episode from your childhood. Options: illustrate a “journey” into the world of childhood, depict yourself, your interests, occupation and figure at the present moment, and then the same at a certain moment in your childhood, depict your family situation when you were in the form of a “doll’s house.” child, became a parent, grandparent.

6. Parental relationships.

Divide into two groups: “children” and “parents”. Depict a game between parents and children, then the “children” begin to draw under the guidance of the “parents”, and the “parents” create drawings for the “children”. The work ends with a discussion about the relationship between children and parents... Options: depict your mother and father criticizing you, distribute the roles of family members between group members and depict a scene of family life.

7. "Family themes."

Draw yourself together with some member of your family, depict various family events: wedding, birth of a child, funeral, holidays, etc.

8. “Game family relationships.” Use a sandbox and various figures of people and animals to depict the situation, create stories that reflect family life, draw and cut out paper figures of people, dolls, animals from cardboard to depict family relationships, ask the child to make a dough figure, in particular, any figure of a family member that is significant to the child and ask him what she says or does.

9. Realistic family portraits.

Everyone draws their family, depicting its members in full size, including themselves.

10. Abstract or metaphorical depiction of family relationships.

11. “Emotional portraits.”

Mother and father or husband and wife paint “emotional portraits” of each other. Then they pass the drawings on to each other and correct the images, making them the way they would like to see themselves. Option: Create a realistic self-portrait and give it to your partner so that he can make it the way he would like to see you.

12. "Current moment."

Family members portray the family situation in the present moment and then how they would like it to be.

13. “The most important things.”

Each family member draws what is most important to him at the moment. The drawings are then discussed together.

14. “Shared Experience.”

Each family member draws what they did last weekend. The drawings are then discussed together. Option: image of other prices from family life.

15. “Problems and their resolution”

Each family member portrays a family problem and how it affects their life, such as alcoholism, illness, disability, unemployment, etc.

16. "Anger"

Each family member depicts a family situation involving the expression of anger, then passes their drawing to the other.

17. "Children and Parents"

Children portray themselves in more early age, parents picture themselves at the age of their children. (the technique allows you to explore common roles, problems, projections, identifications, etc. between parents and children)

18. "Boss and subordinate"

The child directs the actions of his parent in the process of drawing or sculpting.

19. “Single-parent family”

Each family member depicts in a drawing or collage the positive and negative aspects associated with an incomplete family.

20. “The influence of grandparents.”

The task is carried out in two stages: some family or marriage relationship is depicted, dividing the sheet into two parts, on one part the father’s parents are depicted, on the other – the mother’s parents. Then they find out which drawing of the second stage is more similar to the drawing of the first stage.

This technique allows us to explore unconscious processes associated with the influence of grandparents.

21. “Family drawing.”

The whole family draws on a large sheet of paper and then discusses the dynamics of the drawing process that reflect family roles and relationships. Options: before starting drawing, determine the theme of the drawing, creating a general work using any material.

22. “Shared Resources.”

The family must create a sculpture using various materials, such as cardboard, glue, pastel, paint, colored paper, etc. However, the number of sheets of paper or cardboard should be less than the number of participants so that they can determine how to use the common material.

23. "Teams"

Family members are divided into pairs. Each pair chooses a pencil or paint of a certain color and creates a common drawing with a partner, drawing in turn. This technique makes it possible to identify an “intrafamily alliance.”

Art therapeutic techniques in combination with other forms of creative activity.

Art therapy and poetry.

1 Poetry as a stimulus.

Read a poem out loud expressively. Use works associated with many options for their interpretation, including symbolic, metaphysical, absurdist and other poetry, for example, the poetry of Keats, X. Gibran, L. Carroll. Then illustrate the poem by creating a drawing, collage, or sculpture. Options: reading poetry without drawing, as a method of developing creative imagination and actualizing various feelings, reading various poems based on thematic or associative connections between their material.

2 Poetry as a response.

Group members write or recite poetry that reflects the experience of creating a group painting or sculpture.

3. Concrete poetry.

The technique involves depicting words or an entire text in a visual form by creating a graphic image, for example, designing the text of a poem about the moon in the form of a night landscape, etc. Options: a specific collage depicting a poetic text in the form of a visual image using clippings from newspapers and magazines , concrete sculpture: depiction of poetic text as a three-dimensional, possible, moving image, for example, using cardboard, thread, wire and other materials

Art therapy and music.

1.Image of sounds.

