ABSTRACT
Art therapy education plays a critical role in ushering new professionals into the field, and as lifelong learners, it remains relevant throughout our careers. This chapter describes models of pedagogy as they pertain to professors, educators at conferences and seminars, graduate students, and professionals. Instructional experiences are explored from multiple perspectives, and potential avenues for engaging the artist and the scientist are investigated. Balance is recommended in pedagogy to creatively engage the learner, as well as to meet the demands of external accrediting bodies. Suggestions are offered for the future of art therapy education and for remaining engaged in lifelong learning.
