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									      Academy of Social Art
                               Prague, 26.4.2004

    Therapeutic Pedagogy and Social-Art Therapy

                         Day and Part-time Study

The Academy originated as a separate school the aim of which is to provide
education and own experience in the field of social problems in the widest
sense of the word. The study is oriented at the awakening of own living
thinking, wide sympathy and tries to develop the creative abilities of man.

Process and Aims of Study

During the whole study the students of the Academy are led, first of all, to the
knowledge and development of own personalities. The aim is to strengthen the
individuality of the individuals so that they might be able to work knowingly
with own conflicts and with the conflicts in the communities. The students are
led to entering the social field knowingly and help in creating different
communities that may provide space for expression to each individual
personality, although handicapped in different manners.
The aim of the study is as much as possible developed harmonic and
harmonizing personality. The awareness of entirety of man in the physical,
mental and spiritual fields is the initial approach of therapy. The spiritual field
cannot be handicapped, every man is anchored in it by his own Being. The
insufficiencies in the physical and mental fields lead to temporary and
permanent defects. The students learn to understand human fates as different
individual ways.
In the social field, in the widest sense of the word, many illusory ideas appear
about what the “care” for the people with different handicaps should look like.
These illusions are created, mostly in good faith, by insufficient knowledge of
the entirety of man and by only partial understanding of his needs. On the basis
of those illusions occurring frequently is the misuse of power of the individuals
working in the social field, in a still worse case the manipulation of those who
can hardly defend. This is the reason why the assessment is so difficult of the
individual social facilities and therapeutic communities, because the parameters
are not obvious according to which the work with handicap could be assessed.
The students of the Academy are taught in the process from clearing up of own
aims, assessments and attitudes to life to the knowledge and acceptance of aims
and differences of the other people. The aim of the lessons are the efforts for
understanding of the motives of action of the other people and, from this deep
understanding, also the possibility of therapeutic assistance.
Each form of fateful crisis leading to illness, short-term or permanent handicap
may be understood as a challenge for a change of some of the established
attitudes. That initiates the process of learning of the sense of own fate from
the point of view of which it is possible to approach oneself, the community
and the people in general. Dealt with in the course of the lessons are different
forms of influence of the society on an individual with stress laid on a quick
development of “new forms of communication” (the mass media, virtual
reality, drugs non-accepted by the society and accepted by the society and
others). The students learn to understand their positive meaning and possible
negative consequences.

Acknowledgment of Study and Application of Graduates

The Academy is a member of the Czech Association for Therapeutic Pedagogy
and Social Therapy that is a member of ECCE, the European Council for
Therapeutic Pedagogy and Social Therapy with the seat in Holland and is
included in EU programme Leonardo da Vinci. The completion of the
Academy is acknowledged in the European countries because the Academy is
an independent part of the all-German Academy of Social Therapy and
Therapeutic Pedagogy, and the medical section of the free university for
spiritual science in Goetheana in Dornach (Switzerland). The Academy has not
been included yet into the network of Czech schools acknowledged by the
Ministry of Education, the Youth and Physical Education of the Czech
Republic. Despite that the graduates of the Academy find their application
without difficulties in the field of the system of education and in the social field.
According to their own activity they work at Waldorf and special schools, in
protected workshops, participate in therapeutic work in state facilities or after
the study complete further specializations (e.g. the study of eurhythmic, the
study of pedagogy, etc.). All forms of therapy may be applied by the graduates
in the fields of social work, namely, first of all, in social-therapeutic centers, at
nursery schools and children centers, in different forms of institutional and out-
of-institution work, in personal assistance, at the seniors' homes, in socially
handicapped families, in the means of communication as specialized publicists,
in charity and similar institutions taking care of the persons in crisis, in newly
conceived facilities of social support, prevention and therapy, at publishing and
editing houses oriented at social subjects and, last but not least, as initiators of
the origin of new forms of care of the socially handicapped. It is possible to say
that the study of the school is a good precondition also for any further study or

work, because the orientation of the graduates in themselves and in the society
around themselves gives them the necessary certainty and freedom.

