Enhancing Teacher Preparation Through Intergenerational-Based Service-Learning
Keywords: art, art education, service learning
AbstractLike most art teacher preparation programs throughout the United States, practicum experiences that have pre-service students conduct classroom observations and deliver instruction to public school aged students are an integral component in our art education program. The addition of a service learning program at a local retirement community, as an alternative site for teaching, has contributed to substantial growth and understanding of art education as a lifelong learning process for our students and the residents whom they teach. Supported by both theoretical and practical concerns, this program addresses the inherent value of an intergenerational arts-based experience in a non-traditional art education setting. Intended as an outcome of service- learning, this teaching experience exemplifies contemporary art education practice(s) designed around the complexities associated with a 21st century art education.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).