Project Design: Building Foundations for Transformative Learning

Autor/inn/en	Hauschild-Mork, Melissa; Dailey, Rocky
Titel	Project Design: Building Foundations for Transformative Learning
Quelle	In: Journal of Dance Education, 18 (2018) 2, S.74-86 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hauschild-Mork, Melissa) ORCID (Dailey, Rocky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2017.1347940
Schlagwörter	Transformative Learning; Program Design; Intergenerational Programs; Partnerships in Education; Painting (Visual Arts); Art Education; School Community Programs; School Community Relationship; College Programs; Community Organizations; Community Involvement; Dance; Theater Arts; Reflection; Interpersonal Relationship; Relevance (Education); Participant Satisfaction; Surveys; South Dakota + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Programme design; Programmaufbau; Programmplanung; Hochschulpartnerschaft; Malerei; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Studienprogramm; Tanz; Theaterwissenschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Relevance; Relevanz; Survey; Umfrage; Befragung; South-Dakota
Abstract	Researchers analyzed data from 14 participants in a collaborative, interarts, intergenerational community partnership project entitled "An Evening with Harvey Dunn's Feminine Images," to understand the effects of the project design on participant learning. The year-long project included collaboration among faculty and students from six disciplines at South Dakota State University (SDSU) in Brookings, South Dakota, using four paintings by artist Harvey Dunn as its inspiration. In addition, partnerships with the South Dakota Art Museum and a local dance studio provided community engagement with diverse age groups. The project created an environment in which an interarts and intergenerational cohort of learners explored diverse learning opportunities within a new context. Rich description from participant experience helped researchers understand how the project's structural framework was perceived by participants, what the participants learned, and how that learning aligned within Chad Hoggan's (2016) metatheory of transformative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01