Creativity and Activity-based Methods in Client Work (5 cr)

Learning outcomes

The student is able to
- utilise personal creativity and resources in client work.
- use creative and functional working methods while working with various clients.

Materials

Belfiore, E. & Bennett, O. 2010. The Social Impact of the Arts - An Intellectual History. Palgrave Macmillan UK.

Bethell, S. 2019. The Role of Creativity in Social Care Education and Practice. https://www.theseus.fi/bitstream/handle/10024/159833/Laurea%20julkaisut%20101.pdf

Fancourt, D. & Finn, S. 2019. What is the evidence on the role of the arts in improving health and well-being? A scoping review. Links to an external site. Copenhagen: WHO Regional Office for Europe (Health Evidence Network (HEN) synthesis report 67).

Huhtinen-Hildén, L. & Isola, A.-M.2019. Reconstructing life narratives through creativity in social work. Julkaisussa: Cogent Social Sciences, 5:1. https://www.tandfonline.com/doi/full/10.1080/23311886.2019.1606974Links to an external site.

Matarasso, F.1997. Use or ornament? The social impact of participation in the arts. https://www.artshealthresources.org.uk/wp-content/uploads/2017/01/1997-Matarasso-Use-or-Ornament-The-Social-Impact-of-Participation-in-the-Arts-1.pdfLinks to an external site.

Teaching methods

The course is designed to provide a comprehensive learning experience, employing a multifaceted approach that combines digital and face-to-face elements to enhance student engagement and skill development. A Canvas learning environment serves as a vital platform, offering valuable resources and support to facilitate the course's implementation. However, it is imperative that students actively participate in the scheduled on-campus teaching and guidance sessions. These in-person interactions are integral to the learning process and enable students to acquire a deeper understanding of the subject matter.

Collaborative work is an essential component of the study unit, with students often working in pairs or groups. This cooperative aspect not only fosters teamwork and interpersonal skills but also allows for the exchange of diverse perspectives and insights.

As part of the assessment process, students can expect to receive individual feedback from the instructor, which plays a pivotal role in their academic development. In addition to teacher feedback, peer feedback may also be incorporated as a valuable resource for enhancing learning outcomes. This multifaceted feedback mechanism not only reinforces the learning process but also provides students with a holistic understanding of their progress and areas for improvement.

Employer connections

This study module does not include workplace projects.

Exam schedules

According to the degree regulations (section 18) “students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.” (Laurea degree regulations) In the case of online studies the lecturer can also specify some other way than participation on an online meeting what is required from the student so that he/she verifies his/her attendance on the study unit (Decision by the vice president, education 7/2019).

International connections

The study unit is suitable for exchange students.

Completion alternatives

In the academic setting, all students have the right to showcase their skills and knowledge. When students believe they have prior competencies, they can request recognition and accreditation. This recognition is typically granted by the responsible teacher or a designated authority.

The assessment of these competencies follows established criteria and grading scales used for related study units. This integration ensures a consistent approach.

Students have the freedom to apply for recognition of their prior competencies, regardless of where or when they acquired them. They can also seek recognition for competencies gained through work-based learning as part of their degree.

Students must demonstrate their competencies and provide adequate information to support their claims. In this process, the responsibility for proving competence lies with the student.

Student workload

Credit Equivalency: One credit is approximately equivalent to 26.7 hours of student work.

Allocated Study Time for the Course:

Contact Lessons: 50 hours
Personal Creative Assignments: 30 hours
Written Reflection: 30 hours
Reading Literature: 25 hours

Content scheduling

The aim of the course is to:

Familiarize students with different creative "languages," including music, dance, drama, and visual arts.

Enhance their understanding of the potential of creative methods as tools for promoting personal growth and self-awareness in individuals.

Equip students with the ability to employ various creative methods to facilitate personal development and promote inclusion in their work with clients.

Foster an understanding of creative expression as an alternative form of communication.

Develop an appreciation for the diverse opportunities that creative methods offer within a social context.

Evaluation scale

H-5

Further information

In accordance with the degree regulations, students are required to attend the initial contact teaching session, or alternatively, they must formally inform the responsible teacher of their absence while affirming their commitment to participating in the course.

Furthermore, it is noteworthy that the quality of the study unit's implementation has undergone an evaluation process, and the self-evaluation report is accessible to students through the Canvas platform.