tsipi keidar healing environments 03-2013
TRANSCRIPT
INTERNATIONAL CONFERENCE
2013The Arch of Arts in Health The Technion Haifa Israel.
DESIGNING RESTROOMS IN AN ELEMENTARY
SCHOOL: ENHANCING HEALTH AND WELLBEINGSCHOOL: ENHANCING HEALTH AND WELLBEING
Dr. Tsipi Keidar
E-Mail: [email protected]
1
Description of the Problem
The very fact that the restrooms are secluded
means that they constitute an unsafe environment.
The appearance of the restrooms was not
aesthetic or inviting. The students’ functioning was
negatively affected by the state of the restrooms:
Physically: Many pupils reported suffering from
constipation, stomach aches, headaches and
inability to concentrate on their studies.
Mentally: Pupils reported that they felt
unprotected, lacked confidence, or felt
“I don’t like the restrooms …so I don’t use them, my tummy
often hurts and sometimes my head” (Sophie, Year 3).
Dr.Tsipi Keidar-2013 2
unprotected, lacked confidence, or felt
embarrassment, fear or vulnerability when using
the restrooms.
Socially: They feared that their privacy would be
breached and they would endure ridicule, teasing,
bullying and even violence in the rest rooms.
“The restrooms are unpleasant, we’re afraid they
will peep at us, there’s no rules there and other
kids make it dirty and block the toilets with paper
and spray water – I restrain myself and don’t go
there” (Ran, Year 4, Focus Group member)
The research investigated:
� How to activate pupils’ motivation to change their
structural/physical environment through arts projects.
The purpose of the project was to make therestrooms accessible and attractive to all pupils sothat they could feel comfortable and safe whenusing the restrooms.
Dr.Tsipi Keidar-2013 3
structural/physical environment through arts projects.
� How to transform the elementary school restrooms into a
healing environment for pupils, to improve their sense of
physical, mental and social wellbeing and create an
optimal school climate.
The project’s programme employed a systemic operational strategy.
•To create an instant and effective change the project was limited to a
predetermined time frame of only one school day.
•Works of each and every one of the school’s pupils were included in
the project.
The Art Project
Dr.Tsipi Keidar-2013 4
the project.
•One group of pupils underwent a special training programme and
became agents of change. They led and mediated the process of
creativity and change for all the school’s pupils.
•The agents of change were responsible for the final decoration of the
restrooms and ensured that the artwork of each pupil would be
represented in the final project.
Standards of the art
1. Provide personal
expression,leaving a
mark
6Change in the school climate
2Strengthening
Social Involvement
STANDARDS OF THE ART PROJECTThe principles of the program
• Implementation of the
programme for the entire
school
• Preparation of a group of
agents of change: involved
pupils who will lead the project
through a special training
Standards of the arts project
Provide personal expression,leaving a
mark
An improved school climate
StrengtheningSocial
Involvement
the art project
(intervention plan)
5Ownership & responsibility
by the Children
4
Solution for children with special needs
3Esthetic physical
environment
through a special training
programme
• Integration of the model as part
of the children’s regular work
and social contribution to the
school community
• The project is based on the
mediation of knowledge
5
project (intervention
plan)
The children assume
Ownership & Responsibility
Solution for children with special needs
Aestheticphysical
environment
Dr.Tsipi Keidar-2013
A group of pupils was trained to
act as Agents of Change to lead
and to mediate the art project
for the entire school community.
6Dr.Tsipi Keidar-2013
Mapping of needs by the agents of
change revealed an urgent need
to improve the neglected school
restrooms
Pupils were selected and trained as agents of change to
mediate an art project applied as a tool for an
educational intervention programme. The agents of
change were derived from the general pupil population
Agents of change
Dr.Tsipi Keidar-2013 7
change were derived from the general pupil population
of the school and they mediated the theoretical and
practical knowledge, reflecting the realisation of their
inherent potential to all the school's pupils at the
individual and community levels.
