Session Information
06 SES 08, Visual Learning
Paper Session
Contribution
This paper reports on findings from 'Contemporary visual art and identity construction - wellbeing amongst older people', a two-year research project that aims to understand how the lives of older people can be improved by examining their use of contemporary visual art in the art gallery/museum. This paper will focus on data collection relating to lifelong and open learning.
The research project, funded by the New Dynamics of Ageing Programme, is being undertaken by the International Centre for Cultural and Heritage Studies, Newcastle University, UK.
Within an international context, the research relates to ‘Lifelong Museum Learning’, a project funded by the European Commission. The project used educational programmes in museums in the Netherlands, Italy, UK, and Portugal as case studies, which led to guidelines for practitioners devising learning opportunities. It can also be contextualised by the project ‘Cultural engagement and lifelong learning’, involving universities, museums, galleries and libraries in the UK, Canada and Sweden.
Whilst lifelong and open learning is topical, the focus remains on formal qualifications (Coffield 2000:1) and there is little empirical data on art galleries as sites of adult learning. With an increasing older population in Europe, museums and galleries are opportunely placed to work with older audiences and develop learning opportunities.
Over the course of the project, participants aged 64+ will make three visits to contemporary art galleries in the UK, featuring work by digital media artists. As open learning is concerned with delivering learning opportunities where, when and how the learner needs them, participants will choose venues that they want to visit. Participants will be interviewed before and after each visit, enabling us to consider the influences of participants’ life experiences, social networks and previous education upon engagement. Cultural, social, psychological and physical barriers to participation will be explored.
When attempting to gauge learning, the research will be guided by Eraut’s typology of non-formal learning (2000:13). For example, indications of implicit learning will be demonstrated if participants link past memories with current experience. We will take into account that in contrast to a formal learning context, participants may be self-directed in their learning. Smith (2006) notes that informal learning is driven by conversation, rather than curriculum, and our interviews will attempt to capture the production of social knowledge. We are anticipating a mix of learning processes, adopting Lave and Wengers’ position that learning is rooted in the situation in which a person participates. Therefore, we shall explore whether a community of practice develops, as evidenced by whether members solve problems, request information, seek experience, discuss developments, map knowledge and identify gaps in their knowledge (Lave and Wenger 1991, 2006).
Research Questions
Where do contemporary art gallery/museum learning programmes for older people fit within the rhetoric of lifelong and open learning?
How do we measure lifelong learning for older people in the art gallery/museum?
What are the barriers to engaging in art gallery/museum education for older people?
What is the effect of personal histories, support networks and cultural differences on engaging with art gallery/museum learning programmes?
Method
Expected Outcomes
References
Coffield, F. (2000) The Necessity of Informal Learning, Bristol: The Policy Press. DCMS (2007) Taking Part: England's survey of culture, leisure and sport: annual data 2006/07 Eraut, M. (2000) ‘Non-formal learning, implicit learning and tacit knowledge in professional work’ in F. Coffield The Necessity of Informal Learning, Bristol: The Policy Press. Hooper-Greenhill, H. and Moussouri, T. (2001a) Making Meaning in Art Museums 1: Visitors’ Interpretive Strategies at Wolverhampton Art Gallery, Leicester: RCMG (Research Centre for Museums and Galleries). Hooper-Greenhill, H. and Moussouri, T. (2001b) Making Making Meaning in Art Museums 2: Visitors’ Interpretive Strategies at Nottingham Castle Museum and Art Gallery, Leicester: RCMG (Research Centre for Museums and Galleries). Keaney, E. and Oskala, A. (2007) ‘The Golden Age of the Arts? Taking Part Survey Findings on Older People and the Arts’, Cultural Trends, Vol. 16 (4), 323-355. Lave, J. and Wenger, E. (1991) Situated Learning. Legitimate peripheral participation, Cambridge: University of Cambridge Press. Montessori, M. (1916) The Montessoria Method, New York: Schocken Books (1964 edition). Smith, Mark K. (1999, 2006) 'Informal learning', the encyclopaedia of informal education. [www.infed.org/biblio/inf-lrn.htm] Wenger, E. (2006) Community of practice: a brief introduction, Available at http://www.ewenger.com/theory/ (accessed 14.01.2010)
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