Older Artists and Acknowledging Ageism

Intergenerational (IG) learning has the potential to reinforce ageist ideas, through the culturally produced binary of old and young which often describes IG learning. This research with older artists revealed implicit age bias associated with a modernist tradition in art education which minimized the value of art production viewed as feminine. Language associated with ageism shares the descriptors of the feminine and seep into our perceptions. Cooperative action research with multi-age participants facilitated personal growth and through critical reflection, implicit ageism revealed in the researcher’s prior perspective is revealed

Artists as Mentors: A Mid-Career Art Educator Rekindles Her Artist Self

A mentoring relationship between a mid-career art educator and a late-stage artist, is facilitated through the art educator\u27s action research and life story narrative which is key in learning and sharing the artist’s philosophy. The author uses narrative inquiry and Deleuze\u27s sense and event to represent the affective knowing of IG learning and demonstrates psychosocial benefits of mentoring

Book Review: Community-based Art Education Across the Lifespan: Finding Common Ground

This review of Community-based Art Education Across the Lifespan by Pamela Harris Lawton, Margaret A. Walker and Melissa Green gives a detailed description of this valuable resource for community artists, art educators and other stakeholders in community who want to use art to transform communities

Using Action Research Methodologies In Building a Frame for Practicing Research

I discuss action research methodologies and nuances to recount how my research with art educators using critical encounters with visual culture and senior artists, facilitated gaining a broader view of place. During the study, I recognized my first-person voice operating critically and analyzing paradoxes found in the dialogue and data, which was in conflict with my second-person relationships with participants, insofar as we shared a way of knowing that values multiple forms of participant learning. I used these disjunctures to challenge my outdated notions of what it means to “do” research and learned that action research practice offers multiple insights into working in relation to participants and to myself. I describe the variations of action research employed to frame and to facilitate the study within the events of the workshop which suggested insights into what direction the analysis of the research should take. I conclude with describing participants’ learning through the action of the research. My objectives were refocused by the events of learning in and through the action of the research

Committee on Lifelong Learning 2022 Pearl and Murray Greenberg Awards Lectures

This article includes excerpts from the 2022 acceptance speeches by the recipients of the Pearl and Murray Greenberg Awards given during the Committee on Lifelong Learning Awards Ceremony at the New York City National Art Education Association Convention. The Murray Greenberg Award supports an emerging scholar who is zero to four years beyond the completion of their graduate degree program, thesis or dissertation, was given to Dr. Liz Langdon. The Pearl Greenberg Award for Teaching and Research was given to Dr. Angela LaPorter who was recognized as an artist/educator/researcher at the national level who has made distinguished contributions to lifelong learning through teaching and research

Grandma Layton: A Cinderella Story

Students and their professor created a method of arts-informed research (AIR) in the practice of community-based art education to bring community members together, separated by age and distance. Essential features of this method included analyzing how local artist Elizabeth “Grandma” Layton addressed issues of ageing and mental health in her art and the direct engagement of participants in coloring her line designs. This postcard coloring project was designed during a time where extreme social distancing was in place and adapted for fifth-grade art classes and residents of a retirement community. In AIR the choice of artist, activity, medium of expression, presentation and participants are all important and related to the project’s success. The analysis of these practices is through the lens of place-based education and intergenerational (IG) learning. Understanding of place, age and ability of participants and the quality of the art activity are all significant and should be thoughtfully considered in IG learning