| Program and guidelines for isotherapy for children with mental retardation.
One of the most important and relevant areas of work with problem children is the possible correction of deficiencies in the development of the child. Of particular interest in the implementation of correctional and developmental work with children with mental retardation is a fairly new method at present – art therapy. Among all the means of art therapy, the most widely used among teachers is isotherapy.
Isotherapy is a universal technology that can be used both for separate work with problem children and for joint child and parent-child creativity. Artwork is based on a special “signal color system” when, with the help of color, a child
signals his emotional state. Isotherapy, on the one hand, is a method of artistic reflection, on the other hand, a technology that allows you to reveal the artistic abilities of a child, on the third hand, it is a method of psycho-correction with which you can
correct the emotional state of the child and help solve his internal mental problems.
Organizing classes in isotherapy, the teacher implements the following functions:
– empathic acceptance of the child;
-creation of a psychological atmosphere and psychological safety;
– emotional support of the child;
Isotherapy allows the teacher to combine an individual approach to the child and a group form of work. As a rule, isotherapy is combined with music therapy and is necessarily present in the program for game correction and enriching the developmental possibilities of the game.
In isotherapy classes, the teacher directly carries out a therapeutic effect on the psyche, correction through visual activity. Drawing therapy performs a certain psychotherapeutic function, helping the child to cope with their psychological problems, and is considered as a projection of the child’s personality, as a symbolic expression of his attitude to the world. Visual-playing space, material, image in the drawing is a means of psychological protection for problem children, which helps in difficult circumstances.
The content of the program on isotherapy.
| No. |
Topic |
Summary of the lesson |
| 1. |
I’m home |
Free drawing. Each child draws himself at home, whatever he wants, how he imagines himself at home. Then he tells what he drew, why he drew it, to whom he wants to show this drawing at home. |
| 2. |
self-portrait |
Each child draws himself, his portrait, and then at the next parent meeting, the teacher prepares an exhibition of self-portraits, and invites parents to find their child, and then analyze his drawing, based on self-feelings from work. |
| 3. |
My parents |
Each child draws their parents. No additional instructions are given to him anymore, but then the teacher analyzes how the parents are drawn, what size they are, whether they stand together or separately, which of the other family members is drawn, etc. This figure is an indicator of intra-family relations. |
| 4. |
My favourite hobby |
Free drawing. Each child draws his favorite pastime: either how he plays, or how a book is read to him, etc. The teacher prompts the child individually if he finds it difficult to choose a topic for himself. If the child finds it difficult to choose a topic for himself, then most likely he has some problems in this area. |
| 5. |
I am in the future |
Free drawing of a picture of yourself when you grow up, what the child wants to become, who to work with, how big he will be. After the drawings are ready, everyone should talk together about what professions exist, who the parents of the children work with. |
| 6.
|
Artwork
(experiment 1) |
Each child draws on one sheet alone, to calm music. Installation: Listen to your breath, your soul, quietly, quietly say to yourself: “My name, I love you.” Now you will draw to the music, everything you want, what you saw, you can draw your breath, your soul, your love for yourself. Draw, no need to talk, listen to music and look for colors that you really like. |
| 7. |
That I love |
Joint drawing. Children draw in groups (at the discretion of the teacher) on one sheet. What each of them likes (doing, eating, reading, playing, etc.). Then the educator says that they got common works, on which the favorite activities of our children are drawn, let’s see what our guys like (there should be a conversation about work). |
| 8. |
Cactus |
The guys are given the installation (you can draw by any means): Draw a cactus as you imagine it. Then the educator can analyze this drawing according to the methodology that is attached in the methodological recommendations. |
| 9. |
What am I afraid of |
Free drawing on the topic, when the drawing is done, the child says, he drew, and then paints his drawing with bright colors and makes the drawing joyful (draws eyes, smiling mouth), until what he drew begins to please him.
A variant of this lesson is drawing on blots (prepared in advance by the teacher) – the child draws this blot to what is specific, and then makes it fun, joyful. |
| 10. |
Artwork
(experiment 2) |
Each child is looking for a mate with whom he will draw, or the teacher himself helps to find a partner. Children hold hands and close their eyes. Silently, they try to feel each other, to hear the breath of another person. Then they open their eyes and draw with paints silently together in one drawing. When the work is ready, an exhibition and analysis of the work is arranged. |
| 11. |
Love |
The guys draw love to lyrical music, as they understand this state, feeling, be sure to draw with paints. The teacher helps the children with questions: what color is love, what is love, who do you love, how do you love, who loves you, etc.
After finishing work, each child gives his drawing to whom he wants (in a group or at home). |
| 12.
