For the curious, I am back in Atlanta writing from Studio Grille (location = terribly far from Rhodes).   While today is clearly Dec. 13 and the ArtReach Institute training completed last week, I have found that my thoughts continue in “ArtReach mode” and my heart remains connected in spirit with my Project Lebanon friends.   So, if you’re willing to listen, I am ready to continue “blogging” – there’s so much more to tell of my ArtReach Institute experience, and I get the feeling I will be processing related thoughts for many days to come. 

Photo Credit:  Studio Eva, Rhodes, Greece

Back to Rhodes:  To recap, Monday’s activities gave focus to similarities, and Tuesday’s highlighted differences – and, important point, the information was provided by individuals to individuals about the individual’s feelings, frustrations, hopes, and more.  These were heart-felt expressions of fundamental human needs, like safety for their children, and peace for their country.

In group process, we individuals related to each other as people first and as a group second.  As people with emotional histories, we connected under the safety of the group and united through our shared commitment to creating a climate of peace for ourselves and for our children.  This doesn’t mean that everyone was in agreement all of the time.  In fact, I appreciated the differences in viewpoint because (to me, at least) they demonstrated our ability to be honest with each other and true to ourselves. 

As the week progressed, my appreciation and respect for the ArtReach faculty increased in proportion to my exposure to their extraordinary professional skills and to the power of their unique methodology, ArtReach Method. 

Earlier in the program, the ArtReach faculty had communicated the healing benefits of creative expression.  To restate in “Lori speak,” the individual child knows (at a deep level) their expressive needs; therefore, the child is uniquely capable of self-selecting and self-directing their creative expression for maximum benefit.  As an example, if the class is to participate in a group drama about a myth -- e.g., Pandora’s Box -- and a participant suggests that the lead character, Pandora, be played from the viewpoint of a boy instead of a girl, then allow the child this artistic license.  And, if several children choose to play the part of Pandora, allow it.  Likely, the children know (at a level below their awareness) that there are feelings that can be processed by participating in this role, and processing feelings is healthy and encouraged within the safety of the group.

Transition with me to the Wednesday afternoon group drama activity: the dramatization of Pandora's Box, highlighed in the journal entry that follows.