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Learning in Third Spaces: Community Art Studio as Storefront University Classroom
Author(s) -
Timm-Bottos Janis,
Reilly Rosemary C.
Publication year - 2015
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/s10464-014-9688-5
Subject(s) - studio , sociology , coursework , liminality , space (punctuation) , participatory action research , pedagogy , citizen journalism , professional development , scripting language , psychology , visual arts , computer science , world wide web , anthropology , art , operating system
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.