Course of Study

In the course of the first three years the students are led to understanding and
living through the development of human spirit in the past cultural epochs.
Serving as study background materials are the literal monuments preserved
from those cultural epochs (Epic on Gilgamesh, Bhagavadgíta, Egyptian myths,
Persian myths, Greek myths– Odyssea, Greek dramas, Lao’c, Popol Vuh and
others). The study of the ways of perception and being of mankind is
completed and developed, at the same time, by art experience, painting,
modelling, dramatic expression, eurhythmic and own literary expression. The
study encompasses both the theoretical basics of the subjects, and practical use
of knowledge in own work in the field. The studio activity enables the classical
relation of the pedagogue and the student with stress laid on personal contact
and individual approach, namely, in the form of lectures, seminars, seminar
works, own reports and discussion clubs. The basic subjects are completed by a
block of practical activities – different art therapies. They are music-therapy,
dramatic expression and art expression (drawing and painting, modelling,
ceramics, weaving, work with wood, manufacture of music instruments,

marionettes and other art and craft techniques). All lessons are permeated by
eurhythmics that works, in movement, word and music, with the whole human
being. The precondition for completing the school is the study of the German
of English language that is led usually by lecturers from the ranks of older
students. In the course of the study year several week blocks are concentrated
to the social-therapeutic center in Nová Ves nad Popelkou (Foundation Tábor),
where the students themselves ensure also the common daily needs (preparing
meals, cleaning, …) and so they acquire an idea of the life in society from own
experience. Organized at the end of every year a public theatre or eurhythmic
performance of the students and an exhibition of their works.

In the fourth year of study the students leave for one-year practice abroad. The
majority of the places for the practice of the students are in German speaking
countries (Germany, Switzerland), further in the Netherlands where there is the
presumption that apart from German or English the students will manage to
make themselves understood also in Dutch. In England the practice of the
students is ensured in different communities of the camphills corporation. In
the course of the one-year practice the students write the final works on the
subjects that they select in the course of the third year. The subject of the work
is determined also by the character of the facility in which the students perform
the practice (therapeutic-pedagogic facilities with children, work with the
people requiring special care or with bodily handicapped, with drugs dependent
people, with alcoholics, with the old people, with the people in municipal
communities and in country communities.)
In the last year of study the results of the all-year practice are summarized, the
final works are prepared for defence, acquired knowledge deepened and the
final theatre performance studied.

The Lecturers:

Permanent lecturers:
PhDr. Anežka Janátová (Space and Time – Dimensions of Human Existence, Social
Handicap and Socially Handicapped Persons, Logo therapy, Drama therapy)
RnDr. Zdeněk Kalva, CSc. (Space and Time)
Jan Braunstein (Muzikoterapy)
MUDr Ludmila Čelakovská (Psychiatry)
Zuzana Karlová (Art-theterapy)
Kristýna Chmelařová (Art-therapy)
Tomáš Boněk (Religion)
Karolína Kubešová (Eurhythmy)
Petr Jirout (Philosophy)

Visiting lecturers:
Ueli Seiler (Science of colors, Astronomy, Mythology, ...)
Walter Chyle (Therapeutic pedagogy)
Elisabeth Chyle (Eurythmie)
Christoph Lindenau (general anthropology)
Piet Blockland (general knowledge of man)
David Newbatt (Goethe ferytail, Wagner-Parsifal, social painting, ...)
Tony Foskett (Projectiv geometry)

Statute and Organizational Form of Academy

The Academy originated in 1997 at the suggestion of the students of the
bankrupt three-year specialization study after the school-leaving examination at
the Institute of Pedagogy of Leisure Time         (IPV) who founded, after the
cancellation of their studio in IPV after the first year of study, an association of
students and sympathizers of the study that organized the continuation of their
study and that has been the legal representative of the whole Academy till
Since that time, every year two study circles were opened, day and part-time
ones. Corresponding with the form of the circle are not only the lessons, but

also the solving of all questions within the framework of the Academy. The
Academy is a civil association, therefore, all more essential matters are decided
by the whole circle of the Academy. All professional and organizational
questions are born by the board of the Academy the members of which are the
lecturers and students and that has regular meetings. Participating evenly in the
ensuring of the operation of the school are the lecturers and the students, the
lecturers mainly in the field of the lessons, the students mainly in the
organizational and operational ensuring of the operation of the school.

