Slide 10:
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Rule-based systems vs. co-regulation.
Dynamic interaction between student and educator.
Challenging dominant narratives.
Addressing moral panic associated with new technologies.
Slide 10(1) https://s.mj.run/_XXqguXY8js https://s.mj.run/6v74wqopTz8 https://s.mj.run/jWwki7ZVLWw Slide 11: Theorizing Tools and Technologies Content: Guidance of Artistic Process Instrumental Model Prosthetic Model Phenomenological Approach Actor-Network Theory Script: To understand the role of technologies in Expressive Arts Therapy (EXA), we can look at several theories. The instrumental model views technology as neutral tools designed to achieve specific goals. The prosthetic model sees technologies as extensions of human capabilities. The phenomenological approach suggests that technologies mediate human experience. Lastly, Actor-Network Theory views technology as part of a network of interactions between human and non-human entities. Each model provides a different lens through which to understand the impact of technology on the artistic process and therapeutic outcomes. Instrumental Model: This model views technology as neutral tools designed to achieve specific goals. In EXA, technologies are used to facilitate artistic expression and therapeutic processes, such as using digital painting software for art therapy or music composition apps for music therapy. Prosthetic Model: This model sees technologies as extensions of human capabilities. Technologies in EXA can enhance or augment a person's ability to create and engage with art. For instance, adaptive technologies can enable individuals with physical disabilities to participate in dance or visual arts. Phenomenological Approach: This approach suggests that technologies mediate human experience. In the context of EXA, technology shapes the way clients and therapists experience and interact with artistic processes. Virtual reality, for example, can create immersive environments for therapeutic storytelling or guided imagery. Actor-Network Theory (ANT): This theory views technology as part of a network of interactions between human and non-human entities. In EXA, technology is seen as an active participant in the therapeutic process, influencing and being influenced by the interactions within the therapeutic setting. For example, a digital art tool is not just a passive instrument but a co-actor in the therapy, shaping the creative process and therapeutic outcomes. --chaos 100 --ar 1:2 --style raw --stylize 1000 --weird 3000
Slide 10: Rule Systems and a Dissociative Moral Panic
Slide 10: Rule Systems and a Dissociative Moral Panic
Content: Dynamic interactions in education. Challenging and reconfiguring dominant narratives. Moral panic and regulation.
Script: Rule-based systems often rely on predefined structures and expectations, which can be limiting, even harmful. In contrast, co-regulation emphasizes a more dynamic interaction between student and educator, where the educator responds to the student's immediate needs and embodied signals. This approach aligns with the concept of 'play space,' which refers to creating a flexible and open space for imaginative play and exploration. This play space allows clients to experience a range of possibilities, moving away from the constrictions of their usual ways of thinking and feeling. Challenging and reconfiguring dominant narratives is essential to overcoming the moral panic often associated with new technologies.
Identification of a Threat
Media Exaggeration
Public Concern (normally panic, but also, freeze, dissociation)
Response from Authorities
Scapegoats
Societal Reaction
Resolution
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