Found objects with an autistic* child
· Temporary, changeable
· Nature-mindfulness walk
· Tray, container, diorama
· Grounding to bring an object with self to a session
· Play-imagination, humor
· No blank page anxiety- not so dependent on artistic skill - may be found more suitable for those who feel art-making is not something they do, but fixing things is something they are comfortable with
· Ethnographic
· Reuse, alchemy, revitalization
· Cognitive level- you choose to change its purpose
· Symbolic- applying symbolic meaning to found materials
· Personal value- curiosity, aesthetics, memory
· Finding joy in small everyday things
· Overlooked objects now have importance (metaphor)
· Hands or thoughts impart the value, not a price tag
Found objects provide a place to start other than a blank page, which for many can be helpful. Reflect on the properties of a found object, then test its limits, tell its story, or use it for parts. Found objects provide a structure to push against or to support art-making. The use of found objects often transforms the way one perceives their environment. The attachment method is creatively solved in many ways. Creative problem solving reflect the skills in life to find solutions that are not always popular, or talked about, but are personal and unique to self. Found object art-making often begins with the perceptual component, as one sees the formal qualities of the materials. Or maybe it is the affective component that is activated by a memory attached to the object. Then in the planning stages, the symbolic or cognitive components may be called upon. However, many found objects lend themselves to the sensory component as they are often more highly textured than more commonplace art materials.
Through working with found objects, autistic children explore ways to communicate their inner world. Camic et al. record a participant’s statement after working with found objects; “It acted like a bridge for me, connecting the outside world to my personal inner world” (2011, p. 156). The observation of found objects in their environment may lead to more connection to the exterior world. Hunting for the objects with a caregiver or therapist provides an opportunity to work on practicing joint attention skills. The found objects may be easier to manipulate for children who don’t have highly developed hand-eye coordination. Being able to change the function of an object is powerful, and reflects the flexibility and symbolic thinking on the part of the artist/child. As this skill becomes generalized, the children will find more opportunities to join in pretend play with other children.
*I chose to use this term as more autistic adults are calling for identity-first language to refute the idea that autism needs to be cured.
References
Camic, P. M., Brooker, J., & Neal, A. (2011). Found objects in clinical practice: Preliminary evidence. The Arts in Psychotherapy, 38(3), 151-159.