In this way, for all the participating also the study itself becomes a model
of community that is not managed hierarchically (pyramidally), or
democratically (suppression of the majority by the minority), but on the
basis of social principle of three elements, i.e. freedom in the spiritual
field, brotherhood in the economic field and equality in the legal field.

Financing of School

The single income of the school from which all operation is paid, are the
contributions of the students that are CZK 12000.- for day study and CZK
8500.- for part-time study. The height of the contribution is determined
according to the expenses of the school in the previous semester.

Conditions for Admission

First of all, it is secondary education completed by school-leaving examination
and, the best, completion of 21 years, in the contrary case the admission is
possible, but the more it depends on the particular applicant and his life
experience. Essential is a demonstrable interest in the study, manual skill and

talent for movement which does not mean to demonstrate a particular ability,
but be willing to do something with the hands and move, playing any music
instrument and singing which again does not mean the condition to have
musical practice, but sufficient is not to be afraid to start it, orientation in the
historical cultural epochs (general knowledge of facts) and ability of empathy.
The admission interview are oral and we will be glad to inform you about their
terms (from May to October), as well as provide other information about the
study in writing, by phone or personally at the school that is open to the public
(it is better to announce the visit by phone in advance). It is also possible to
have a look at the information about the school (the time-tables, participation
as guests, terms of open-door days, topical information, etc.) that is posted in
the corridor. The information about the school, details about the course of the
admission procedure, about the visits to the school and other information is
accessible also on our Internet page
Send the applications with CV and contact to the address of the Academy from
January to May (the admission interviews will be within the framework of the
open-door days), then in the course of the holidays, at the latest by the end of
September (the admission interviews connected with the visit to the school and
personal meeting with some of the students will be, according to interest and
possibilities, minimum once a month).

Space and Time – Dimensions of Human Existence

In the subject Space and Time – Dimensions of Human Existence the students
are lead to grasping knowingly the notions and . The subject
starts by being aware of the fact where man was born on the Earth. This where
is processed by the topography of the particular place and the space of
awareness is extended gradually to whole Europe, the whole Earth and the

influence of macro-space. The same procedure is used for the notion when.
The topical character is first observed in current connections and then it is
transposed to the variants of different historical events so that also those events
were lived through knowingly. The students gradually grow into the awareness
of the present, past time and by that awareness they internally open the
possibility for the future.
The aim is an attempt at a knowing interconnection of thinking, feeling and will
with the individual students and, at the same time, the gaining of knowing
strength for the fulfilment of the individual and joint task now and here.

Space and Time
The lectures and seminars will relate to cognition and will rely on the ideas of
the present and recent philosophers (Patočka, Neubauer, Kouba) and on the
experience from the work at Czech and foreign universities and scientific places
of work, including long-term stay at the anthroposophic Mathematical-Physical
Institute Goetheana in Switzerland.
The anthroposophic and goetheanistic approaches will be the leading
methodology during the whole course of the study.

The result of the three-year study should be the transformation, i.e. deepening
and enrichment of the thinking of the students. The students will train the
mobility of thinking and so attempt at an artistic knowledge of the world. By
mobile thinking the orientation will be easier for the students in different fields
of human existence.

The subject may be imagined as a mosaic the individual small stones of which
are: history, archaeology, mythology, philosophy, theology, ethics, aesthetics,
building, medicine. This seemingly heterogeneous mosaic is always framed by a

certain time period and territorial space in which the particular culture took
place. The heterogeneity is seeming only, because every mosaics to be visible, to
have sense, requires the due distance. The explication of the subjects moves
within the range of 8000 years, from the ancient India up to the present time.
Those 8000 years are divided into five smaller parts, epochs: India, Persia,
Mesopotamia and Egypt, Greece and Rome, Europe.

The aim of the study is:
    To restore and complete basic knowledge from the above-mentioned
    By joint active work to find characteristic elements in the studied
       material, arrive at characteristic features and typical ways in which the
       people of each culture perceived themselves, the surrounding world, the
    To express this knowledge by the freely selected artistic form.
    To find out how the cultural epochs heritage shows in the life of the
       present-day people, what is bearing for our period and what is not.

