This study explores a visual arts educator-researcher’s inquiry of the role of the teacher in the development and implementation of an intergenerational (IG) arts program. Two iterations of an IG arts program were implemented in New Westminster, British Columbia with retired longshoremen and 1) 20 homelearners aged 10–11 years, during eight weekly sessions, and 2) in collaboration with an elementary teacher and his class of 24 Grade 3–4 students aged 8–9 years, during ten weekly sessions. The aim of this inquiry is to explore what it means to be a visual arts educator-researcher within an IG learning context and to examine the social practices that underpin the effectiveness of the program. Reflexive analysis focused on reflection in action and on action, drawing on data collected during the study that included observations, interviews and artifacts. The findings highlight a process for deepening our understanding of intergenerational interactions for artistic learning that emphasize equal group status and provide a framework for viewing teaching as a social practice.
Copyright is held by the author.
This thesis may be printed or downloaded for non-commercial research and scholarly purposes.
Supervisor or Senior Supervisor
Thesis advisor: O'Neill, Susan
Member of collection