How can arts-based methods support narrative inquiry into adult learning in the arts?

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2024-02-13 DOI:10.3384/rela.2000-7426.4733

Samantha Jane Broadhead, Sharon Hooper

引用次数: 0

Abstract

This article considers an arts-based project, Learning Returns (2023), that seeks to capture the experiences of adults who have returned to arts study after some time away from formal education. The aims of the project are twofold: firstly, to evaluate the combination of narrative inquiry and digital film-making hosted on YouTube as a method of investigating adult learning and secondly, through an analysis of the Learning Returns content, to discover what themes the participants considered important to communicate to an imagined, virtual audience. The findings suggested that the aesthetics of the videos/films interconnect with the lived experiences of the participants. The participants were able to give an account of their experiences spontaneously, and at the same time communicate messages of hope to prospective adult returners. It was also discovered that the editing process offers a means of analysing the content of the films that is analogous to the approaches associated with qualitative research.

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基于艺术的方法如何支持对成人艺术学习的叙事探究？

本文探讨了一个以艺术为基础的项目--"学习回归"（2023 年），该项目旨在捕捉那些离开正规教育一段时间后重返艺术学习的成年人的经历。该项目的目的有二：首先，评估将叙事探究与 YouTube 上的数字电影制作相结合作为调查成人学习的一种方法；其次，通过分析 "学习回归 "的内容，发现参与者认为哪些主题对于向想象中的虚拟观众传达信息非常重要。研究结果表明，视频/电影的美学与参与者的生活经历相互关联。参与者能够自发地讲述他们的经历，同时向潜在的成年回归者传达希望的信息。研究还发现，剪辑过程提供了一种分析影片内容的方法，与定性研究的方法类似。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).