Interpretation of Symbols
The so-called classical fairy-tales are told to the students. The individual Czech
fairy-tales are compared with similar fairy-tales told in other nations. The fairy-
tales are understood like pictures saturating the spirit. Those pictures were
prepared in ancient times and sent by oral tradition, by the river of the time till
our present time. It is up to us to grasp the pictures of the fairy-tales knowingly
and find the strength in them for the present-day understanding of the world.
Dealt with are only the so-called classical fairy-tales contained in the collections
of Božena Němcová, Karel Jaromír Erben, Dobshinskij, the Grimm brothers,
the Russian fairy-tales of Afanasyev and the fairy-tales of the individual nations.

The aim is to teach the students understand knowingly the figurative speech of
fairy-tales, myths and the individual symbols.

The students learn by means of listening and eurhythmic formation to perceive
the music of the word and the forms that form it, not only in the Czech
language but also in the other world languages (in German, English, Russian,
French) and in the so-called classical languages (Greece and Latin). On the basis
of actual experience it is spoken about each Word and searched for what from
the meaning and sense of the particular word lives and is accentuated in the
particular language. The students get rid of different prejudices against words
and languages, sympathies or antipathies, as well as of illusions that prevent the
true perception of the sense of the particular word.

The point is to learn respect to the Word and its knowing use.

Social Handicap and Socially Handicapped Persons
In the subject Social Handicap the students are led to the understanding of the
most varied forms of the so-called pathological behaviour of individuals and
whole groups. In the examples that either the students bring from their
everyday life or that are told by the lecturer as casuistry, the adequate form of
approach is searched for to understanding or also to the solution of the
problems dealt with. At the end of the lesson the casuistry is played by the
students, namely so that they change mutually in the individual roles and search
for the ways of possible solutions. In the course of the study the students have
the possibility to submerge more deeply to the subjects of the most varied kinds
of so-called affliction; may it be bodily, mental affliction, afflictions ensuing
from the age category (the period of maturing, the adult age, the mature age, the

crisis of ageing, the old age, the problems of dying), from the way of
communication, from fatal crises, etc.

The essential point is to understand the situation of man under load and the
behaviour ensuing from it.

Therapeutic Pedagogy
From the insufficiencies of human body or human spirit the students learn to
perceive markedly the entirety of human being. Consequently, not the normal
human development, because human development cannot be standardized, but
the entire development of the human being with its insufficiencies that
determine individuality. The development of individuality is dealt with from the
moment of selection of the parents up to complete adulthood. Pointed to in the
individual insufficiencies is to the manner in which therapeutic influence may
be exerted.

Important is to teach the student respect to and interest in each individuality in
the most varied situations and conditions of life.

Becoming acquainted with the common professional terminology necessary for
the communication with district and other doctors when working with clients.
Gaining an idea of psychopathological symptoms, differentiation of pathology
and standard, in examples from the practice an idea of individual differences
within the individual diagnostic units. Special attention to the differences of
psychopathological pictures in cases of different handicaps.

By own art activity the students are lead to confidence in the capabilities and
possibilities of each man. The study of the individual art techniques is used in
parallel with the explanation how the technique may be applied in therapeutic
situations. By painting the students learn to perceive the world of colours and
live in it with the aim of finding out what therapeutic effects the particular
colours have. By working on copies of works of art the students become
emphatically familiar with the picture that has an effect on human spirit. By
carving different objects the students strengthen not only their skill, but mainly
the will.

The aim is to strengthen art perception, discover the world of colours and
forms as the world completely adequate to intellect.

Music-therapy represents the possibility of targeted influence on man through
music. The aim of this influence consists in the compensation of different
unbalances that limit man in his sound development. It is directed at the
experience of harmony and order in music and making use of musical elements,
analogical with qualities, processes and forces acting in every human being, also
to such experience inside oneself. Music may help in this manner for a change
or mitigation of unbalance that man experiences like illness or affliction. It may
help to sound those forces in man that lead to his recovery.
   The aim of the study is to acquire theoretical knowledge and gaining
practical skills from the field of music-therapy. It is conditioned by the
knowledge of connections of musical theory and the branch of science on man,
as well as the practical musical skills and abilities of their application at work
with the people. The condition is mastering the play on at least one musical
instrument, learning the basics of play on different types of musical instruments
(wind, string, strum, percussion) and the ability of cultivated voice expression.

