Risk, rupture and change: Exploring the liminal space of the Open Studio in art therapy education

Abstract

This article details an ongoing inquiry into the nature of the three-way conversation in art therapy education, regarding the relationship between art, educator and student. Drawing upon a reflection on the use of the Open Studio setting as a third space in the educative environment, we explore the impact of our role as educators when students are processing their learning experiences with art. A practice-led exploration of these questions illuminates the importance of expanding the learning interaction to incorporate experiences that include the risk associated with rupture, innovation and change. Set within the framework of an emerging conversation between two colleagues, this paper is offered as a contribution to the ongoing discussion about the unique questions of pedagogy that art therapy educators grapple with when working with students who take up the opportunity to explore emergent aspects of the therapist identity.