Project
ArtsAbility: Findings on the Benefits of Communication Through the Arts for Students with FASD
Principal Investigator(s): Maya Gislason, Evaluator; phone: 250-472-9405, email: mayag4@telus.net
Start/End Date: October 2002 – May 2004
Location: FASD Site: Norway House, MB
Brief Description: A two-year four site exploratory research project of the Canadian Centre on Disability Studies (CCDS). Sites included a secure unit for older adults with advanced dementia in Winnipeg; an organization offering community integration projects for youth and adults with dual diagnoses in Winnipeg; a Canadian Mental Health Association (CMHA) group in a small town near Winnipeg; and three Norway House schools [grade 3 to grade 12]).
The Norway House site was administered collaboratively by the Canadian Centre for Disabilities Studies, and the Frontier School Division that administers schools both on and off the Cree reservation of Norway House. The program engaged an integrated small group arts program design to (1) develop and maintain social relationships between students with FASD and peers; (2) increase confidence levels for students with FASD through their participation in the program and (3) encourage students with FASD to express feelings, emotions and ideas through art forms and interaction with other students and adults in the classes. Programming was offered by two artists teaching dance, movement to music, pottery and visual arts, and once a month, the students with FASD themselves assisted in teaching arts activities to other students in the large classroom setting. The learning goals of this project were tied to the overall learning goals of the classroom as well as to specific community objectives identified by Aboriginal school administrators. The program involved thoughtful and innovative approaches to combining artistic concepts, paradigms, and techniques with methods and techniques used to work with children with FASD. The objective was to create a cohesive support system for students with FASD, which entailed involving the whole school and the community more generally in the project – bringing in teachers, teaching assistants, community artists, school and district administrators, students with FASD and their empathetic peers.
While the project evaluation does not separate out the Norway House component from the other three sites, the PI is working on a publication document that has identified those elements related to both Norway House and FASD. The Principle Investigator plans to produce a written model for community development and school involvement.
Middle aged group with dual diagnoses in Winnipeg; Canadian Mental Health site outside Winnipeg; and three Norway House schools). The Norway House site was collaboration between the Canadian Centre for Disabilities Studies and the Frontier School Division. It involved an integrated small group arts program to (1) develop and maintain social relationships between students with FASD and peers; (2) increase confidence levels through their participation and (3) encourage the expression of feelings, emotions and ideas through art forms and interaction with other students and adults in the classes. Program involved two artists teaching dance, movement to music, pottery and visual arts, and once a month, the students with FASD themselves became the teachers of other students in the regular class. Learning goals of this project were tied to the overall learning goals of the classroom. The program involved working differently with concepts and paradigms to create a cohesive support system for students with FASD, which meant the whole school and the whole system – bringing in teachers, teaching assistants, students with FASD and their empathetic peers.
While the project evaluation does not separate out the Norway House component from the other three sites, the PI is working on a publication document that has identified those elements related to both Norway House and FASD. The Principle Investigator plans to produce a written model for community development and school involvement.
Time Frame: completed
Kind of Project: demonstration
Population Served: northern indigenous remote
Publications: “Arts Engagement: A Guide to Inclusive Arts Programming for People with Disabilities” and “Arts Ability Program Evaluation”. Pending publication of the Norway House portion (FASD specific) of this project in the Journal of Reflective Practice in the UK. Evaluation document and Guide document available for download at www.disabilitystudies.ca
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