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Abstract
The meaning and placement of studio components within art therapy education programs are explored in this article. The results of a survey of art therapy educators regarding the inclusion of art studio requirements in conjunction with internship in their educational curricula and the effects of including art in educational programs are discussed. Central to the discussion is the idea of place for artmaking. Supporting the idea of place, a model studio component for interns in an AATA-approved art therapy education program is discussed with a focus on student responses to participation. The studio as a container for artmaking and art's potential to heal is examined in the context of nonsupportive educational, organizational, and practical settings.
“It is art which makes life, makes interest, makes importance … and I know of no substitute whatever for the force and beauty of its process” (Henry James cited in Stevens, 1951, p. 169).