Affective and emotional experiences in arts-based service-learning environments

Abstract

Dewey (1938) once wrote that the most effective forms of learning connect intellectual processes with emotion, which is able to inspire curiosity and excite the learner. This paper adds to the body of research that attests to the transformative role of affect in teacher education, which is able to be cultivated through arts-based service-learning experiences. Pre-service teachers at two universities in Sydney, Australia were placed in service-learning settings that were based around participatory experiences in drama and storytelling, music, dance or visual art. The pre-service teachers’ reflections on the placement revealed a transformative experience which combined emotional learning with critical analysis of social justice issues as they relate to education. As part of their placement, they experienced arts engagement that utilised affect and emotion as a transformative pedagogy. They broadened their understanding of the role of teachers, both in an institution and in society. These emerging understandings led them to find voice as advocates, investigate arts education and community projects as alternative career paths and re-evaluate their own perceptions of quality teaching. Some participants continued engaging with the community arts projects after the placement had concluded, and others became advocates for the arts in education and society. Finally, they adopted a critical stance on social justice issues, and shed light on the ways that arts learning service-learning placements can become deeper engagements, leading to sustainable benefits for all parties. Keywords: affect, emotion, arts education, education, creativity

Empowering youth for sustainability in universities: service-learning and the willingness to act

“…SL has also been implemented in the fields of coastal sustainability, circular economy and infrastructure (expanding and refurbishing indoor and outdoor learning spaces in public high schools) (Kawabe et al, 2013;Montiel et al, 2021;S anchez-Carracedo and L opez, 2021). SL has also been successfully implemented SL in the fields of art (Jacobs, 2023;Laven, 2023), analytical chemistry (Tong et al, 2023), accounting (Lee and Perdana, 2023) and economics (Arnold, 2021). In the latter, it is considered that SL "makes an essential contribution to the teaching of economics at universities, as it enables a wide range of competencies and can combine meaningful practical work with scientific demands" (Arnold, 2021, p. 118).…”

“…, 2021; Sánchez-Carracedo and López, 2021). SL has also been successfully implemented SL in the fields of art (Jacobs, 2023; Laven, 2023), analytical chemistry (Tong et al. , 2023), accounting (Lee and Perdana, 2023) and economics (Arnold, 2021).…”

Integrating Aesthetic Education in Quality Education: A Bibliometric Analysis of Sustainable Development Perspectives

“…In the era of sustainable development, education's role transcends traditional knowledge dissemination, shifting towards cultivating critical thinking, innovation, and social participation among students [9]. In this paper, "art education"-or "aesthetic education", as used interchangeably-assumes a vital role, underpinning inclusive and innovative educational goals through enriched artistic experiences and aesthetic pedagogy [10].…”

“…It examines the application of "sociocultural learning theories" within family education to cultivate children's social competencies, emotional intelligence, and creativity [51]. The analysis investigates the integration of "participation" and "transferable skills" [9,52] within a domestic context, particularly emphasizing interactive learning modalities such as "theater education" to bolster emotional articulation and critical thinking [53]. The theme advocates for synergizing family and formal education to form a holistic educational framework [54], emphasizing family education's significance in developing social responsibility and global consciousness, and proposing methods to harness family educational resources for supporting comprehensive child development and enduring learning proficiency.…”