The Design and Practice of the General Art Course of Jung’s “Active Imagination” Infused with “Mask” Creation

  • Feng-chu Wu National Ilan University
Keywords: Masks, Jung, Active Imagination Method, Three-Stage Learning Process, Self-healing of Art

Abstract

This study takes the "Mask" as the main pillar and infuses it in Jung’s "Active Imagination". Hence, the general art course design is developed, which utilizes art as a way of self-examination and transforms the negative emotions into positive thoughts. The subjects of this study are 46 students who are enrolled in a university’s general art course, on whom this study carries out three-stage courses featuring "My Magical Mask". This study carries out qualitative analysis on students’ process of creation with "the Learning Effect Self-assessment Scale" and "the Teaching Effect Questionnaire". This study shows that students’ symbolic masks are closely connected to psychology, life experience, and cultural environment; also similarities and differences are found in both genders. The course shows positive impact on student’s self-awareness, relieving stress, listening and respect, creative thinking, aesthetic appreciation and so on, and can effectively guide students to learn positive self-therapy. Therefore, this study can provide new thoughts in terms of university’s general art education.

Author Biography

Feng-chu Wu, National Ilan University

Center for General Education Lecturer, National Ilan University ,Taiwan

References

Chen, L.C. (2011). Art Therapy. Ho, C.C ed., -, 23-44. Taipei: Wu Nan Books.
Chang, Y.L. (2013). A Preliminary Study of Mask-Culture in China from. Semiology
Perspective, ARTISTICA TNNUA, 6, 63-88.
Chang, Y.L. (2013). A Preliminary Study of Mask-Culture in China from. Semiology
Perspective, ARTISTICA TNNUA, 6, 63-88.
Daryl Sharp (1987).Personality Types: Jung’s Model of Typology. Canada: Inner City
Books.
David Fontana (1994).The secret language of symbols: a visual key to symbols and
their meanings. San Francisco: Chronicle books.
Ho, C.C., Liao, C.Y. (2011). The Expressive Art Therapy. Ho, C.C ed., Expressive
Art Therapy 15th Session: the Best medicine for Grief Counseling, 1-22. Taipei:
Wu Nan Books.
Ho, C.C et al. (2011). -. Taipei: Wu Nan Books.
Huang, P.L. (2009). Effect of Expressive Art on Medical Students' Emotion
Management, Journal of Taiwan Art Therapy, 1(2), 1 -11.
Huang, C.C. (1999). The Idea and Practice of General Education in University.
Kaohsiung City: Chinese Association for General Education.
James A. Hall, M.D. (1983) Jungian dream interpretation: a handbook of theory and
practice. Canada: Inner City Books.
Jung, C. G. (1964). Man and His Symbols. London: Aldus Books
John Tung Foundation, mental health group (2012). National College Students
Depression and Exercise Habits Relativity Survey. From John Tung Foundation
Website. Retrieved from:
http:https://www.jtf.org.tw/psyche/melancholia/survey.asp?This=81&Page=1
Lowenfeld, V., & Brittain, L. (1987).Creative and mental growth (8th ed.).New
Jersey: Prentice-Hall.
Tibaldi, M. (2011). Pratica dell'Immaginazione Attiva: Dialogare con l'inconscio e
vivere meglio. Italy: La Lepre
Tsai, H.L., Yang, C.H. (2007). Emotion Management. Taipei: Yang-Chih Books.
Wang, S.C. (2005). Think Outside of the Box: Visual Literacy in the New Century.
Taipei: National Taiwan Arts Education Center.
Wu, M.F. (2010). Into the Door of Hope: from Art Therapy to Art Education. Taipei:
Mr Zhang.
Wallace, E. (2001).Healing through the visual arts: A Jungian approach. In J. A.
Rubin (Ed.), Approaches to art therapy: Theory & technique (2nd ed.).New
York: Brunner/Mazel.
Published
2018-01-31