Art, Psyche and the Creative Imagination – MA

Art and Psyche: Maps and Models.  At the outset, this module provides the context for the creative imagination and its origins. It introduces ‘maps’ and ‘models’ of psyche using methods of experiential learning together with theoretical paradigms of interpretations.  It critically considers mythological structures (maps) such as Joseph Campbell’s monomyth and Maureen Murdock’s Heroine’s Journey in relation to personal and cultural contexts. Models of the Psyche from the depth psychological tradition (with emphasis on analytical psychology) are introduced and applied using experiential learning, and evaluated through critical reflection in light of contemporary developments in the field. Here, an understanding of the nature of the psyche provides a foundation for personal development and change, but also for the application of theory to the broader sociocultural sphere and in light of contemporary social and cultural problematics. In this context the arts, with emphasis on the visual arts, are used as case studies, of where depth psychology can be used as an interpretative paradigm for the creative, especially visual arts. This module includes guest lecturers.

Assessment: Creative & Reflective Journal; Online Contributions as etivity-based discussion forum; Presentation and an Essay.

Professional Portfolio: Reflective and Reflexive Strategies  supports students in developing or extending a personal, professional or expressive practice centered and grounded in an exploration in the field of art, psyche and the creative imagination. This will facilitate the development of a more authentic, in-depth position as reflective practitioners, at the juncture of theory and practice. Professional identity, and developing an understanding individual voice, expression and contribution to the field is pivotal here. In tandem with experiential and praxis centered activities, students will compile a Professional Development Portfolio (PDP). This will take the form of an audio-visual and textual document, to be maintained continuously throughout the semester. As a digital archive, it will contain critical reflection on learning experiences, visual documentation of activities, extracts from reflexive journals, examples of individual engagement with the ideas, thoughts, creative and imaginative activities experienced throughout the learning journey. In Year 1, practical support for the (PDP) will include workshops in how to create photo/video stories, including skills training in photo & video, editing to create a professional and compelling portfolio of learning.

Assessment: Etivity-based discussion forum; Praxis & Digital Workshops and a Professional Development Portfolio

Professional Portfolio: Facilitation and Dissemination builds on Professional Portfolio: Reflective and Reflexive Strategies. This module continues to provide students with the skills and resources towards developing their practices in the field. Students are guided to develop appropriate facilitation skills and present a group facilitation project. The practical emphasis of this module includes an overview and case studies of a range of facilitation exercises. Examples: workshops, rituals, demonstrations, celebrations, therapeutic sessions, process-work. Learning includes scope of facilitation and skills such as participant engagement, attentiveness and group dynamics. Students will continue to develop their PDP (professional development portfolios) e.g. with biographies, practice vision/position statements, C.Vs. and explore how to contribute to the field by considerations such as publishing, membership, agency and activism. The changing landscape of the field is explored through topics such as funding opportunities. Learning is informed by best-practice examples and case studies. Reflective and reflexive practice techniques are further integrated within the delivery of the module.

Assessment: Etivity-based discussion forum; Group Presentation and a Professional Development Portfolio.

Integrative Practice: Personal and Cultural Contexts introduces theoretical frameworks, methods and case studies to allow for depth experiences and interpretative possibilities for both personal and cultural contexts. Its theoretical underpinning is based on the depth psychological tradition (with emphasis on analytical psychology) as applied to personal process, the broader sociocultural sphere, and in relation to the arts. This module includes theoretical orientations and praxis of: interpretation and appreciation of dreams, images, the arts; psyche and soma (an embodied somatic approach) and the field of ecopsychology. The cultural complex and psychohistory are also introduced as a means of exploring the value and applicability of depth psychological concepts to the sociocultural sphere, to include the role of the arts. The module also considers aspects of Jung’s ‘mature work’ together with key post-Jungian developments on topics such as alchemy and synchronicity. In valuing experiential learning the module allows for the development of the creative imagination and integrative practice as a means of enhancing personal life, and to augment professional practice. As per module 1, this module includes guest lecturers.

Assessment: Creative & Reflective Journal; Online Contributions as etivity-based discussion forum; Presentation and an Essay.

Research Skills: Methods introduces students to the value of research, and a range of methods applicable to the professional use of research in the areas of art, psyche and the creative imagination (also touching on art therapy). These methods will equip students with effective critical, theoretical and analytical skills while also selecting appropriate methodologies as relevant to an identified research question. Students will apply selected methods as relevant to the formulation and exploration of a chosen question. Emphasis will be on Qualitative Research methods, Case-Studies and Practice-Based Research (PRB). Conceptual frameworks as well as avant-garde methods, such as derived from Jungian Arts Based Research, are introduced and evaluated. Locating the research within relevant philosophical worldviews is also considered.

Assessment: Etivity-based discussion forum, Presentation and a Methods Report.

Research Skills: Project Design builds on the module on Research Skills: Methods by introducing a range of further research methods appropriate to Art, Psyche and the Creative Imagination and/or art therapy style projects. This includes a range of contemporary arts based and depth psychological based methods (to include ethical considerations). Emphasis is placed on methods such as Arts Based-Research, Jungian Arts-Based Research, Alchemical Hermeneutics and Terrapsychological Inquiry. Case studies are used to elaborate. The focus of this module is also to identify and articulate your own position in relation to the material covered. How do you identify key questions, select the appropriate research methods, and devise a cohesive project design.

Assessment: Etivity-based discussion forum, Presentation and a Project Design Report.

Dissertation requires the completion of a Final Project, which can consist of either a written thesis paper, or a practice-based project with accompanying exegesis. The project concept is informed by prior modules of the programme and complemented by self-directed research. Each student will propose and initiate a project based on their own chosen topic aligned to their specialised area of interest. The project should be of value to the area of Art, Psyche and the Creative Imagination, and should also clearly illustrate its contemporary relevance to the field. The project aim is to address the transformative potential at the interface between Art, Psyche and the Creative Imagination. The Research Skills: Project Design module should form the foundation of this Final Project, and include a clear project concept, research question/s, literature review, methodology and implementation plan to include logistics, ethics, as well as health and safety considerations.

Assessment: review and feedback seminars; presentation and a thesis (or exegesis plus showcase/exhibition)