Field trips were planned to the local art museum. Seven paintings were chosen that reflected a variety of situations associated with the human condition.  Five groups consisting of five students in each were given guidelines with specific objectives that were intended to meet the goals of the experience.  Initially, students questioned the purpose of this assignment and the connection to client care.  Interestingly, a similar sentiment was also expressed by a few faculty colleagues.

During the course of this assignment, the students began to express enthusiasm as they shared findings with peers, and commented on understanding the benefit of this exercise. At the completion of the assignment, the instructor facilitated the post discussion reflecting on the benefits and outcomes. Students commented that the experience was fun and increased their awareness of details in each painting relate to color, facial expressions, human interactions, safety and emotions.  The students were able to understand the benefit of this experience as a tool to enhance their clinical assessment skills as well as view clients in a holistic manner.  In addition, the students expressed their intention to return to the museum to further explore the art that they experienced.  Broadening the student’s horizons, encouraging inquisitiveness and addressing specific critical thinking objectives were accomplished.

Alternative learning environments offer opportunities for students and faculty to exchange ideas and knowledge in a novel and comfortable atmosphere. Reinforcing previous didactic and clinical information by viewing artistic expression through paintings promotes analysis of data from a different perspective.