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? In 4 national surveys, presented in 4 national reports (to be found on - in national languages as well as English) There is also a synthesis report (also on

Methodology and questions/themes Desk study, questionnaires and interviews (flexible approach in the 4 partner teams) What are criteria for good practise in this area? We identified an overview of research findings on creativity and critical thinking and how it is developed We looked for findings on: What kind of art based teaching methodologies have been developed in the partner country in question?

(continued) An empirical research on: trainers’ and learners’ experiences, training needs and attitudes towards the topic of use of art in adult education What are the main concepts and practises of adult trainers in this respect? (the research was done with widespread methodologies 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 learners in each partner country were researched)

Questions for trainers Do they use observation of art as part of their teaching? If yes: how often? What subjects? Learning outcomes/results? Etc. Their motives and obstacles to work with this? How they assess their own competencies to do it? If they find it realistic/relevant to use this method for the promotion of creativity and critical thinking among learners?

Questions for learners Have you ever met this method in adult education? If yes: How? What? Etc. What do you think/feel about it? (how do you assess/evaluate it?) To what extent do you find the trainers competent to work in accordance with this method?

Sketches of findings GREECE: it was found that in Greece there has been an increased interest in the past years on the subject of elaborating works of art during an educational procedure, in order to develop creativity and critical thinking DENMARK: it is indicated that art is mainly integrated as part of the teaching programs of primary education – for the sector of adult education though, art is mainly being used in the perspective of creation of art – but also well integrated in formal adult education at upper secondary level as part of for instance history and literature curricula

(continued) In 3 areas the art method is used in Denmark: in the context of museums; by the contribution of aesthetics (i.e. attempts in learning processes to confront linearity – to invite for ‘conflicts’, ‘contradictions’ and ‘resistance’ – to disturb stereotypical 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

(continued) ROMANIA - the following characterises the Romanian situation: Studies on the artists’ psychological and skills profile Researches regarding adults’ creativity blockages; regarding the relationship between individual and group creativity; regarding the increase of adults’ creative potential Recently there are concerns at an academic level regarding adults’ education through art ( see also Ezechil, L. et al: Innovative Methods in Adult Education. Art as a Pedagogical Tool, Editura Paralela, 2011)

(continued) SWEDEN: Use of art based methods and aesthetical means of expressions are underestimated in study circles (i.e. non formal, popular education) But almost 40% of the study circle leaders do use art based methods Most of the others not using art feel a lack of competence (as a reason for this)

(continued) Participants feel that art is used quite often; study circle leaders feel the opposite (!?) All respondents have a very positive (experience based) attitude towards learning processes in which art is involved It is concluded that there is a need for training of trainers – and that this has already been initiated in Sweden

The epistemological and theoretical palet of ARTiT Scholars in this field are pointing to the issue of modern (post structuralist) theory of science positions competing with understandings from critical theory (the Frankfurt School) For instance feminist and post colonial positions are brought forward; also ‘multiple realities’ from for instance literature written by African women are discussed In these approaches we can see a(n implicite) critique of a focus on ”Great Western (white) Art” in the dominating theoretical positions in this field

Conclusions In general there is a positive attitude among trainers towards art based methods Results on learners’ attitudes provides a more mixed picture There is a lack of concrete innovative art based methodologies Courses for training the trainers are needed in this field

(Conclusions continued) There is no comprehensive list of literature within adult education in specific There is a need for developing a comprehensive methodology and an experimenting approach There seems to be an epistemological turn towards a post structuralist perspective on this issue (for the development of critical thinking)