Art unifies humanity in that it is a culturally transcendent, ever-relevant reflection of the creativity that distinguishes humans from other animals. Art is a reflection of human dignity. Art is community-oriented in that it affirms artists and enthusiasts alike while bringing introspection and reflection that is vital for health.

For the above reasons, the Universal Declaration of Human Rights establishes an express provision for the cultural and artistic well-being of a community in the 27th Article.

ART AND WAR-AFFECTED COMMUNITIES

In cases of historic conflict art-making is especially important as it is therapeutic and affirms individuals in their relative autonomy and ability to begin to articulate pain, relationships, and reality. Artistic expression is often a sign of one’s resolve as it reflects the will to persevere in the face of despair.  It is often the beginning of one’s ability to face the reality of their trauma and personal tragedy and begin to overcome it. The display of art often engenders community introspection and often produces mutual understanding otherwise difficult to attain through standard discourse. Such understanding is of chief importance in historic conflict zones, especially those involving child soldiers.

The reintegration and socialization of former child soldiers is sometimes more painful due to the post-conflict rejection by communities. If children are to adequately reintegrate into mainstream society, war-affected communities must identify the importance of empathy and processing traumatic experiences with affected children. Art venues invite communities to ponder life in a safe place while facilitating the restoration of culture and identity.

FIC Artist, Okello Jennifer

ART AS THERAPY, ART AS EDUCATION, ART AS BRIDGE

FIC once-a-week activities:

During the last three years the FIC art program has served some 100 children ranging in age from 6-20. The average age of participants is 11 years old. Currently, families are transitioning home from the Koro Abili Internally Displaced Persons (IDP) camp. This had amounted to a decrease in participants in our program and raised consideration of expansion to new village communities and partnerships with schools once displaced which are now resettling.

ART AS THERAPY

FIC is devoted to art as therapy and psychosocial care intending to:

1.  Foster a healthy peer environment through which ex-combatants and non ex-combatants can interact under caregiver supervision.
2.  Ease the process of socialization of ex-combatants and relieve them of stigmas often furthered by isolating them from peer groups.
3.  Provide art as therapy and opportunities for war-affected youth to express themselves through the arts and be counseled by trained Ugandan leaders.
4.  Afford caregivers to assess the children’s needs and discern how best to encourage individual and communal health.

This model was developed by Andrew E Briggs and community leaders in the Gulu District of Uganda during the years 2006-2009. Building upon the model, former president of the Art Therapy Association, Paula Howie, has resourced the program with curriculum material to present to Ugandan leaders and trained professionals for evaluation and adjustment based on cultural discrepancies. This will assist the therapeutic side of the FIC program while enabling a foundation for long-term efforts to assist with the development of African/Ugandan methods of art therapy and counseling.

Community-led art-based psychosocial care. The term “psychosocial care” refers to a system inherently relying on a community’s ability to identify and tend to its wounds.  Communal life defines the family social structure in Africa.  In Uganda, family counseling may very well include immediate family, extended relatives, and community elders.  Empowering a community means empowering leaders to be in a position to make provisions for such healing.  In cases of utter devastation where everyone is “picking up the pieces,” there are often few leaders to shepherd a community.  Where they do exist, their voices make the greatest impact in developing the next generation of community leaders.

FIC operations have been led by volunteer community leaders since the program began in January 2007. Within a healthy peer environment and the oversight of caring leaders, participants are able to express themselves freely, be affirmed, and receive counsel and art instruction from trained caregivers and art teachers. The purpose is to encourage the children’s psychological health while providing them with an enjoyable opportunity to learn about the arts. During weekly activities, program leaders can assess the health of the children and offer insight to parents and guardians.

ART AS EDUCATION

FIC is devoted to art as education. Art as education is a means by which to harness the creative power of art-making to stimulate education that transcends the discipline of art. Fostering in children a sense of personal value and dignity and affirming them in their creative autonomy and abilities, we intend to equip them with skills integral to critical thinking, interdisciplinary identification, and the building blocks for entrepreneurship.

The FIC Art as Education curriculum is a living collaborative document based on the work of Andrew Briggs, Dr. Gail Weigl, and enhanced with relevance by licensed art teachers Opiyo Samuel Baker and Abu Martin. The intention with the curriculum draft is to implement exercises that we feel transcend culture while simultaneously consulting local leaders, educators, and counselors to make appropriate adjustments for the utmost cultural and educational relevance.

Art as Education curriculum framework. The FIC Art as Education curriculum is intended to flow naturally from our art as therapy core while grooming the foreground for war-affected children to develop a healthy self-understanding while acquiring creative skills that will prepare them for life. Important considerations in building this curriculum are:

- The local Acholi culture and traditions.
- Art as therapy in relationship to war-affected children of this region.
- Peace-building strategies encouraging local and national unity.
- Art education in relationship to entrepreneurship and preparing the children for the future.