Report on the 1st International Symposium of Creative Arts Education and Therapy

2016 ◽  
Vol 2 (1) ◽  
pp. 49-53
Author(s):  
Z. Moula
Keyword(s):  
International Symposium ◽  
Arts Education ◽  
Creative Arts

Therapeutic teaching artistry: Towards a wellness model for enhancing vitality in older adults

2021 ◽  
Vol 7 (1) ◽  
pp. 95-113
Author(s):  
Andrew M. Gaines
Keyword(s):  
Older Adults ◽  
Arts Education ◽  
Constructivist Grounded Theory ◽  
Creative Arts ◽  
Health And Wellness ◽  
Structured Interviews ◽  
Teaching Artists ◽  
Senior Centre

This qualitative case study examined how the therapeutic aspects of drama teaching artistry was conceptualized at an urban lesbian, gay, bisexual, or transgender (LGBT) senior centre by observing and/or participating in 31 creative arts education sessions and conducting two focus groups with the centre’s older adult members. Additionally, 34 semi-structured interviews were held with the centre’s teaching artists (TAs), older adults and administrators. Using constructivist grounded theory, emergent themes led to two primary findings: (1) the conceptual category therapeutic teaching artistry articulated how TAs’ practices promoted health and wellness; and (2) a provisional major concept Being Alive captured how members’ quality of life were perceived to be enhanced by the creative arts education programming. Beyond facilitating reminiscence, preventing decline or merely stimulating older adults, TAs helped older adults internalize a greater sense of agency, affirm their own humanity and improve vitality without unethically conducting creative arts therapy.

scholarly journals A participatory approach to service-learning in creative arts education: a win-win learning opportunity for campus and community?

2016 ◽  
Author(s):  
Lesley Wood ◽  
Merna Meyer
Keyword(s):  
Deep Learning ◽  
Service Learning ◽  
Thematic Analysis ◽  
Arts Education ◽  
Visual Art ◽  
Learning Experience ◽  
Participatory Approach ◽  
Creative Arts ◽  
Participatory Action ◽  
Know How

Service-learning has been shown to be effective in preparing students to live and work in adiverse and rapidly changing society, especially when it is based on a democraticpartnership between university students and community participants, resulting in mutuallybeneficial learning. Yet, in cases where the community is often regarded as less equal due todebilitating socio-economic circumstances, there is a real danger the engagement turns intomore of a charity rendering experience, rather than promoting deep learning for allinvolved. This article reports on our attempts to create a service-learning experience thatallowed students and community youth to learn with and from each other. Data weregenerated in four cycles of a participatory action research design, using visual, art andtext-based strategies. The thematic analysis indicated that the process gave participants abetter understanding of each other’s lived realities; that it helped to level out unequal powerrelations; and that the reciprocal learning boosted development on personal and professionallevels. The knowledge we share in this article will help others to know how to design andimplement a valuable and mutually beneficial service learning experience not only inCreative Arts education; but in any discipline where students engage with community.

scholarly journals Rethinking the Crit

2019 ◽  
pp. 74-75
Author(s):  
Patrick Flynn ◽  
Miriam Dunn ◽  
Mark Price ◽  
Maureen O’Connor
Keyword(s):  
International Symposium ◽  
Academic Staff ◽  
Traditional Model ◽  
Creative Arts ◽  
Verbal Feedback ◽  
Cultural Paradigms ◽  
Seminar Series

Assessment in architecture and creative arts schools has traditionally adopted a ‘one size fits all’ approach by using the ‘crit’, where students pin up their work, make a presentation and receive verbal feedback in front of peers and academic staff. In addition to increasing stress and inhibiting learning, which may impact more depending on gender and ethnicity, the adversarial structure of the ‘crit’ reinforces power imbalances and thereby ultimately contributes to the reproduction of dominant cultural paradigms. Our collaboration on an alternative to the traditional model was supported by the Teaching & Learning National Seminar Series fund which helped us organise an international symposium to debate the ‘crit’ in 2016. We have recently been awarded further funding which has allowed us to pilot alternative feedback methods.

scholarly journals Emerging Issues in the Nigerian 9-Year Basic Education Curriculum: Implications for Cultural and Creative Arts Education

2020 ◽  
Vol 20 (2) ◽  
pp. 68-91
Author(s):  
Ebele V. Ojukwu
Keyword(s):  
Arts Education ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Curriculum ◽  
Historical Background ◽  
Creative Arts ◽  
Education Curriculum ◽  
Anambra State ◽  
Emerging Issues ◽  
Curriculum Reforms

This qualitative research study sought to assess and evaluate the emerging issues in the teaching and learning of cultural and creative arts (CCA) in Anambra state of Nigeria. Data was gathered through oral consultations while the historical background of the cultural and creative arts in Nigeria is employed as the theoretical frame work upon which the study is based. The paper argues that for school curriculum reforms to meet the needs of the basic education system, the school-based practices should be made to respond to school curriculum reforms. The paper concludes by suggesting that progress can only be made in CCA education if there are serious reforms in pedagogical content at the level of pre-service teacher education as well as capacity building workshops for serving teachers. Keywords: 9-Year basic education curriculum, Cultural and creative arts education, Emerging issues, and Teachers reflections

scholarly journals The Economic World Obverse: Freedom Through Markets After Arts Education

2017 ◽  
Author(s):  
Alison Gerber ◽  
Clayton Childress
Keyword(s):  
Arts Education ◽  
Creative Arts ◽  
Artistic Practice ◽  
Artistic Activity ◽  
Art Teaching ◽  
Almost All ◽  
Winner Take All ◽  
Changing Role ◽  
Take All

What role does arts education play in artistic activity and income? In light of the rise of university arts education and its effects, especially the changing role of teaching in artistic careers, this paper questions key assumptions of both winner-take-all and economic-world-reversed analyses of artistic careers. While almost all studies of remuneration in the creative arts find that income is highly skewed, these dominant perspectives take an object-oriented view of artistic life that neglects the vast majority of activities that underpin and compose contemporary arts practices. Looking at arts practices more holistically and using the changing status of art teaching as an exemplar of the expanded field of artistic practice, we document the challenges that the rise of arts education present to traditional analyses of artistic careers, income, and success.

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