Restorative Practices in Education through the Arts

All Levels

Edited by Lisa Kay, Donalyn Heise, and Beverly Johns

Restorative practice through art encourages risk-taking in safe and brave environments. When restorative practice is embedded in art, it provides students with ways to express themselves in an accepting and safe environment.

Restorative practice can be defined as actions put in place to support, encourage, and build relationships. It also builds resilience to cope with adversity. The arts are specifically well-suited to this as they restore well-being through creative processes. In addition to strengthening resilience by developing creativity, resourcefulness, a sense of belonging, and relationships, the arts help people see multiple perspectives on an issue or problem. Today, there is increased attention on implementing restorative practice in the fields of education, art education, and community work due to its ability to strengthen individuals and communities, promote positive change, and improve social connections.

Developed by experts for flexible application, Restorative Practices in Education through Art provides beneficial information and practical strategies from professionals in the fields of art, art education, museums, art therapy, special education, social work, and school psychology. Discover meaningful insights for developing and implementing restorative practices that are applicable to classrooms, professional development, and teacher preparation.

Table of Contents

• Introduction: Restorative Practice through Art
• Chapter 1: Discovering Resilience through Art: The Bowl of Light
• Chapter 2: The Power of Youth Voice as a Restorative Practice
• Chapter 3: The Art Room as Sanctuary
• Chapter 4: Connection Is Key
• Chapter 5: Reducing Stress through Mindfulness
• Chapter 6: Building Resilience through Movement and Dance
• Chapter 7: Supporting Grieving Students through the Arts
• Chapter 8: Drawing from the SELF
• Chapter 9: Crafting Empathy through Puppetry
• Chapter 10: Therapeutic Art in Early Childhood Education
• Chapter 11: Illuminating Hope and Sharing Youth Voices
• Chapter 12: Trauma-Sensitive Visual Arts Programs
• Chapter 13: Restorative Practice through a Traveling Exhibit
• Chapter 14: Ritual as a Restorative Practice
• Chapter 15: Mending Walls
• Chapter 16: Benefits of Social & Emotional Learning through the Arts
• Chapter 17: Art Pedagogical Practice for Preventative Care
• Chapter 18: Community Healing through Intentional Listening
• Chapter 19: Leveraging the Power of the Arts for Students’ Mental Health

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