Works of Art as a Pedagogical Tool: An Alternative Approach to Education

Wikström, Britt‐Maj

doi:10.1891/1078-4535.17.4.187

Cited by 24 publications

(19 citation statements)

References 29 publications

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“…Previous studies have used program modules or museum trips to facilitate the examination and discussion of art (Wikstrom, 2011). The large effect size and ease of implementation are strong rationale for considering this methodology within pre-practicum training.…”

Section: Discussionmentioning

confidence: 99%

Pre-practicum training to facilitate social inference competency.

Cawston¹,

Callahan²,

Wrape³

2015

Training and Education in Professional Psychology

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Although the issue of evaluating competencies is multifaceted and remains largely unresolved, it is evident that students who are dismissed from doctoral training programs are often viewed as having competency deficits. Moreover, competency deficits ultimately pose a public health risk. As such, the study of competency is widely cited as a highly important area. Among well-articulated competency benchmarks, the relationship domain implicates social inference as an essential component to prepracticum competency in interpersonal relationships, affective skills, and expressive skills. The current study built upon a small existing literature in the area of medical education indicating that the exploration of artwork can be used to improve skill in making clinically relevant visual observations. Using a posttest only, randomized design, results from the current study (N = 86) revealed that exploration of emotion as depicted in artwork significantly improved social inference of complex emotional states as measured by the Reading the Mind in the Eyes Test. Implications for education and training as well as suggested future directions for research are presented.

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Section: Discussionmentioning

confidence: 99%

Pre-practicum training to facilitate social inference competency.

Cawston¹,

Callahan²,

Wrape³

2015

Training and Education in Professional Psychology

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“…They were asked to allow the painting to evoke knowledge about the reflection process. The value of this approach was that the students were free to use interpretations independent of the artist's intention [44].…”

Section: Discussionmentioning

confidence: 99%

“…Works of art as an alternative pedagogical tool in nurse education has been investigated in a review study. It was concluded; the use of art adds a new dimension to student' experiences [44]. A pedagogical structure aimed to change attitudes of nursing students to a more positive view of elderly patients in long-term care.…”

Section: Arts As a Pedagogical Tool In Nurse Educationmentioning

confidence: 99%

A visual art museum in Sweden as pedagogical scenery: Gibbs’ reflective cycle guiding student nurses in the reflective process

Wikström¹

2012

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The pedagogy employed in health care education must continually be questioned and expanded. Student nurses must be prepared for nursing practice that continually changes, consequently alternative concepts in nurse education must be considered. The aims were to provide student nurses with reflection skills and to evaluate the potential of studying the reflective process using visual art at a museum as an enriched activity in education. A pedagogical program with Gibbs’ reflection model was used as a complement. The study was conducted at a University College of Health Sciences in Sweden in collaboration with a visual art museum. Data were collected during a period of three years. A random sample (n = 35 of n = 98 students’ reports) was selected for qualitative analysis. The painting by George-Pierre Seurat, Seated woman was used as a source of inspiration. Analysis was conducted of the excerpts generated from the steps in Gibbs’ reflection model and from students’ evaluations of the teaching-learning structure. The results show that students were able to build hypothetical situations around the character depicted in the painting. They observed and described a great many aspects of the reflective process. The chosen painting was regarded as suitable for its purpose, and a source of inspiration. It could be interpreted as a patient you might meet in clinical practice. The students´ evaluations show that they became aware of knowledge they had not thought of before, and a way of taking a step closer to clinical practice. It could be concluded that art museum could be regarded as a stimulating environment that nurtured the reflective process. Consequently, visual art museums have to be considered as possible teaching learning milieus to be used in nurse education. It is to be hoped that this study will contribute to further development of visual art museums as teaching learning settings

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“…Museum-based activities for wellbeing broadly include supported museum visiting, object handling, volunteering, and a range of creative activities inspired from the sector's wide-ranging museum collections, from art making to performing arts and music. In a recent Perspectives paper, Camic and Chatterjee 2 outline a rationale for the involvement of museums and art galleries as partners in the delivery of health-care interventions and identify practice examples of programmes addressing issues such as dementia [3][4][5][6][7][8] , mental health [9][10][11] , cancer 12,13 and health education 14,15 . Recent studies have also looked at addiction recovery 16 and older adults at risk of social isolation 17,18 .…”

Section: Introductionmentioning

confidence: 99%