There
is robust evidence that the arts can be used to support mental health and well-being. However, there has been little
exploration of the history ofthese
types of activities. We believe it is meaningful to examine history to learn how best to manage and support those suffering from poor mental
and physical health today. A clinically tested 10-step art-based program for exhausted students and
patients has been developed over the course of twenty years of clinical
practice and was created through a “learning
by doing” concept, in which embodied knowledge was gained by
participants undertaking “guided” bodily experiences. We
found that the program led to an increase in conscious awareness of well-being
among students and teachers. This article discusses
the variation of the original program, adjusted to fit the needs of students and teachers in higher academic programs today. We also construct a bridge between past and present, by conducting a
historical literature review. By doing this, we bring to light knowledge
that our ancestors held about the signs and signals that we today could
interpret as indicators of stress.
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