Preface

At the time of writing this book my involvement in

the visual arts has spanned more than a quarter of a
century, most of which has been spent teaching in
further education and recreational studies in Canada.
These experiences have brought me into contact
with people of different ages, from many walks of
life, many of whom were in their retirement years.
My instructional work also involved setting up art
programmes in a geriatric ward, and a workshop in
a home caring for patients with Alzheimer's disease.
On my return to England in 1996 I was drawn to
working with people in care, and found that those in
this situation were not given the opportunity to do
very much other than play games of cards or watch
television; most, unfortunately, slept the days away.
Knowing that the visual arts are very stimulating, I
decided to nd a position that would allow me to
organise my own activity programme with older
people. My quest was soon answered, and such a
position was offered to me in November 1997. It
involved arranging activities in a residential care
home, the majority of whose residents suffer from
dementia.
It is common knowledge that one can still learn
new skills and enjoy new experiences well into old
age. Those who grow old but involve themselves in
some activity stay healthier and enjoy life much more
than those who don't.
As I have been involved with many forms of the
arts, I was able to introduce the residents to water-
xii Preface

colour painting, weaving, pottery, modelling and

many other forms of craft work.
I could see that my work at the care home brought
several of the residents out of their armchairs, from a
state of lethargy, and into an environment where
they could explore the world of creativity, even if it
was to a limited degree. It also gave them the oppor-
tunity to observe several different art and craft ven-
tures in progress, a rst-time experience for most.
The residents were also conversing with one
another about their childhood days and families,
which was a real bonus.
Over the many years I have been teaching I had
often thought about writing an instructional book
that covered drawing and painting, but could not
nd a direction for the content that was uniquely
different from the hundreds of titles available.
In researching resource material for art and craft
activities, I found that instructional books available
from the libraries, bookshops and art shops tended to
be very complex and usually focused on one topic
only. The other alternative was to use children's col-
ouring books, which I felt would be very degrading
for older people.
As I found, one has to be very careful not assign
projects and exercises that are too menial or childish
or, on the other hand, too difcult. My experience in
the residential home gave me the inspiration to start
compiling projects that I had used successfully. I felt
it was time that I started to assemble these projects
into a book. An important consideration was to
include activities that would be interesting but not
too complex. Older people could then use the infor-
mation and work through some creative projects by
themselves, or be helped if necessary. The projects I
have selected for the book are therefore not too
complex but are still interesting and, above all, stim-
ulating.
Some of the projects do require some artistic ex-
perience, most do not; however, in chapter 1 have
included a section that will help the reader gain
those necessary skills. I have always advocated that
Preface xiii

art skills can be learnt by anyone willing to spend a

little time on the subject, no matter what their age.
By learning these few basic artistic principles and
techniques the reader will be able to work more
easily on those particular projects or help others
enjoy, and be stimulated by, them.
The projects can either be worked through by the
reader or can be used to work alongside another
person or people. If the reader is going to work
with or help another person, I would suggest that
he or she acquaint themselves with some of the pro-
cedures rst, especially if these procedures have not
been attempted before. The chapter on drawing and
painting is one that the reader would be well advised
to study before offering any instruction. Although
quite technical, it gives one an insight into basic
drawing and painting procedures.
Most of the projects in the book have been used
successfully by me, and with older people. I have
had to simplify some of the processes for them. In-
cluded, where appropriate, are suggestions that
would suit a person with more ability. I would
invite those undertaking this type of work to experi-
ment and enlarge on these ideas.
There are several different aspects of art and craft
work for the reader to drawn upon. When choosing
an activity, I would suggest that you try a range of
projects with each person, to nd which of them he
or she does best with. When working with men I
have found it necessary to give them images or
designs that they can better relate to, such as wild-
life, buildings or landscapes: a good policy is to ask
for their input before giving them something to work
on.
I have also included a chapter on games and
quizzes, as I have found activities in a group
setting to be very stimulating for the residents.
Several members of the group that I work with do
not have a long attention span, so a group activity
can be used to regain someone's attention and inter-
est. These activities can also be used to break the ice
with a new group.
xiv Preface

If you are working in a care home or hospital en-

vironment, you might nd that a group game is
popular. Some of the patients or residents may not
even wish to participate in an arts and craft pro-
gramme, but they may well enjoy a quiz from time
to time. I run a weekly quiz, and have enough resi-
dents to form a team game; they play for the honour
of the winning team being awarded the house
trophy. The change that these people go through,
from their usual impassive condition to very enthu-
siastically voicing answers to questions at quiz time
is absolutely amazing.
Brian W. Banks