1 / 14

ARTiT project

ARTiT project. Research findings on attitudes and practices concerning the use of art in adult education. Surveys ( presented by Leif Emil Hansen, Roskilde University , Denmark). What questions did we ask?

akira
Download Presentation

ARTiT project

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. ARTiT project Research findings on attitudes and practicesconcerning the use of art in adulteducation

  2. Surveys(presented by Leif Emil Hansen, Roskilde University, Denmark) • Whatquestionsdid we ask? • In 4 national surveys, presented in 4 national reports (to befound on www.artit.eu - in national languages as well as English) • There is also a synthesisreport (also on www.artit.eu)

  3. Methodology and questions/themes • Deskstudy, questionnaires and interviews (flexible approach in the 4 partner teams) • Whatarecriteria for goodpractise in thisarea? • Weidentified an overview of research findings on creativity and criticalthinking and how it is developed • Welooked for findings on: What kind of art basedteachingmethodologies have beendeveloped in the partner country in question?

  4. (continued) • An empirical research on: trainers’ and learners’ experiences, trainingneeds and attitudes towards the topic of use of art in adulteducation • Whatare the mainconcepts and practises of adulttrainers in thisrespect? • (the research was done with widespreadmethodologies and a variety of informants regarding age, gender, subject, learners, level, sector (formal, non-formal, NGO etc.) and geography/location – minimum 30 trainers and 30 learnersin each partner country wereresearched)

  5. Questions for trainers • Do theyuse observation of art as part of theirteaching? If yes: howoften? Whatsubjects? Learning outcomes/results? Etc. • Theirmotives and obstacles to work with this? • How theyassesstheirowncompetencies to do it? • If they find it realistic/relevant to usethismethod for the promotion of creativity and criticalthinkingamonglearners?

  6. Questions for learners • Have youevermetthismethod in adulteducation? • If yes: How? What? Etc. • What do youthink/feelabout it? (how do youassess/evaluate it?) • To whatextent do you find the trainerscompetent to work in accordance with thismethod?

  7. Sketches of findings • GREECE: it wasfoundthat in Greecethere has been an increasedinterest in the pastyears on the subject of elaboratingworks of art during an educational procedure, in order to developcreativity and criticalthinking • DENMARK: it is indicatedthat art is mainlyintegrated as part of the teaching programs of primaryeducation – for the sector of adulteducationthough, art is mainlybeingused in the perspective of creation of art – but alsowellintegrated in formal adulteducation at upper secondarylevel as part of for instancehistory and literature curricula

  8. (continued) • In 3 areas the art method is used in Denmark: in the contextof museums; by the contribution of aesthetics (i.e. attempts in learning processes to confrontlinearity – to invite for ‘conflicts’, ‘contradictions’ and ‘resistance’ – to disturbstereotypical interpretations and viewpoints, for instance); in creativity and innovation processes (examples: The Creative Platform and New Pedagogy for Creative Learning – see more in Synthesis Report, p. 16 on www.artit.eu)

  9. (continued) • ROMANIA - the followingcharacterises the Romanian situation: • Studies on the artists’ psychological and skills profile • Researches regardingadults’ creativityblockages; regarding the relationshipbetweenindividual and groupcreativity; regarding the increase of adults’ creative potential • Recentlythereareconcerns at an academiclevelregardingadults’ educationthrough art (seealso Ezechil, L. et al: Innovative Methods in Adult Education. Art as a Pedagogical Tool, EdituraParalela, 2011)

  10. (continued) • SWEDEN: • Use of art basedmethods and aestheticalmeans of expressionsareunderestimated in studycircles(i.e. non formal, populareducation) • But almost 40% of the studycircleleaders do use art basedmethods • Most of the others not using art feel a lack of competence (as a reason for this)

  11. (continued) • Participants feelthat art is usedquiteoften; studycircleleadersfeel the opposite (!?) • All respondents have a very positive (experiencebased) attitude towardslearning processes in which art is involved • It is concludedthatthere is a need for training of trainers – and thatthis has alreadybeeninitiated in Sweden

  12. The epistemological and theoretical palet of ARTiT • Scholars in this field arepointing to the issue of modern (post structuralist) theory of science positions competing with understandings from criticaltheory (the Frankfurt School) • For instance feminist and post colonial positions arebrought forward; also ‘multiple realities’ from for instanceliteraturewritten by Africanwomenarediscussed • In theseapproacheswecansee a(n implicite) critique of a focus on ”Great Western (white) Art” in the dominatingtheoretical positions in this field

  13. Conclusions • In general there is a positive attitude amongtrainerstowardsart basedmethods • Results on learners’ attitudes provides a more mixed picture • There is a lack of concrete innovative art basedmethodologies • Courses for training the trainersareneeded in this field

  14. (Conclusionscontinued) • There is nocomprehensive list of literaturewithinadulteducation in specific • There is a need for developing a comprehensivemethodology and an experimenting approach • Thereseems to be an epistemologicalturntowards a post structuralistperspective on thisissue (for the development of criticalthinking)

More Related