Art Education and Transformational Learning
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Date
2017-06-15
Authors
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Journal ISSN
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Publisher
Vanderbilt University. Peabody College
Abstract
This paper presents qualities of art education experiences that lead to transformational learning
and renewed civic engagement in communities. Using critical place-based pedagogy and
elements of oral history practices, arts educators can situate art-making at the nexus of learning
about self and learning about community. Since art education takes on the development of self
identity and broader connection- and meaning-making as some of its multiple purposes, the
learning environment is ripe for raising critical consciousness and fostering authentic learning.
Two cases that exemplify the use of a critical place-based framework and oral history methods
are presented, along with analysis that includes the importance of dialogue and authentic
community engagement as precursors to the success of socially engaged art education. Lastly,
constructionism is drawn on as a theory of learning that informs art education as well as the
method of using portfolios as a form of assessment
Description
Teaching and Learning Department capstone project
Keywords
art education, transformational learning, civic engagement