Citation

Stokrocki M, Sutton Andrews S, Saemundsdottir S. Vis. Arts Res. 2004; 30(1(58)): 73-82.

Copyright

(Copyright © 2004, University of Illinois Press)

DOI

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PMID

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Abstract

The purpose of the paper is to discuss the role of art according to women who are survivors of domestic violence and homelessness. Information was obtained from a review of the literature, qualitative interviews conducted by a graduate student, participatory action research undertaken by a doctoral student, and comparison with other programs. I offer personal reflections obtained through teaching of two graduate students who were learning qualitative research strategies in my classes. First, I define homelessness and domestic violence. I then present results from interviews in which women tend to value frugality, recycling objects, and combining objects and images. Next, I discuss the value of art programs that include an open-studio format that is convenient, unrestrictive, relatively cost-free, self-paced, and confidence building. Then I describe the benefits of an art program with a computer web component. Homeless and formerly homeless women gain experience using the computer for basic information and artistic purposes and they set up their own Internet web sites to feature the arts in their everyday life—as well as arts of necessity—art made for sale in order to survive. Homeless women may be without a permanent home, but they, like other people, can express or display their cherished ideas and their images of protection. We all discovered that the role of art for homeless women might be one of communication, healing, and social bonding. Art programs for them offer self-respect and social rewards, as the group shares life experiences. The significance of this type of Internet art program is the extension of shared authority, where all learn together to promote social justice without the stigma of being labeled. I offer implications for mentoring and teaching research in such a context and suggest that educators reconsider the difference between art education and art therapy functions.