Lynn Fels

Grant program: Teaching and Learning Development Grant (TLDG)

Grant recipient: Lynn Fels, Faculty of Education

Project team: Pooria Arab, co-researcher and research assistant

Timeframe: March 2022 to April 2022

Funding: $5,000

Courses addressed: 

Pooria Arab

• EDUC 458 – Pedagogy and Practice of Arts for Social Change
• EDUC 848 – Aesthetic Education
• EDUC 852 – Inquiry, Creativity and Community: Drama in Education
• EDUC 355 – Theatre in an Educational Context
• EDUC 943 – Arts-Based Inquiry in Educational Research

Final report: View Lynn Fels’ Final Report (PDF) >>

Description: This project will explore possible support structures and learning opportunities that may be created through the peer-to-peer interaction of a graduate student working on his Masters, and an undergraduate student who is researching creator/content houses, and investigating the pros and cons, benefits and challenges of establishing a content house. Together they will brainstorm pedagogical possibilities/opportunities to be reviewed and considered by our Arts Education faculty for future engagement in non-classroom settings, specifically, a creator house, where our arts education students may create creative products with artists within a creator space. The hope is to move students towards creative meaningful work in arts environments that encourage inquiry, community, and collaboration.

Questions addressed: 

• What are the possibilities of increased student peer-to-peer interaction on their engagement in a creator studio in the context of 400-level and beyond courses?
• What are the benefits and challenges of pedagogical opportunities for undergrad and graduate students in our arts education courses outside of the conventional classroom, such as the creator house?
• In what ways can the role of apprenticeship and students as partners inform arts education practices in community settings in comparison to traditional studio settings?
  

Knowledge sharing: We hope this research project will lead to concrete opportunities for our arts education faculty and students to create work with Sandstone Studios. We plan to share findings with arts education colleagues, upon request, in the development of curriculum and pedagogical opportunities for our undergraduate and graduate students.

Keywords: Creative houses, university partnerships, peer-peer mentorship, research mentorship, leadership, arts education, studio, access, arts.