By Vassiliki (Vicky) Karkou, PhD MEd PgDip(DMT) BEd Sc(Hons), and Patricia Sanderson, PhD MA AdvDipEd(Dist) (Auth.)
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Additional resources for Arts Therapies. A Research-Based Map of the Field
Tavistock/Routledge, London, p 1–17 • Payne H 1996/1997 Definition of DMT (letter). ’ The arts and pupils with SEN. British Journal of Special Education 25(4):168–172 • Qualifications and Curriculum Authority (QCA) 2004 National curriculum. Online. html 11 Dec 2004 • Sanderson P 1984 Dance, art and aesthetics. Physical Education Review 7(2):160–164 • Sanderson P 1996a Dance within the national PE curriculum of England and Wales. The European Physical Education Review 2(1):54–63 • Sanderson P 1996b Physical education and dance.
In: Jennings S, Cattanach A, Mitchell S et al (eds) The handbook of dramatherapy. Routledge, London, p 12–27 • Payne H 1990 Creative movement and dance in groupwork. Winslow, Oxon • Payne H 1992 Introduction. ) Dance movement therapy: theory and practice. Tavistock/Routledge, London, p 1–17 • Payne H 1996/1997 Definition of DMT (letter). ’ The arts and pupils with SEN. British Journal of Special Education 25(4):168–172 • Qualifications and Curriculum Authority (QCA) 2004 National curriculum. Online.
Important Features of Arts Therapies Regarding engagement in the arts as developing on a preverbal level Arts therapists believe that the capacity for art-making begins to develop before verbal skills and as such, early arts experiences, in an audio, movement or visual form, are stored in each one of us as preverbal memories and are carried throughout our adult lives (Payne 1990). Artistic expression is therefore, seen as a manifestation of deeper hidden structures, a means of accessing personal and/or cultural history that would not be available through verbal means.