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| Id | 500 | |
| Author | Felton E., Vichie K., Moore E. | |
| Title | Widening participation creatively: creative arts education for social inclusion | |
| Reference | Felton E., Vichie K., Moore E.; Widening participation creatively: creative arts education for social inclusion ;Higher Education Research and Development vol:35 issue: 3 page:447 |
Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84947720874&doi=10.1080%2f07294360.2015.1107881&partnerID=40&md5=53cec56b5d3b31acece5c6be679a2dea |
| Abstract | University participation among students from low socio-economic backgrounds in Australia is low and nationwide strategies are in place to help bridge the gap. This article presents a preliminary evaluation of a creative arts-based outreach program to raise awareness and aspiration for university study among students from low-income backgrounds. The program is part of a national Australian federally funded initiative, the Higher Education Participation and Partnerships Program. It reviews an outreach advertising program facilitated by a Brisbane university. We argue that arts education has a particular role in provoking attitudinal change, due to the self-reflective, meaning-making and expressive characteristics of arts-based disciplines. In evaluating the advertising program, the value of creativity and trust as techniques of student engagement is considered. Evaluation occurred in two outer suburban high schools in Brisbane (a State capital city), using surveys and ethnographic fieldwork. The findings support an engagement model that employs creativity and uses student facilitators (undergraduate and postgraduate) to deliver the program, to meet the programs aims. © 2015 HERDSA. |
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| This tended to have the effect of enhancing their engagement and emphasizes the importance of the relationship between student and facilitator. . | One of the key distinctions for the faculty is the unique opportunity afforded by most of its disciplines for embodied and rich learning experiences. . | We argue that arts education has a particular role in provoking attitudinal change, due to the self-reflective, meaning-making and expressive characteristics of arts-based disciplines. . | The extended period of engagement enables time for students to either produce an artefact or a performance, and we suggest, enables greater opportunity for attitudinal change in part due to the transformative capacity of creative arts-based disciplines. . | We argue that the unique characteristic of arts-based and creative industries disciplines, with their emphasis on self-reflection, meaning-making and self-expression, have the capacity to provoke significant attitudinal change in students. . | Embedded in several creative arts curricular is the capacity for exploration of personal reflection, expression and performance through disciplines such as drama, dance and the visual and media arts. . | As schools are part of an acculturation and social process which equips students to be functional members of society, it is important to gain skills in digital literacy and multi-media expression. . | The findings support an engagement model that employs creativity and uses student facilitators (undergraduate and postgraduate) to deliver the program, to meet the program's aims. . |
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