Aristotelio Panepistimio Thessalonikis – Faculty of Fine Arts (AUTH) Greece
The School of Fine and Applied Arts has a syllabus which explores various forms of contemporary practice. The central aim of the study of fine arts is to develop a critical understanding of visual culture through an exploration of specific sites in practice.
Students engage in continuous critical dialogue, at both individual and group level, in which different points of view are brought to bear on personal work. Students and staff work together closely, but emphasis is placed on students’ contribution to their own learning. This is a truly wide-ranging fine arts course and a student’s work may be located anywhere on the whole spectrum of accepted artistic inquiry.
The education provided by the School of Visual and Applied Arts is primarily in the form of studio art studies, supplemented by corresponding scientific, theoretical and pedagogical courses for the formation of artists with a comprehensive education and specialized artistic skills. In the School of Visual and Applied Arts of the Faculty of Fine Arts of Aristotle University, the undergraduate programme of studies comprises ten semesters and leads to a unified diploma which specifies a Specialisation.
Upon completion of their studies, students have acquired the specialised artistic skills and theoretical knowledge required for employment in the private or public sector as visual creative artists. In particular, they are qualified to work in all sectors of education, as part of research teams working in the area of Art and Culture, in local government on topics of Culture, in museums, theaters, archaeological services, advertisement, television, cinema, and other professional activities, within the regulations of the existing legal framework.
Areas of expertise:
• Formulation of an interdisciplinary team comprised by university professors and child psychologists, to set parameters and establish the scientific field of action, whereby selected research methods and criteria are elected.
• According to the findings and conclusions, construction of worksheets and development a scientific psycho-artistic approach to susceptible groups and individuals, aiming to address art and its interpretation via child psychology.
• Collaboration with school units on:
a) Presenting material and discussing bullying
b) Circulating worksheets and applying research methodology formulated by the interdisciplinary team, and artwork production by students.
• Collection and sorting of relevant material.
• Organization and hosting of meetings between the interdisciplinary team and compulsory education teachers, aiming to provide information and advance decision-making on strategic planning.
• Organization and hosting of meetings between the interdisciplinary team and parents or guardians in collaboration with compulsory education teachers, for purposes of providing information on research outcomes and special awareness.
• Construction of workgroups with the participation of students, art teachers, and child psychologists, aspiring to encourage and promote scrutiny through a brief discussion on the concepts: strong, weak, powerless, incapable, vulnerable.
• Organization and hosting of bidirectional workshops for students, art educators, and child psychologists, aiming to:
a) Produce and present young people’s representative artworks to the group.
b) Exhibit the artworks to the public.
• Organization and hosting of seminars and workshops with the participation of parents and educators, for the dissemination of conclusions.
Art can serve to depict malaise, as a means of expression and communication, as a tool for psychological decompression, a way to utter the unsaid, an instrument to detect, identify and treat pathology, and a remedy for socially vulnerable victims of bullying, who can benefit from opportunities to express their views in a safe creative environment. It grants the opportunity to explore self-image and the perceptions of victims and perpetrators, thus to detect trauma. The latter is particularly significant for young people, who can benefit from telling their stories and sharing their illustrations, either with the help of a professional or with peers who can empathize.
Art can present adolescents with opportunities to communicate and explore deeper feelings and emotions: fear, anxiety, confusion, and anger that can be captured in drawings, sculptures, the handling of colors, even collages and video art. Such attempts can be transformed and easily manifested to visual products, without the fear of exposure inherent in verbal articulation.
The opportunity will arise through the collaboration of workgroups with students to bring awareness with an aim to cancel restrictions imposed by the barriers that reduce the dynamics of communication and expression.
We intend to use art to in fields of:
• Feelings of shame or anxiety,
• Low self-esteem,
• Increased susceptibility to illness,
• Posttraumatic stress,
• Incapacity to form relationships,
• Rejection, and
• Deficiency of social skills.
Through prior cooperation with the SSP&MH and service-providers in the fields of: a) physical and mental health of young people, b) preschool/compulsory education, and c) social welfare; research has shown that timely and well-targeted measures that aim to sensitize young people on the needs and feelings of others produce excellent results in terms of preventing occurrence of delinquent or antisocial behavior.
An interdisciplinary scientific team comprised by professors of fine arts, social workers, sociologists, psychologists, and guidance counselors will work with parents / guardians to help young people in all aspects of life (educational, vocational, and social). In the course of clinical research, the psychiatrist provides answers and proposed treatments, while the artist explores morphology through allegorical metaphors. Within the context and under the need of social cooperation, both can help mitigate or eradicate the “stigma” of mental ailment.
Through this proposal, the program aspires to teach life lessons and instill strength, manage differences and strengthen young person’s ability to interact, stand up for themselves when harassed by others, prop their development, to cultivate healthy social and emotional skills, and build various coping strategies.
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