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Valuing learning attained in different contexts Arts-based Experiential Learning in Practice Louise Foott & Ed Kuczaj Dept of Art Therapy & Continuing Visual Education, CIT-CCAD

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Page 1: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

Valuing learning attained in different contexts

Arts-based Experiential Learning in Practice Louise Foott & Ed Kuczaj Dept of Art Therapy & Continuing Visual Education, CIT-CCAD

Page 2: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

A JOURNEY INTO LEARNING

Exploring arts-based processing within a collaborative learning environment

Page 3: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

focusing on the role that engaging with the arts can play in informal education, personal development and capacity building

Page 4: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

Learning happens not just through words, but also through arts-based processing

Page 5: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

experiential learning and therapy, although very distinct practices, have a lot in common

Page 6: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

OVERALL THEMES OF ARTS-BASED EXPERIENTIAL LEARNING

• An ongoing journey

• A learning space

• The group

• Arts-based processing

• Learning outcomes

Page 7: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

What turns a space…

…in to a learning space?

Page 8: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

A LEARNING SPACE

Hodgkin (1997) in his exploration of meaning making and the learning space, describes how, in this learning space, we test ideas and stretch them, moving from practice and play, out towards exploring the margins of our learning.

Page 9: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

THE GROUP

Page 10: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

Participatory learning experiences in the arts facilitate a particular way of seeing oneself in relation to others

Thomas & Mulvey (2008, p.240)

Page 11: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

“Everyone in the group has different experiences, different personalities and talents, and something unique to share with the group”

Research participant

Page 12: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

ARTS-BASED PROCESSING

• usually a more spontaneous approach to creative engagement

• emphasis not just on mastering technique or producing an end result, but also on the actual experience of engagement with the process

Page 13: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

“I found it very stimulating to have to engage my body to form images and characters”

“To apply arts to problem solving, exploration and defining subjects was very interesting and creative”

“Interesting to use all the arts to enhance learning, particularly to learn about subjects related to emotions and personal development”

Participant responses

Page 14: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

Through reflecting on our experience self-awareness emerges

Reflection

Page 15: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

“The practical doing of something

made it more real and the time

to reflect on what was being learnt

framed the experiences.”

Research participant

Page 16: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

“I have ascertained a life skill to help me understand further and [it] has given me an interest to pursue further.”

Research participant

Page 17: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

AN EXPERIENTIAL EXERCISE IN ART THERAPY

a brief definition of art therapy! ‘a form of psychological therapy that utilizes a creative medium to allow an additional way for individuals to explore and understand their life experiences in a safe and therapeutic environment’

Page 18: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

Experiential learning “The focus of EL is placed on the process of learning and not the product of learning” (UC Davis, 2011, para 6). Proponents of experiential learning assert that students will be more motivated to learn when they have a personal stake in the subject rather than being assigned to review a topic or read a textbook chapter. What is essential in EL, however, “that the phases of experiencing (doing), reflection and applying are present’’ In addition, “the stages of reflection and application are what make experiential learning different and more powerful than the models commonly referred to as ‘’learn-by-doing‟ or ‘’hands-on-learning" (UC Davis, 2011, para 12 citing Proudman).

Northern Illinois University, Faculty Development and Instructional Design Center

[email protected], www.niu.edu/facdev, 815.753.0595

Page 19: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

Experiential Learning offers:

• Multimodal or multi sensory learning to enhance the learners engagement and experience

• A creative engagement encouraging a learner commitment to a process which in itself creates learning

• A process of engagement and a resulting product that creates a physical and psychological distance aiding reflection

• Group/ peer engagement & reflection as well individual

Page 20: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

Phenomenology is the study of structures of consciousness as experienced from the first-person point of view. The central structure of an experience is its intentionality, its being directed toward something, as it is an experience of or about some object.

Stanford Encyclopedia of Philosophy, 2003

Page 21: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

AN EXPERIENTIAL EXERCISE

To help trainees reflect on the ‘presence’ of a client in a session to help assess their therapeutic engagement

Page 22: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

AN EXPERIENTIAL EXERCISE – WITH 18 MA AT 1ST YR STUDENTS

• Lecture on Phenomenology & the work of Merleau – Ponty and outline of the intention of the ‘research’

• 3 life drawing sessions

• Follow up group reflective session

Page 23: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

OUTCOMES • Appreciation of the client being observed (power

differential) as a therapist • Importance of the therapists centeredness, ability to ‘be’

with the client • Increase in students ability/ awareness of non verbal

interactions • Reflection on how they are observed by the client and their

own presence in the session • Helped give further understanding to the concept of

Phenomenology • Differing timescale in the experience of students

awareness/ reflections • Positive creative experience • Interest to engage in further research (and our own need to

do this!)

Page 24: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)
Page 25: Arts-based Experiential Learning in Practice · Experiential learning ^The focus of EL is placed on the process of learning and not the product of learning (UC Davis, 2011, para 6)

IMPORTANCE OF EXPERIENTIAL LEARNING

• a group process that allows a voice of not

knowing as well as knowing within a shared experience

• acknowledgement of individual learning process

• a reflective and analytical stance as a learner with its uncertainty

• theory understanding (real) often follows practice


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