Faculty:

• Patricia Beachley, M.F.A.
• Dana Elmendorf, M.A., ATR-BC, LPC
• Brian Ferrell, M.F.A.
• Patti Ghubril, M.A., ATR-BC, LPC, ATCS
• Maureen Kochanek, M.A.
• Danielle C. Moss, D.A.T., ATR-BC, LPC, ATCS, NCC
• Mary Kay Neff, S.C., M.F.A.
• David Stanger, M.F.A.
• Sara Tinnick, M.F.A., M.S.

Learning Objectives: Art Therapy

1. Examine foundational theories and assumptions that inform the disciplines of art history, teaching artistry, psychology, and art therapy.
2. Practice risk-taking in the areas of process and concept to enhance creative expression.
3. Implement empathic responses of engagement with others about their interpersonal processes, their art-making processes, and art products.
4. Integrate constructive critique and supervisory feedback within the practice of studio art and arts facilitation.
5. Demonstrate evolving proficiency in the use of various art media, including, but not limited to drawing, painting, and clay sculpture.
6. Analyze and contextualize art objects and art movements from a variety of cultures with sensitivity and understanding of cultural relativity.
7. Value one’s potential as a change agent who is an active member of the community capable of responding to diverse social contexts and concerns.
8. Develop an art-making practice with personal growth and self-expression as conscious objectives.
9. Design appropriate creative and expressive art activities based upon needs assessment of a chosen population.
10. Construct a professional digital portfolio that includes the presentation of images and an artist’s statement which articulates an understanding of one’s own inspiration and artistic process.
11. Author a comprehensive oral and written presentation, integrating Fieldwork experiences and theories relevant to the fields of art, psychology, teaching artistry and art therapy.
12. Demonstrate the ability to function within a human service agency setting in accordance with appropriate policies of the organization.

This interdisciplinary major is designed to prepare students in the basic areas of the fine arts and the behavioral and social sciences. This preparation is intended for students who plan to continue education or training in their specialization after completing their bachelor’s degree. There is ample opportunity to take advanced courses in the field of specialization and related studies after undergraduates are admitted to graduate school. It is not considered desirable, according to the American Art Therapy Association, for undergraduate students to have highly specialized courses in art therapy.

All art students are evaluated in the sophomore year for a formative review. Students complete and present a portfolio of work to be reviewed during the spring semester of the sophomore year by the art faculty. If at the end of the sophomore year, students have maintained a minimum of 3.0 cumulative grade point average in their art, art therapy, and psychology courses, and received approval from the program coordinator, they may advance into upper-level art therapy courses. Evidence of capacity for graduate-level studies is indicated by meeting these benchmarks.

All candidates for the Bachelor of Arts degree in art therapy must complete the Liberal Arts Curriculum requirements, the capstone assessment requirement, and the required courses for the major. In addition, clearances must be obtained or updated no more than five months (in the case of undergraduate students) prior to the start of the term and will be reviewed by the Program Director of the graduate Art Therapy program. Act 33 Child Abuse, Act 34 Criminal Record check, ACT 114 FBI Federal Criminal History Record, and P.P.D. (TB)Test. For instructions on obtaining clearances see “Art Therapy Clearances Policy for Fieldwork/Internship”.

The capstone assessment includes the completion of fieldwork, a fieldwork paper, oral presentation in SAT 420 , a senior group exhibition with an artist statement, and an artist talk completed in SAR 480 .

A minimum of 120 credits is required.