Integrating arts into Circles and curriculum can have a great impact on learning and healing. Michael (not his real name) was a young man I use to work with many years ago when I first began to incorporate arts into the Circle process. I became concerned about Michael when I began to hear about his instigating fights with his peers and teachers. I also noticed that Michael seemed withdrawn. I knew he had a hard time sitting still and participating in talking Circles, but he loved sports, dancing and drawing so I began to deliberately integrate expressive arts activities that focused on self-discovery, expression and helping him make connections between his behavior/actions and consequences.
During one particular exercise I witnessed Michael use art as a way to organize and express his thoughts. The art activity is called the River of Life. In this exercise participants draw a river with five points, at each of the five points participants draw or write about an event that has made them who they are today. When we began the exercise, I noticed Michael looking around at the other young people in the Circle, then he put his head down, and began to draw. When it was time to go around the Circle and talk about the activity, Michael clutched his drawing to his chest and chose not to share.
After this Circle I noticed that Marisol took an interest in dancing. About eight years later, Michael confided in me that it was in that Circle that he learned he could use art as a way to deal with what was going on in his life. He told me that he was the victim of a sexual assault during the time of his first Circle. He told me he found solace, community, comfort, and a sense of empowerment when he danced. It is my hope that through further research the integration of arts in Circles can provide young people with additional opportunities of autonomy, expression and leadership.
