Login | Register

Learning in third spaces: Community art studio as storefront university classroom

Title:

Learning in third spaces: Community art studio as storefront university classroom

Timm-Bottos, Janis and Reilly, Rosemary C. ORCID: https://orcid.org/0000-0001-7274-4488 (2015) Learning in third spaces: Community art studio as storefront university classroom. American Journal of Community Psychology, 55 (1-2). pp. 102-114. ISSN 0091-0562

[thumbnail of Post-print: final draft post-refereeing]
Preview
Text (Post-print: final draft post-refereeing) (application/pdf)
3rd_Space_final_draft.pdf - Accepted Version
Available under License Spectrum Terms of Access.
2MB

Abstract

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.

Divisions:Concordia University > Faculty of Arts and Science > Applied Human Sciences
Concordia University > Faculty of Fine Arts > Creative Arts Therapies
Item Type:Article
Refereed:Yes
Authors:Timm-Bottos, Janis and Reilly, Rosemary C.
Journal or Publication:American Journal of Community Psychology
Date:1 March 2015
Projects:
  • The Art Hive Movement
Funders:
  • This research was supported by a grant from the Office of the Vice-President of Research and Graduate Studies, Concordia University, Montréal, QC.
Digital Object Identifier (DOI):10.1007/s10464-014-9688-5
Keywords:community art studio, storefront classroom, creative arts therapies, art education, third space, professional education
ID Code:979155
Deposited By: Rosemary Reilly
Deposited On:12 Feb 2015 16:01
Last Modified:07 Dec 2020 20:42
Related URLs:

References:

Abrahamson, D., & Lindgren, R. (in press). Embodiment and embodied design. In R. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.). Cambridge, MA: Cambridge University Press.

Adams, K., Hean, S., Sturgis, P., & McLeod Clark, J. (2006). Investigating the factors influencing professional identity of first year health and social care students. Learning in Health and Social Care, 5, 55–68. doi:10.1111/j.1473-6861.2006.00119.x

Allen, P. (1995). Art is a way of knowing. Boston: Shambhala.

Allen, P. (2005). Art is a spiritual path. Boston: Shambhala.

Angotti, T., Doble, C., & Horrigan, P. (2011). The shifting sites of service-learning in design and planning. In T. Angotti, C. Doble, & P. Horrigan (Eds.), Service-learning in design and planning (pp. 1-16). Oakland, CA: New Village.

Argyle, E., & Bolton, G. (2005). Art in the community for potentially vulnerable mental health groups. Health Education, 105, 340-354. doi:10.1108/09654280510617178

Bakhtin, M. (1981). The dialogic imagination. Austin, TX: University of Texas Press.

Belenky, M. (1996). Public homeplaces: Nurturing the development of people, families and communities. In N. Goldberger, J. Tarule, B. Clinchy, & M. Belenky (Eds.), Knowledge, difference, and power (pp. 393-430). New York: Basic.

Belenky, M., Bond, L., & Weinstock, J. (1997). A tradition that has no name. New York: Basic.

Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing. New York: Basic.

Bhabha, H. (1994). The location of culture. London: Routledge.

Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.

Brendtro, L., Brokenleg, M., & Van Bockern, S. (2002). Reclaiming youth at risk (rev. ed.). Bloomington, IN: National Educational Service.

Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.

Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council of Canada (CIHR, NSERC, & SSHRC). (2010). Tri-council policy statement: Ethical conduct for research involving humans. Retrieved from http://www.pre.ethics.gc.ca/eng/policy-politique/initiatives/tcps2-eptc2/Default/

Carey, P., & Sutton, S. (2004). Community development through participatory arts: Lessons learned from a community arts and regeneration project in south Liverpool. Community Development Journal, 39, 123-134. doi:10.1093/cdj/39.2.123

Casanova, R. (1996). Each one teach one. Willimantic, CT: Curbstone Books.

Clarke, M., Hyde, M., & Drennan, J. (2012). Professional identity in higher education. In M. Kehm & U. Teichler (Eds.), The academic profession in Europe: New tasks and new challenges (vol. 5, pp. 7-21). New York: Springer. doi:10.1007/978-94-007-4614-5_2

Clover, D. (2007). Feminist aesthetic practice of community development: The case of Myths and Mirrors Community Arts. Community Development Journal, 42, 512-522. doi:10.1093/cdj/bsm041

Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Los Angeles: Sage.

Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.

Dirkx, J. (2001). The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. New Directions For Adult And Continuing Education, no. 89, 63-72. doi:10.1002/ace.9

Dissanayake, E. (1995). Homo aestheticus. Seattle, WA: University of Washington Press.

Donmoyer, R. (1990). Generalizability and the single-case study. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 175–200). New York: Teachers College Press.

Eisenhardt, K. (1989). Building theories from case-study research. Academy of Management Review, 14, 532-550.

Emerson, R., Fretz, R., & Shaw, L. (2011). Writing ethnographic fieldnotes (2nd ed.). Chicago: University of Chicago Press.

Erlandson, D., Harris, E., Skipper, B., & Allen, S. (1993). Doing naturalistic inquiry. Newbury Park, CA: Sage.

Eyler, J., Giles, Jr., D., Stenson, C., & Gray, C. (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities, 1993-2000. Retrieved from http://www.compact.org/wp-content/uploads/resources/downloads/aag.pdf

Feldenkrais, M. (1981). The elusive obvious or basic Feldenkrais. Cupertino, CA: Meta.

