Transformational Learning with Pamela Lawton
Notes & photos from 9/12/2015:
Slide #1 Introduction
This presentation considers a developing paradigm on the cognitive and creative abilities of the mature mind, the learning potential created through social interaction across generations and domains of knowledge, and incorporates transformative learning theory to engage the continuing creative potential of older adults participating in ArtCart.
Slide #2
Older adults have a wealth of knowledge and experience, a broad range of interests and cognitive abilities, and a unique vantage point: the wisdom acquired with age. Contact with different generations provides elders with the opportunity to exercise generativity, Erikson’s term for what is produced by and flows from generation to generation, relationships, creativity, ideas, products, all considered vital to the healthy development of older adults (Wrightsman, 1994).
Slide#3 Creativity and the Mature Mind
Phases of the mature mind easily connect to common themes in art education such as sense of self, sense of place, and sense of community (Anderson & Milbrandt, 2005) through art creation, interpretation, and critique of the creative process.
Many older adults have a continued interest in learning and sharing their knowledge and wisdom throughout what Cohen (2005) identified as the four phases in the second half of life. He stated that these phases can “coexist, intersect, and interact with one another”
Brief overview of the 4 phases
Slide# 4 Transformative Learning Theory
Transformative learning theory is “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” (Mezirow, 1991, p. 12). In transformative learning, we reinterpret an old experience (or a new one) from a new set of expectations, thus giving a new meaning and perspective to the old experience (p. 11).
Slide#5
Transformative learning results from activities fostering critical self-reflection that can lead to a change in belief, attitude, and perspective (Mezirow, 1991). It may occur as the result of an “empowering event” such as intergenerational programs in which participants engage in social interaction through interpreting works of art or hands-on arts activities that may lead to both personal and communal transformation (Lawton, 2004).
Slide#6 ArtCart as an Empowering and Transformational Experience
Intergenerational relationships through art can be transformative. They “foster the development of communication and reflection skills and formation of new perspectives about oneself and others” (Kerka, 2002, p. 2).
Slide#7 Examples of Transformative Learning In ArtCart
Older artists became knowledgeable about using computer software to document their art. During their social interaction, graduate art students shared their art works and art process with professional artists, receiving valuable critical feedback. The older artists received assistance with documenting their legacy, and maintaining a safe studio space. Food rituals specific to the artist’s culture and heritage were also part of the exchange as many times the artist fed their student partners during work sessions. The experience provided all participants with opportunities to further develop as skilled practitioners.
Slide#8 Conclusion
As the aging population continues to grow, art educators and my colleagues representing all the disciplines involved in ArtCart should be familiar with the growing appreciation among gerontologists for positive cognitive development after mid-life. There are many therapeutic and educational aspects of art for the aging population, such as the transformative potential for art to unlock the creative power of older adults through intergenerational educational experiences.
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