Open AccessA Qualitative Inquiry in to the Impact of an Arts-Based, Self-Portrait Assignment on Third Year Child and Youth Care Students
Author(s) -
Gerard Bellefeuille,
Luciann Crazyboy,
Jereecah Dela Cruz,
Amanda Gladue,
Hailey Walper
Publication year - 2018
Publication title -
international journal of educational studies
Language(s) - English
Resource type - Journals
ISSN - 2641-533X
DOI - 10.53935/2641-533x.v1i2.77
Subject(s) - portrait , the arts , mainstream , scholarship , psychology , visual arts education , pedagogy , mathematics education , sociology , visual arts , art , political science , law
A growing body of research shows that arts-based teaching and learning has the power to energize and promote student engagement by increasing opportunities for students to articulate their learning in many different ways. It is particularly effective for students who tend to struggle with the fast-paced and highly structured nature of mainstream education, which favours primarily cognitive and verbal forms of teaching and assessment. This study contributes to the scholarship of teaching and learning (SoTL) by reporting on the learning experiences of third-year child and youth care (CYC) students involved in an arts-based self-portrait assignment.