An inevitable means for that work is also the awakening of the ability of active
and sensitive listening.
   The process of acquisition of this knowledge and skills is not understood
only as acquisition of the necessary “know-how” for music-therapeutic work
but, first of all, as the means of own work of the students on themselves.
   The aim of the study is not complete preparation for music-therapeutical
work itself. However, those who complete it should be equipped with basic
musical and music-therapeutic knowledge and skills that may be used in the
most varied fields of their further activity.
   The teaching of music-therapy is interlinked closely with the other subjects
of study.

Theatre – dramatic therapy
Theatron – Theos – thronoi = viewing of the gods. In ancient Greece theatre
served, first of all, as mysterious drama when facts of the gods' worlds are
shown in the scenes, their reflection in the world of the people and echoes in
the Hade (the Underworld). These three levels at which also the scene is built
bear the individual actions and their influencing in mutual interconnection.
Therefore, the theatre is something very sacred. We try to rouse a part of the
mood of an ancient Greek also in our students. By preparing the theatre
regularly according to folk texts on the individual annual ceremonies, the
students live naturally in the rhythm of the year. The forming and
representation of the individual figures of folk plays are selected according to
the type of the personality of the student and the represented role. Mostly the
role will enable the actor to live what he has not encountered in common life
yet or very superficially only. When studying a folk play the students are led to a
deeper experience of the sense of annual holidays. Apart from these plays also
such plays are selected that always show the possibility of a deeper
understanding of human spirit. E.g.: The Beauty and the Creature by Josef

Hrubín, Parsifal by Wolfram of Eschenbach, Hra o princezně Pravdě (the Play
on Princess Pravda) by Matěj Kopecký or the philosophical text Šiflut by
Martin Buber processed eurhythmically with recital. Apart from these plays
studied are also different classical fairy-tales in own dramatization and the plays
that try to get social problems closer. E.g. The Story of Honza by Zegechert de
Zeow. The work on the theatre performance is, at the same time, lectures of
practical psychology. It is possible to say that in the course of the study of the
play also the techniques of psycho-drama are used.
The student not only learns to work with himself and on himself but, at the
same time, perceive all the colleagues. The theatre performances are composed
so that mostly all actors are present on the scene who form the whole ring
together with the spectators.
The point is to teach the student to enter into the spirit of the most varied
human types, the strengthening of empathy, the abilities to express and move,
to get the student closer not only to the intensity of individual work, but also of
the work with a team and in the team. To introduce the student into
experiencing the annual rhythm knowingly.

Eurhythmics is marked as visible speech. Eu – wonderful in Greek and
Rhytmus – certain order. The literal translation could read “a wonderful order”.
The movement ensues from the whole being in harmony with the sources of
vital strengths. Consequently, discovered by movement are not only the
individual phones, but also tones and forms that are written in the Earth by

The aim is to extend the perception of the man and world from the head to the
whole human being.

                    Preliminary Annual Report
     of the Academy of Social Art TABOR for 2003

Board of the Academy
consists, first of all, of home Senior Lecturers, foreign Senior Lecturers,
Students and Graduates of the Academy. The foreign Senior Lecturers work
with the students without any claim for remuneration. The school would not be
able to pay for their work, the study would not be complete without their

As guests at the Academy in 2003 were:
Ueli Seiler (Head of the facility in Schlössli – of the Institute for Children and
the Youth) – parcival, megalithic culture
Agnieta Meester (Art Therapist from Zeist in Holland) – Art Therapist
Piet Blokland (coordinator of the Dutch Waldorf schools) – therapeutic

The Fairy-tale of Goethe was elucidated to the students by:
David Newbatt – in dramatization
Christoph Lindenau – philosophically
Markus Kühnemann (Head of the community in Arlesheim) – art-therapeutic