|
I am in kindergarten |
Communication drawing. The guys in pairs draw their group on one sheet, how they study or how they play – they determine it themselves (if necessary, the teacher helps them). Then the guys tell what they drew, what they felt. Do they like kindergarten, what do they like. |
| 13. |
Birthday |
The teacher gives instructions: “Today we will play on our birthday. Let’s draw a table, birthday candles on the table, draw chairs around the table – circles. Choose a chair for you to sit on. This chair should be marked with an asterisk or a snowflake (here you can check the formation of self-identification: the boy chooses an asterisk, and the girl chooses a snowflake). Who do you want to put next to you, on the one hand, on the other hand (all can be designated by letters (m-mother, p-dad, b-woman, etc.)). The child must fill all the chairs. For a more successful completion of this exercise, it is better after completing the task to talk with each child individually, the teacher can be helped by a psychologist or other teachers. |
| 14. |
Artwork
(Experiment 3) |
With the help of a teacher, the children unite in groups of four, stand in a circle, close their eyes, listen to what is happening inside them, in their souls, listen to what is happening inside other children, in their souls, open their eyes and begin to paint all together
(four of us) on one large sheet, silently. Draw what they saw, felt, heard. Then an exhibition of works and an analysis of the sensations of drawing are organized. |
| 15. |
Joy, holiday |
Joint drawing. All together (or better in 2-3 subgroups), children draw joy and celebration on a large sheet of paper. The teacher prepares a sheet of paper in advance – he puts a lot of multi-colored blots on it. The task of the guys is to draw a holiday using these helper blots. You can turn on joyful, solemn music. Then everyone looks at the resulting drawings and says what they feel, what feelings they had when they drew. |
| 16. |
how i help my mom |
Plot thematic drawing. Children draw by any means, the teacher analyzes what is drawn, how objects relate, etc. |
| 17. |
how i help dad |
Drawing from a blot – the teacher prepares a leaflet with a blot for each child. Children draw by any means on this sheet, drawing this blot up to a certain topic – how he helps dad at home, in the garden, on the street, etc.
|
| 18. |
Artwork
(Experiment 4) |
The guys unite in fours, but with other children, with whom they have not yet painted. The lesson takes place in the same way as the previous one, but if in the last lesson the children did not fill the entire sheet of paper with paints, then they are given the same size sheet, and if the sheet was painted all over (that is, there was already not enough sheet for them), then on In this lesson, the teacher gives them four even more sheets of paper. After the end of the work, the teacher and the guys talk about the resulting work: what prevented drawing, what helped to draw, how it was more interesting to draw, better, etc. |
| 19. |
My pets |
Draw your pet, if there is one, or the pet that the child would like to have at home. After finishing work, talk with the children about their favorite pets, how they communicate with them, what they like to do, what to eat, who cleans up after them at home, whether the guys help take care of the pets. |
| 20. |
My family |
Free drawing. The child draws how he represents his family, the word family is not explained, so as not to distort the essence of the study. Then this drawing can be shown for analysis to a psychologist or analyzed at a parent meeting on the application, which is proposed in the guidelines for the program. |
| 21. |
Artwork
(Experience 5) |
Drawing in eights. The guys are united in a group of eight people (two fours each) or the general group is divided equally into two subgroups. Everyone stands near a large table on which there is a large sheet of paper, join hands, close their eyes, listen to their neighbor on the right, on the left, listen to the sheet that lies between them. Then they close their eyes and begin to draw everything that they saw all together on one sheet of paper. After finishing work, the teacher signs the pictures, and they are hung out in the group. |
| 22. |
Who lives in the earth |
Free drawing. Each child draws on this topic everything that he knows, what he can and what he wants. Then, if possible, each child says who lives in the ground, which of the insects he saw, where he saw them. |
| 23. |
who lives in the water |
The whole group draws on one not very large sheet of paper. Everyone takes a place near the sheet, and all the children together draw the underwater world (it can be an ocean, an aquarium, a lake, etc.). You can distribute the role of everyone: who draws fish, who draws pebbles, who algae, etc. You can not draw all this, but make fish and algae from colored paper, glue real pebbles and shells, paint over the background with paints – water, but this is at your discretion educator. Collective work is hung out in a group and a story about the underwater world is read. |
| 24. |
Who can fly |
Communication drawing. Subgroups are organized in the group and in each subgroup on one large sheet, all together the children draw the sky. And then in this sky, without talking, each child draws his bird, which can fly. You can turn on the background music “Sounds of the sky” with bird voices. After finishing the work, the guys tell what they felt when they drew. |
| 25. |
Animals |
Additional drawing. Each child, sitting in a general circle, begins to draw some animal on his sheet, according to his own plan, then each passes his sheet to the neighbor on the right and, having received the sheet from the neighbor on the left, completes the drawing of the other, trying to understand who started to draw in this drawing. So all the drawings go around the circle until they reach their owner. Having received his drawing, the child says who he wanted to draw, and who turned out, why, what animal he got. The lesson ends with an exhibition of animals and the story of the teacher and children about what animals are in the world. |
| 26. |
Our nature |
Joint drawing. It is better to combine the children into several groups of four people, and then, the resulting collective work, hang everything together on the wall and have a conversation with questions like: who and what is drawn in the pictures, why, what else could be drawn. |
| 27. |
My city |
Free drawing. As a child imagines his city, so he draws it. But before drawing, you can repeat or study in which city we live, what is it called, what is our city, how many houses are there, are they big houses, etc. Then the teacher hangs out all the work together with the guys to make one big city and says that all together and drew our big city, where we all live, he repeats with them which city we live in, which city is ours. |
| 28. |
Artwork
(experiment 6) |
Drawing in eights. Similar to the previous lesson on art, but the teacher can change the group, increase or decrease the sheet of paper, change the music and setting before drawing. |
| 29. |
My house |
Each child draws his own house, as he imagines it. The teacher can offer this “tree” drawing (next lesson) to a psychologist to analyze it using the “House, tree, person” method. After finishing the drawing, the teacher asks the children to tell what kind of house they have, whether they like it, what they like in their house, who lives in their house, etc. |
| 30. |
Tree |
Free drawing. The child draws a tree, whatever he wants, as he imagines it. Then the teacher hangs all the finished trees together and a whole forest is obtained. A conversation begins, what is a forest, what kind of forest did we get (mixed), what else is a forest, who was in the forest, what did you feel in the forest, etc. |
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