In the ARTHEWE project our team is working with seven work packages that we call Intellectual Outputs (IOs).

IO1 – Publication: Key competences, concepts and pedagogical approaches of multiform pedagogy in arts and health education​, coordinator Turku University of Applied Sciences, Finland


IO2 – Professional Growth in Creative Wellbeing. Expertise growth and growing in professional identity, ​coordinator Turku University of Applied Sciences, Finland

This intellectual output focuses on developing the contents of the MA programme Creative Wellbeing in international collaboration.
Creative Wellbeing started for the first time in 2020 in joint collaboration with The Arts Academy and The Faculty of Health and Wellbeing. In the programme 20–24 students from the arts sector and from the social and health care sector study in interprofessional learning groups 1,5–2,5 years to become experts in the field of arts & health.

The modules that TUAS pilots in international collaboration in ARTHEWE are:
1. Creative Wellbeing as an Area of Expertise (5 ECTS) and Contexts of Creative Wellbeing (5 ECTS)
2. Personal Professional Growth by Autobiographical Narrative (5 ECTS)

The first two modules are focusing on the key expertise and competences of the professionals working in the field of creative wellbeing. The second part is focusing on the autobiography process as a professional of Creative Wellbeing. In the process the students:
– explore their professional growth and capabilities with arts-based methods
– keep a reflective diary during the whole studying time
– make a digital career story using digital storytelling methods.

The aim of the collaboration with the ARTHEWE partners is to examine the use of digital and art-based methods and embodied learning in supporting the students personal professional growth and key competencies in the field of creative wellbeing.


IO3 –  Sustainable and Healthy Working Life – Engaging through Music and other Creative Activities, coordinator Royal College of Music, Stockholm

We are building a sustainable health platform “Health & Arts & Sustainability” (HeArtS) for students, teachers and researchers. The following steps have been used:

1. Focusgroup with first grade music education and master students; building an interview guide.

2. Deep interviews with students in music education programs. The following research question was used: “How do students understand creativity and its relation to sustainable growth and healthy work?”

3. Creation of the platform

Content, work in progress:

  • Promoting well-being and health through creative methods in educational programs
  • Social sustainability and personal sustainable professional development
  • Meta-health knowledge for musicians in working life
  • Art-based and embodied methods that strengthen health
  • Understanding of concepts of health and well-being from a performative and aesthetic point of view

The research within HeArtS generates methods for health development which show that the combination of music and other artistic modalities helps to transform our “mind-sets” in a direction towards a more consciously sustainable healthy quality of life, in line with Agenda 2030.

An historical overview on the following themes: aesthetic, ethics, arts and health focusing on the following episodes: pre-historic, historic, modern and postmodern time is in progress. This overview will help us link sustainable growth as a professional of music, arts and well-being into the health platform HeArtS.


IO4 – Supporting Mental Health with the Arts: A ten Step Programme, coordinator Royal College of Music, Stockholm

Arts and Health are clearly interwoven as a red thread in this IO4 by a “learning by doing” 10 -step program concept building. Embodied knowledge from guided body experiences will lead to a more conscious body awareness of preventing and sustaining mental health. Engaging with the arts and creative activities can be beneficial for both mental and physical health and there is a lot of robust evidence in arts supporting mental health and well-being which we use in our 10 -step program.

The program so far supports students coping with stress and anxiety (effects of students’ burnout, overwork and negative stress are well documented). We have video-recorded 10 steps and are now piloting/using the videos in different student contexts. The role of discomfort has been discussed during the 10-step program building and described as an enabler of change-making and space-making for health as well as for creativity. We have also acknowledged the importance of emotions and emotional processing for change, decision-making and action in relation to mental health prevention.


IO5 – Health and Well-being Promotion through Creative Methods, coordinator University of West Attica, Greece
– Τeach creative strategies for health and wellbeing promotion for different target groups in the population
– 2 ECTS module co-developed with all partners
– Postgraduate students will learn what those strategies are and how they can implement them at different health and wellbeing promotion interventions at individual & community level
– Evaluation using creative methods


IO 6 – Arts and Well-being for Personal and Professional Growth, coordinator, The Global Brain Health Institute (Trinity College Dublin), Ireland & San Francisco

The fellows who are on-boarding the “Equity in Brain Health” leadership programme engage in challenging advocacy work globally. While we often focus on supporting the brain health of our communities, we too frequently overlook the need to support the health and well-being of ourselves so that we can stay productive, engaged, and thriving as fellows.
The Intellectual Output of the Global Brain Health Institute addresses the need to support the well-being of the fellows though application of arts based / arts informed approaches. The project team is looking into how to use creativity to support relationship development also to develop well-being skills – gain emotional awareness; to increase body awareness; learn skills to take better care of yourself.
The programme is led by prof. dr. Brian Lawlor, dr. Eoin Cotter and senior fellow Ieva Petkutė. Meaningful contributions are provided by other senior fellows, including dr. Anne Browning, Karin Diamond and dr. Miriam Galvin.


IO 7 – Pedagogies for flourishing in complexity, coordinator King’s College London

This pilot focuses on somatic practices, expression and experiential leaning. The aim is to equip students to operate well professionally and personally and to support sustainable practice. The content is designed to build self-awareness, leadership, conflict resolution, situational awareness, critical and creative thought.

Between October and November 2021 we ran 6 movement sessions based on Contact Improvisation and 2 visual arts workshops in London galleries. In the movement sessions students were invited into a physical exploration of their bodies, the space, connection with others and to an improvisational and creative mindset. In the arts workshops students explored uncertainty, making and unmaking through sculpting and guided observation.

We aimed to give equal opportunity to students of all disciplines to experience a different mode of acquiring knowledge. We hope that our findings will support the integration new arts-based modules into core curricula across all King’s faculties.