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Open Kljames.Pdf The Pennsylvania State University The Graduate School College of Arts and Architecture RETHINKING ART EDUCATION FOR OLDER ADULTS: AN ETHNOGRAPHIC STUDY OF THE UNIVERSITY OF THE THIRD AGE A Dissertation in Art Education By Kathy Lynn James © 2008 Kathy Lynn James Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2008 The dissertation of Kathy Lynn James was reviewed and approved* by the following: Mary Ann Stankiewicz Professor of Art Education Dissertation Adviser Chair of Committee Patricia Amburgy Associate Professor of Art Education David Ebitz Associate Professor of Art and Art Education Gregory Kelly Professor of Science Education Wanda B. Knight Associate Professor of Art Education In Charge of Graduate Programs in Art Education *Signatures are on file in the Graduate School. ii ABSTRACT Our older population is growing, and by the year 2030, one in every five Americans will be over the age of 65. Included in this growing number of older adults are those who are interested in learning about art and craft. This study is an investigation of art education for older adults. In this writing, I examine the types of programming that are currently available and I explore new possibilities through the British University of the Third Age (U3A). The U3A is a learning organization where older adult members (50 and older) share their knowledge, expertise, experiences, and interests by learning from each other. Based on the notion that, by older adulthood, people have a vast repertoire of experiences and knowledge worth sharing, in the U3A, there are no teachers and no students. There are only members who share what they know. Taking an ethnographic approach, I spent five months in Britain with one local U3A group studying its entire art and craft program, engaging in participant-observation and conducting interviews. The purpose of this study was to examine art in the U3A and to explore the U3A as a means of introducing new ways to conceptualize older adult art education. Aiming to provide alternatives to current thinking, this study examines the American literature on art education for older adults through the lens of the British U3A. This literature was treated as data to facilitate comparisons between the literature and the U3A. Disconnects between these two data sources were investigated, leading to an examination of the previously unquestioned foundations and assumptions in the literature. An in-depth background of the U3A is provided, and this study explores a number of key areas in older adult art education including teaching and learning, benefits and iii motivations, and the language of the literature. Themes from the U3A, including shared learning, the agency of older adults, and the social aspects of education, are discussed and used to inform art education. Through the data and discussions, numerous implications for further exploration and future research in art education are presented. iv TABLE OF CONTENTS List of Figures.................................................................................................................... xi Preface............................................................................................................................... xii Acknowledgements......................................................................................................... xvii Chapter 1. INTRODUCTION TO OLDER ADULT ART EDUCATION ....................... 1 The Older Population, Education, and Art...................................................................... 2 Older Adult Education in the United States.................................................................... 7 Elderhostel .................................................................................................................. 7 Institutes for Learning in Retirement.......................................................................... 8 Locally-Based Programming .................................................................................... 10 Older Adult Education in the United Kingdom ............................................................ 11 The University of the Third Age............................................................................... 11 Older Adult Art Education: The State of the Field....................................................... 13 Older Adult Issues in the Literature.......................................................................... 13 Older Adult Issues in the National Art Education Association ................................ 15 The Continual Need for Advocacy ........................................................................... 17 Current State of the Field: Unquestioned Foundations............................................. 18 Why it Matters… ...................................................................................................... 22 Research Background and Purposes ............................................................................. 24 Research Background ............................................................................................... 24 Purpose of the Study................................................................................................. 26 Methodology Overview ................................................................................................ 29 Definitions..................................................................................................................... 30 The Third Age........................................................................................................... 30 Learner ...................................................................................................................... 31 Art vs. Craft, Creativity, and Expertise..................................................................... 31 Summary....................................................................................................................... 32 Organization of the Chapters ........................................................................................ 33 Chapter 2. RESEARCH METHODS............................................................................... 34 Introduction to the Research Problem........................................................................... 35 Research Questions....................................................................................................... 35 An Ethnographic Approach .......................................................................................... 36 Site Selection ................................................................................................................ 38 Gaining Access and Entry into the Research Site......................................................... 41 Gaining Access ......................................................................................................... 41 December 18-19, 2006: Physically Entering the Site ............................................... 42 December 28, 2006: Coffee with the Chairman: Our First Face-to-Face Meeting .. 42 January 3, 2007: The Art Group Leaders’ Luncheon ............................................... 44 January 4, 2007: Settling in and Ready to Begin….................................................. 45 Participant Observation................................................................................................. 46 Introduction to Participant Observation.................................................................... 46 My Role as a Participant-Observer........................................................................... 47 Impact on the Research Site...................................................................................... 49 v Data Collection: Writing Fieldnotes ......................................................................... 51 Interviewing .................................................................................................................. 54 Ethnographic Interviewing........................................................................................ 54 Interview Questions .................................................................................................. 55 Data Collection: The Interview Session and Transcription ...................................... 57 Document Review......................................................................................................... 59 Data Analysis in the Research Site ............................................................................... 60 Preliminary Analysis................................................................................................. 60 Analysis in January: First Attempts at Coding ......................................................... 61 Focused Coding ........................................................................................................ 63 Data Analysis upon Exiting the Research Site ............................................................. 65 Final Coding of the Fieldnotes and Transcripts........................................................ 65 Open Coding of the Literature .................................................................................. 66 Limitations of the Study................................................................................................ 68 The Issue of Time ....................................................................................................
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