Writing our
own rules
Results of the Project
Restroom rules
1.It is forbidden to open the door,
interfere or peek inside
2.After you do your business please
flush the toilet
3.After washing your hands please
close the tap and throw the paper
towel in the bin
4.Don’t waste water, soap or paper
5.Use the signs on the door: Vacant –
when I leave; Occupied – when I’m
inside 8
Dr.Tsipi Keidar-2013
The teacher in Year 2 said that every 5 minutes children wanted to go to the toilet … suddenly everyone needed
the restrooms.(Researcher’s diary)
“Now the restrooms look like a museum of children’s
artworks. Its nice to be there. I just hope they won’t be harmed. (Mia, Year 5 – Agent of change)
A Healing Environment
9
of change)
Dr.Tsipi Keidar-2013
“I’m glad to see the children from
Year 1 using the restrooms.
They love to use them. Now it is a
safe and very popular place”.
(Adam Agent of change, Year 6).
Keep the
restroom
clean
Respect your friend10Dr.Tsipi Keidar-2013
“The children now return from the restrooms relaxed. The fact that they don’t have to restrain themselves any longer contributes to their inner peace and their concentration is better “(Ruth Class Teacher Year 4)
11Dr.Tsipi Keidar-2013
“[Today] the children are motivated to use the
restroom it now improves their sense of physical
wellbeing.”(Researcher’s diary)
Respect your
friend
12Dr.Tsipi Keidar-2013
occupied
279
Love, friendship, honor, serenity, peace.
“Now its fun to go in there. There are signs on each door and there are rules for the restrooms My painting is hung up there. Its fun to go to the toilets” (Sheli, Year 4)
Dr.Tsipi Keidar-2013
“All the children’s works were hung up
inside the restrooms. Now everyone
could go in there without fearing that
someone would peep in on them. I also
go there. I don’t need to restrain myself
any more and that means I can
concentrate better on my studies. We
take it in turns to guard the restrooms so
that no-one spoils them”.that no-one spoils them”.
(Ziv -focus group, Year 5)
14Dr.Tsipi Keidar-2013
"The school needs to
connect the children one to
another so that they will
respect each other – just like
we know happens with the
art project for the restrooms,
so that they feel safe” (Zviya,
Focus Group Year 5)
15Dr.Tsipi Keidar-2013
Respect your friend as you respect yourself
“My friends and I like to go to the restrooms
…its pretty there. My mother came to see
my work in the restroom and told me it was
very beautiful...”
(Noa, Year 2)
“The pupils talk about the restrooms and bring their families to see their work. I saw Yossi from Year 3 there today, he was showing his work to his mother and younger brother. Something that had been a school taboo has become legitimate and natural and a source of pride” (Researcher’s diary).
16Dr.Tsipi Keidar-2013
Internally Attentive
Social
Involvement
Freedom
Wellbeing
BelongngEmotion
Performance
Aspects and Dimensionsthat support personal wellbeing
17
CapabilityAutonomy
Thinking
Dimension a domain through which it is possible to
measure the degree of activation of motivation.
Aspect - reflects the concrete expression of the dimensions in the individual’s performance during the process of the Intervention Program.
Dr.Tsipi Keidar-2013
Findings
The sense of belonging to the school community grew as a result of pupils’
participation in the art project to redecorate the restrooms, because of their very
participation in the creation of change and the fact that they left their personal
mark.
The school has the ability to allow the pupils’ to achieve personal physical and
Dr.Tsipi Keidar-2013 18
mental wellbeing both as individuals and as a community. This was expressed by
identifying the most problematic locations in the school buildings and acting to alter
them through the pupils’ work.
The agents of change succeeded in producing a healing environment by the very
fact that they mediated the process of creating the change in the school restrooms
with the school’s pupils.
The First Conclusion: although the art projects constituted an
intervening factor for the creation of change, the active factor within
the art projects was the agent of change.
Conclusions regarding the Activation of Motivation for
change through the Art Projects
Dr.Tsipi Keidar-2013 19
The Second Conclusion. The activation of motivation can only
happen when an outside intervening factor (stimulus) appears that is
considered relevant by the individual, group or community; then a
response is aroused.
Art presents an alternative - another
way of thinking, another lifestyle,
Dr.Tsipi Keidar-2013 20
another way to exist in the world.
Elliot Eisner (2001).
Eisner, E.W.(2001).Should We Create New Aims for Art Education?, Art Education, Sept., 6-10