A visual arts educator-researcher’s inquiry into the role of the teacher in an intergenerational arts program
Year: 2017
Type: dissertation
Abstract: This study explores a visual arts educator-researcher’s inquiry of the role of the teacher in the development and implementation of an intergenerational (IG) arts program. Two iterations of an IG arts program were implemented in New Westminster, British Columbia with retired longshoremen and 1) 20 homelearners aged 10–11 years, during eight weekly sessions, and 2) in collaboration with an elementary teacher and his class of 24 Grade 3–4 students aged 8–9 years, during ten weekly sessions. The aim of this inquiry is to explore what it means to be a visual arts educator-researcher within an IG learning context and to examine the social practices that underpin the effectiveness of the program. Reflexive analysis focused on reflection in action and on action, drawing on data collected during the study that included observations, interviews and artifacts. The findings highlight a process for deepening our understanding of intergenerational interactions for artistic learning that emphasize equal group status and provide a framework for viewing teaching as a social practice.
Source: Summit (Simon Fraser University)
Author: Sue Rodway‐Dyer
Language: English
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Simon Fraser University
OpenAlex ID: W2793291978