Sit in a circle and make a sound all together for thirty seconds. Stand up and make different sounds while moving chaotically. Then stand with your partner back to back and make an unusual sound. Go to your places and, covering your ears with your hands, listen to the “inner sounds”. Then, taking your hands away from your ears, try to continue the sound you heard at the same time as the others. The whole exercise lasts about two minutes, after which everyone depicts their impressions of them in a drawing or sculpture. Options: make a sound with your eyes closed and imitate it without opening your eyes. Then open your eyes and finish drawing what you started; with your eyes closed, try to sculpt various sounds using clay.

2. Name image.

Say your name expressively, using gestures and body movements. In the same way, say the names of the group members and then depict them in a drawing or sculpture.

3. Drawing to music.

Enjoy complete freedom in conveying your impressions of music. This technique is used for both individual and group work. The most suitable for this is little-known music that includes various shades of emotional states. For example, you can use various works by Bach, Beethoven's symphonies, Berlioz's Symphony Fantastique, Dvorak's piano concerto, Mahler's symphonies, Vivaldi's concerto for two guitars and other classical works, as well as jazz, modern popular, Indian classical, Tibetan and other music. Options: listen to the whole piece first, then play it again and start drawing, trying to convey your impressions of the music, listen to the piece of music several times and then try to draw the images evoked by it, draw quickly to the music using several sheets of paper, after creating the drawing, collage or sculpture based on music, compare your reactions, feelings, images in a group, at the same time draw to the music on one sheet of paper, drawing, which is preceded by movement to the music, reflecting various states and mental qualities, for example, you can use the following exercises:

“search” (to the sound of an African drum),

“dance” (to the music of Borodin “In the steppes of Central Asia”),

“growth” (to the music of Chopin or Satie),

“evolution” (to piano music by G. Szabo),

“separation and reunion” (to the concerto for clarinet by A. Copland),

“cocoon” (under “Reverie” by Debussy).

Art therapy combined with drama therapy.

1. “Sculpture of the situation.”

Options: make figures out of clay or paste and role-play some situation, depict yourself as a three-dimensional figure made of clay, plasticine or cardboard and place it on a large sheet of paper representing the “living space”, outlining your territory. Then discuss in the group possible group roles: facilitator, outsider, scapegoat, peacemaker, aggressor, etc., similar to the previous task, but depicting yourself in the opposite role, which is not typical for you.

2. "Dialogues"

Using your contradictory qualities, depict them in a drawing or sculpture as separate figures and create dialogues between them. Try to find an opportunity to use them.

3. "Conflict"

Draw or sculpture one of the following images and then act out the scene: “fire”, “life on another planet”, “prison life”, “sports”, “storm or thunderstorm”:

"volcano",

"explosion",

"life under water"

"prehistoric creatures"

“murder”, “anger”, “fear”, “loneliness”, “illness”, as well as other unpleasant or frightening situations.

4. "Artistic Arena".

Divide the group into two parts and tape a large piece of paper to the wall. Choose a theme that involves contrasting two views or principles, for example, “sun and thunderstorm”, “travelers in the jungle”, “day and night”, etc. Then each group chooses certain colors for itself and draws images that correspond to one or another view or beginning, on a separate sheet of paper and cuts them out. The images are arranged into a composition, and then representatives from each group alternately pin the images created by the group on a sheet of paper on the wall. All the others suggest how to arrange the samples to create a holistic composition. The work ends with a discussion of the activity process and its results. Some questions may include the following: Was it possible to create a coherent composition? Was the work accompanied by positive or negative emotions? Were the group members able to act together?

5. “Pictures coming to life.”

Draw images of a specific theme related to the current situation, and then act out the scene. Options: try to change the situation in the direction you want through dramatic action, depict a scene of your future and act it out.

7. "Masks".

Options: Draw and cut out the masks, then act out a scene using them. Create monster, monster, or villain masks and act out a scene using them. In a similar way, draw and use masks of “happy” monsters, monsters or villains.

7. “Hats.”

Make hats out of cardboard and play various situations, using characters wearing appropriate headdresses.

8. “Puppet Theatre.”

Make dolls and act out different situations. Can be used different types puppets: puppets, shadows, finger puppets, etc.

9. "Theatrical costumes."

Portray yourself in theatrical costume and perform a group improvisation based on the characters in appropriate costumes.

10. “Telling stories using roles.”

You can use different types of individual or group activities to develop artistry: sandbox play, paper figurines, masks, dolls, etc.

11. Using a tape recorder or video recorder.

Helps to capture your reactions in comments related to the created works, as well as develop artistic abilities and analyze the dynamics of the group process.

