Do community-based arts projects result in social gains? A review of the literature

Newman, Tony; Curtis, Katherine; Stephens, J

doi:10.1093/cdj/38.4.310

Cited by 80 publications

(72 citation statements)

References 6 publications

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“…The British based children"s charity, Barnardos, concluded that "arts projects have become an important part of community development strategies" (Newman et al 2001). In particular community arts practice is expected to have significant impacts on the generation of local social capital (Kay and Watt 2000).…”

Section: Community Arts and Developmentmentioning

confidence: 99%

Images for change: community development, community arts and photography

Purcell¹

2007

Community Development Journal

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This article explores how community development objectives can be achieved through critical photographic practice. The article summarises the literature relating to community arts practice and its potential for social regeneration. Photography is then located within this context and explored as a critical practice, with particular attention being given to photo-elicitation, photo-novella and photovoice methods. The literature is discussed and analysed to explore how far critical photographic practice can meet the objectives of community development.

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Section: Community Arts and Developmentmentioning

confidence: 99%

Images for change: community development, community arts and photography

Purcell¹

2007

Community Development Journal

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“…4,10 Art can affect major determinants of health, including the physical environment, education and skills, employment, community cohesion, social exclusion, and access to services. [11][12][13][14] Sydenham Garden is a primary-carebased STH and participatory arts rehabilitation project for people with significant mental and/or physical illness. Unlike its inspiration, the Blackthorn Trust, 15 it does not have an underlying anthroposophical approach to therapeutic activities.…”

Section: Introductionmentioning

confidence: 99%

Primary-care based participatory rehabilitation: users’ views of a horticultural and arts project

Barley¹,

Robinson²,

Sikorski³

2012

Br J Gen Pract

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BackgroundParticipation in horticulture and arts may improve wellbeing in those with mental and physical illness. AimTo conduct an in-depth exploration of the views and experience of participants of a primarycare-based horticultural and participatory arts rehabilitation project (Sydenham Garden). Design and settingQualitative interview study of a primary-carebased horticultural and participatory arts rehabilitation project in South London. MethodSemi-structured interviews were conducted with 16 participants (referred to as 'coworkers') of Sydenham Garden. Seven were female. Participants were aged between 38 and 91 years and had a range of severe mental and physical health problems; most had depression. The interviews were analysed using constant comparison and thematic analysis. ResultsData were overwhelmingly positive concerning participation. Coworkers considered participation in the project to promote wellbeing by providing purposeful and enjoyable activity and interest, improving mood and selfperceptions, and providing an escape from life's pressures. Being outdoors was considered therapeutic. The most-valued aspect of participation was the social contact derived as a result of it. Many of the coworkers who were interviewed developed transferable skills, including nationally recognised qualifications, which they valued highly. ConclusionDelivery of horticultural therapy and participatory arts is a feasible model for improving wellbeing in patients in primary care who have serious illness. Longer-term studies are needed to address what happens to people after leaving such projects.

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“…Involvement in community creative arts can, in itself, have a sustained and positive impact on the mental and social wellbeing of participants (Argyle and Bolton 2005), support the inclusion of marginalized populations (Maidment and Macfarlane 2011), and be a vehicle for community development and social cohesion (Clover 2007;Newman et al 2003). It is, in fact, the central focus of this special issue.…”

Section: Rationale For Alternative Instructional Spaces and Methods Fmentioning

confidence: 98%

Learning in Third Spaces: Community Art Studio as Storefront University Classroom

Timm‐Bottos

Reilly

2014

American J of Comm Psychol

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Third spaces are in-between places where teacher-student scripts intersect, creating the potential for authentic interaction and a shift in what counts as knowledge. This paper describes a unique community-university initiative: a third space storefront classroom for postsecondary students in professional education programs, which also functions as a community art studio for the surrounding neighborhood. This approach to professional education requires an innovative combination of theory, methods, and materials as enacted by the professionals involved and performed by the students. This storefront classroom utilizes collaborative and inclusive instructional practices that promote human and community development. It facilitates the use of innovative instructional strategies including art making and participatory dialogue to create a liminal learning space that reconfigures professional education. In researching the effectiveness of this storefront classroom, we share the voices of students who have participated in this third space as part of their coursework to underscore these principles and practices.

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Do community-based arts projects result in social gains? A review of the literature

Cited by 80 publications

References 6 publications

Images for change: community development, community arts and photography

Images for change: community development, community arts and photography

Primary-care based participatory rehabilitation: users’ views of a horticultural and arts project

Learning in Third Spaces: Community Art Studio as Storefront University Classroom

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