Browsing by Author "Draper-Clarke, Lucy"

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    Developing a Healing Arts Pedagogy and Practices (HAPPy) Training: An Arts-Based Curriculum for Trauma Stabilisation and Stress Alleviation in the South African Educational System
    (Arts Research Africa, 2022-09-16) De Beer, Welma; Draper-Clarke, Lucy
    This paper discusses the theoretical foundations and pedagogical principles underlying the “Mas’phefumle” project, which explores healing arts practices and pedagogy as a response to trauma in South Africa. The authors propose that artistic research has transformed and advanced arts-based pedagogies in the country, offering impactful healing practices that can help communities during challenging times and regulate individuals after traumatic incidents. The curriculum developed, called Healing Arts Pedagogy and Practices (HAPPy), aims to establish culturally sensitive activities that promote resilience and create safe learning environments. The foundations of the curriculum are based on healing, the arts, pedagogies, and practices, integrating elements of polyvagal theory, psychotraumatology, and the African philosophy of Ubuntu. The paper describes the action research method used and presents the initial cycle of the curriculum’s development.
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    Responding to trauma: in what ways can an embodied expressive narrative approach, strengthen the agency of women who have experienced abuse?
    (University of the Witwatersrand, Johannesburg, 2024) Menell, Katherine; Draper-Clarke, Lucy
    Woman abuse is both a human rights issue and serious public health concern, that has not received the aKenPon and acPon proporPonate to its prevalence, globally or locally. It has far-reaching effects, that include the impact of trauma on women’s physical and mental health. A need has been idenPfied for intervenPons that centre women’s voices and mulPplicity of experience, while supporPng their resourcefulness and resistance. This research aimed to develop of a community-based intervenPon that could support the agency of women who have experienced abuse. It proposed that a narraPvely informed, movement-centred expressive arts approach, was well posiPoned to address the effects of trauma and develop resources to build resilience and hope. A parPcipatory arts-based research approach was adopted with two groups of parPcipants, in experienPal workshop series, over three months. ParPcipants’ experience of the groups, in the form of creaPve wriPng, drawing and reflecPon, was analysed using themaPc analysis, as a means to evaluate the impact of the groups. ParPcipants consistently reported feeling relaxed and energised by posiPve and novel experiences. Movements, feelings, imagery and narraPves emerged that supported parPcipants’ preferred idenPPes, as expressed by their behaviour outside of the groups and arPculated hopes for the future. While this demonstrated the potenPal of this approach to support agency, a number of areas emerged in need of further development. These included expanding pracPces for eliciPng relevant themes and ‘thickening alternate narraPves’ and building relaPonal safety with a focus on the role of the witness and co-regulaPon.