Art therapy combined with movement and dance.

1. “Leader and follower.”

Divide into pairs. The leader, putting a blindfold on the follower's eyes, must lead him to various materials for touch. Switch roles and then portray your impressions.

2. “Tactile acquaintance”

With their eyes closed, group members touch each other's hands and faces, trying to remember the images and sensations that arise. Then they are depicted.

3. "Emotions."

Depict various states or situations with facial expressions and gestures, for example: various states of the sea, meeting friends or enemies, states caused by music, etc.

4. “Drawing of gestures.”

Using expressive gestures to convey feelings and various materials, try to depict qualitatively different states in the form of spots or lines. Options: from the pictures, try to identify their authors in the group, try to depict opposite qualities or states: anxiety and peace, joy and despair, love and hate, etc., use the right and left hand in the same way, changing pencils, depict with your hand the movement of an ant, a bulldozer, a frog, etc. Then choose the drawing you like the most, try to express the quality or rhythm of the object with your movements, and then depict your impressions in the drawing.

5. “Drawing kinesthetic sensations”

Imagine that you are swimming underwater, floating in the air, etc., and then depict your sensations.

6. Dance

The group dances to the music and then depicts their impressions in a drawing or sculpture.

Art therapeutic techniques as a means of resolving conflict.

Individual work.

A depiction of a conflict in which the feelings that arise when drawing are identified and possible options for resolving it are determined. Some techniques:

1. Depiction of the conflict and its discussion in pairs.

2. Depiction of the conflict in the form of a story in pictures, for example, of a comic nature, with the possible identification of its stages

3. Current personal conflict.

4. Depiction of two or more opposing aspects of an internal conflict with their “voicing” through dialogue and definition possible options their reconciliation.

5. Creation of masks of participants in the conflict.

6. Creation of compositions “storm”, “explosion”, “fire”, “volcanic eruption”, “battle”, “monsters”, “sports competitions”, etc. The technique is especially valuable for those who find it difficult to understand the conflict.

Pair work.

Nonverbal interaction in the process of drawing or sculpting, capable of generating conflict, which is then actualized through discussion of the results visual arts. Some techniques:

1. "Conversation"

2. Projective pair drawing.

3. Alternate drawing.

4. Problem (conflict) and its resolution. One depicts the problem on the left, the other depicts its solution on the right.

5. "Dangerous Journey." One draws a path with obstacles, the other - ways to overcome them.

Group work.

Provides the opportunity to observe group roles and their dynamics, which allows you to identify conflict and find ways to resolve it in the process of work. Some techniques:

1. Simultaneous drawing without first selecting a topic.

2. Simultaneous drawing with preliminary selection of a topic.

3. “Centrifugal composition.”

4. “Cooperative drawing.” (Assumes a preliminary distribution of roles).

5. Simultaneous drawing within individual territories: city, country, continent, etc.

6. Simultaneous drawing with possible movement to foreign territories, for example, to such as: “toy store”, “universe”, “animals in the forests”, etc.

7. Group collage or sculptures.

8. Alternate drawing. The first one draws for two minutes, then the other one draws for one minute, etc. until the first one gets his drawing back to complete. Additions that the author liked or disliked are then discussed.

9. “Interpretations.” Each one depicts a feeling, denoting it on the back. The designs are then shuffled and selected one at a time for interpretation and comparison with the designation on the back.

10. Metaphorical portraits of group members. The portraits are drawn, shuffled, and then the group tries to determine who is who in the drawings.

11. Drawing stories of conflicts in subgroups of 2-5 people, followed by transfer of the drawings to another subgroup, which tries to determine the content of the drawing, the roles of the participants and their points of view.

12. “Damage and its compensation.” Two subgroups create a drawing, then pass it to another subgroup, which tries to spoil it and passes it back for correction.

13. Drawing a “conflict diagram” and discussing it.

14. “Visual whisper” or “deaf telephone”. The first draws for two minutes and shows his drawing to the second, the second tries to reproduce the first's drawing from memory, showing it to the third, etc. The last drawing is compared with the first and discusses the distortions.

15. “Artistic arena.” Two or more subgroups create their own compositions. Then the subgroups change drawings and try to continue them. Other options are possible.

16. "Family conflict." Family members portray conflict situation and options for its resolution. Different views on the conflict are then discussed.

17. "Family problems." Family members portray the most important issue and how it affects their lives. Differences in problem assessments are then discussed.