Foucault, M. (1986). Of other spaces (trans. J. Miskowiec). Diacritics, 16(1), 22-27. doi:10.2307/464648

Fourie, M. (2003). Beyond the ivory tower: Service learning for sustainable community development: Perspectives on higher education. South African Journal of Higher Education, 17(1), 31-38.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Goldbard, A. (2006). New creative community. Oakland, CA: New Village Press.

Greene, M. (1981). Contexts, connections, and consequences: The matter of philosophical and psychological foundations. Journal of Teacher Education, 32(4), 31-37. doi:10.1177/002248718103200408

Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286-303. doi:10.1080/10749039909524733

Harrison, B. (2002). Photographic visions and narrative inquiry. Narrative Inquiry, 12, 87–111. doi:http://dx.doi.org/10.1075/ni.12.1.14har

Inman, P., & Schuetze, H. (2010). The community engagement and service mission of universities. Leicester, UK: National Institute of Adult Continuing Education.

Irwin, R. (1997). Pedagogy for a gender sensitive art practice. In R. Irwin & K. Grauer (Eds.), Readings in Canadian art teacher education (pp. 247-252). Boucherville, QC: Canadian Society for Education through Art.

Irwin, R. (2003). Toward an aesthetic of unfolding in/sights through curriculum. Journal of the Canadian Association for Curriculum Studies, 1(2), 63-78.

Johnson, R. B., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th ed.). Thousand Oaks, CA: Sage.

Jones, P. (2010). Responding to the ecological crisis: Transformative pathways for social work education. Journal of Social Work Education, 46, 67–84. doi:10.5175/JSWE.2010.200800073

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Miles, M. (1997). Art, space and the city. New York: Routledge

Leavy, P. (2009). Method meets art. New York: Guilford.

LeCompte, M., & Schensul, J. (2010). Designing and conducting ethnographic research: An introduction (2nd ed.). Walnut Creek, CA: AltaMira.

Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

Maidment, J., & Macfarlane, S. (2011). Older women and craft: Extending educational horizons in considering wellbeing. Social Work Education, 30(6), 700-711. doi:10.1080/02615479.2011.586568

Maxwell, J. (2013). Qualitative research design (3rd ed.). Thousand Oaks, CA: Sage.

McNiff, S. (1993). The authority of experience. The Arts in Psychotherapy, 20(1), 3-9.

McNiff, S. (2005). Forward. In D. Kalmanowitz & B. Lloyd (Eds.), Art therapy and political violence: With art, without illusion (pp. xii-xvi). New York, NY: Routledge.

Merli, P. (2002). Evaluating the social impact of participation in arts activities. International Journal of Cultural Policy, 8(1), 107-118. doi:10.1080/10286630290032477

Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Mezirow, J. (2000). Learning as transformation. San Francisco: Jossey-Bass.

Newman, T., Curtis, K., & Stephens, J. (2003). Do community-based arts projects result in social gains? A review of the literature. Community Development Journal, 38(4), 310-322. doi:10.1093/cdj/38.4.310

Oldenburg, R. (1989). The great good place. New York: Paragon House.

Parker, J. (2002). A new disciplinarity: Communities of knowledge, learning and practice. Teaching in Higher Education, 7, 373–386. doi:10.1080/135625102760553883

Pink, S. (2007). Doing visual ethnography (2nd ed.). Thousand Oaks, CA: Sage.

Reilly, R. C. (forthcoming) Arts-based learning in non-arts classrooms: Creating multiple ways of knowing and increasing creative thinking in graduate education. In A. Flood & K. Coleman (Eds.), Capturing creativity: The link between creativity and teaching creatively. Champaign, IL: Common Ground Publishers.

Ryan, G., & Bernard, H. (2000). Data management and analysis methods. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 769-802). Thousand Oaks, CA: Sage.

Shepard, A. (2013). Innovation and entrepreneurship at the 21st century university. Retrieved from http://www.concordia.ca/content/dam/concordia/docs/2013-11-08-Board-of-Trade-Speech-EN.pdf

Soja, E. (1996). Thirdspace. Oxford, UK: Blackwell.

Spradley, J. (1980). Participant observation. New York: Holt, Rinehart & Winston.

Stoecker, R., & Tryon, E. A. (2009). The unheard voices: Community organizations and service learning. Philadelphia, PA: Temple University Press.

Timm-Bottos, J. (2001). The heart of the lion: Joining community through art making. In M. Faralley-Hansen (Ed.), Spirituality and art therapy (pp. 204-226). London: Jessica Kingsley.

Timm-Bottos, J. (2005). The necessity of public homeplace in urban revitalization. Unpublished dissertation, University of New Mexico.

Timm-Bottos, J. (2011). The five and dime: Developing a community’s access to art-based research. In H. Burt (Ed.), Art therapy and postmodernism: Creative healing through a prism (pp. 97-117). London: Jessica Kingsley.

Timm-Bottos, J., & Reilly, R. C. (in press). Neighborhood art hives: Engaging communities in teaching and learning. In O. Delano-Oriaran, M. Parks, & S. Fondrie (Eds.), Service-learning and civic engagement: A sourcebook. Thousand Oaks, CA: Sage.

van den Hoonaard, W. (1997). Working with sensitizing concepts. Thousand Oaks, CA: Sage.

Watkins, M., & Shulman, H. (2008). Towards psychologies of liberation. New York: Palgrave.

Wiles, J., Allen, R., Palmer, A., Hayman, K., Keeling, S., & Kerse, N. (2009). Older people and their social spaces: A study of well-being and attachment to place in Aotearoa New Zealand. Social Science & Medicine, 68, 664–671. doi:10.1016/j.socscimed.2008.11.030

Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9, 625-636.

Wolcott, H. (1990). Writing up qualitative research. Newbury Park, CA: Sage.
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top