In spring, 2004 the following Senior Lecturers will arrive:
Elisabeth Chyle – eurhythmics
Walter Chyle – work with wood (they both from Järna in Sweden)
Christoph Lindenau – general anthropology
Markus Kühnemann – temperaments in the work with sound
Iwan Rämärkers (Belgium) – gymnastics according to Bothemer,
metamorphosis of the vertebrae
Ueli Seiler – Pestalozzi; subject: “The New” Children – what they need, what
they are like
Piet Blokland – articulation by four
Agnieta Meester – she will part with the Academy by her last period

The new Senior Lecturers who have been active at the Academy
since October, 2003:
Ada Rosin – Art Therapist
Tomáš Boněk – Parish Priest of the Prague Christian Community
Štefan Straka – psychologist, the student of the second year
Dr. Petr Mílek – doctor – psychiatrist who was active at the clinic in Herdecke
for many years
Dr. Lukáš Dostal – anthroposophy doctor, he works in Prague

Number of students at the beginning of the school year 2003-2004:
Day study
1st Year– 27 students
2nd Year– 21 students (originally 25)
3rd Year– 9 students (originally 25)
4th Year – 7 students (at present they perform practice)

Part-time study
1st Year – 21 students
2nd Year – 14 students

In June, 2003, 7 students completed the studies by presenting their diploma

At present the year 2002 is concluded and the presented documents (data)
reflect the financial situation in 2002, for accounting year 2003 the consolidated
final accounts have not been elaborated yet, we suppose its elaboration and
audit in such a way so that we might elaborate, by March 31, 2004, the exact
final accounts for 2004 – as we elaborate it every year.

Expenses for the salaries of Senior Lecturers - CZK 420000 / Euro 14000
Other salary expenses - 70000 / 2300
Wage deductions – 43000 /1400
Rentals - Prague – 400000 /13300
        - Nová Ves 66000 / 2200
Operating expenses (including announcements, telephones, costs of acquisition,
boarding)      265000 / 8800
Modernization and reconstruction 89000 2900
Energy and services 75000 / 2500

Financial operations (charges for keeping the account) 8000 / 260

Therefore, the total expenses for the school year are 1436000 / 48000.

We paid these expenses from the membership fees (school fees of the individual
School fees - 18000 / 600 day study
           - 15000 / 500 part-time study

Apart from that we received, in gifts and subsidies 13000 / 430

In this calendar year the school fees were collected at the height of 1080000 / Euro
36000. The difference between the expenses and receipts originated due to
individual postponement of payments. The exact amount of that difference that
belongs factually into that period will be known after the final accounts only.
Those individual postponements of payments are provided to some students due to
social reasons.
At that time we kept single-entry accounting and the students should pay the school
fees always in two instalments. Used for the needs of accounting is the calendar
year, the students pay for the school year.

This year was also influenced by the fact that we built new premises in the
street of Jan Zajíc. Till summer, 2003 the students decorated the premises in the
studio of the school (the upper floor was made of wood), in February, 2004 the
completely new kitchen will be built.

Prospect to the nearest future (expenses and costs)
The rental for the building in the street of Jan Zajíc 32 is paid by the Academy
monthly at the height of CZK 50000 (including energy), i.e. Euro 1600. Because
the rental is rather very expensive, we intend to buy a permanent school
building in Prague. Such a building may cost up to Euro 150000 which
cannot be paid from the school fees of the students (the majority of costs of
the Academy are paid from them). Therefore, we are searching financial
Other regular costs include the operation of the center Tabor in Nová Ves nad
Popelkou (around Euro 300 monthly).

In comparison with 2002 we expect 80 students of day study and 45 students of
part-time study (an increase by 40 %) which will reflect in an increase of the
lessons and probably also of operating expenses and expenses for the salaries.
The increase will also be influenced by our new activities: organization of public
lectures, congresses, sessions, publishing of the new journal “Begegnung -
Setkáni – Setkanie”, etc.

Academy of Social Art Tabor
address: Jana Zajíce 32, 170 00 Prague 7 , Czech Republic
telephone/fax: +420 233 382 494 | +420 602 386 295
e-mail: | internet:


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