Adults, especially seniors need a place where they can learn new things and express themselves. Sometimes seniors go to a senior community arts program where they learn to paint and create things for themselves and for their loved ones. Art theory in the field of physical therapy is a very helpful and useful way of integrating varied learning and complex tasks all while promoting growth and renewal. For anything to flourish, especially a program like a senior community arts program, it needs to integrate lessons and objectives that promote the growth and learning of its participants.
Therefore, it is important to understand and analyze prior and current research that not only offers a different perspective, but also assures the teacher that what they are instructing has been proven to succeed and assists the people learning, to achieve certain pre-planned objectives. This paper is a literature review of six scholarly research articles along with a summative discussion on what these articles can provide in a lesson plan. The articles focus on adult learning methods and how adults learn. Adults learn differently than children, more slowly, and need a plan to eliminate distraction. They also tend to allow ego to get in their way of learning, which must be circumvented.
Not only is it a different task altogether to teach adults effectively, it's also harder because of all the responsibilities adults face on a daily basis. One of the research articles highlights the use of a developmental action inquiry approach in order to discover what qualities are characteristic of a successful learning program. Much like most of the great programs out there, successful learning program use a responsive, dynamic learning curriculum that engages its participants and keeps them focused all while providing useful and intriguing insight into their field of study.
Introduction
Learning objectives are imperative in helping to organize formulate and implement effective teaching methods. This research paper will focus on the elements of a thriving senior's community arts program and how effective art theory is within the field of physical therapy. I chose these learning objectives because I am a teaching artist that is integrating into the field of adult community art education and believe strongly that art theory can be applied to adult learning and can provide a powerful instrument of memorization. The choices for the literature review focus on how adults learn, think, and understand class material as well as why adults learn in the manner that they do. Adult lives are far more complicated and riddled with responsibility and so therefore must be regarded differently and approached differently. Some articles also discuss the use of images, (pertaining to art theory) to help eliminate distraction by associating emotion and specific memories to them.
Literature Review
Memories are after all, a moment of experience. Experiences enhance memories and skills. In an article by Dzubinski, Hentz, Davis, & Nicolaides (2012), the authors discuss what kind of actions are needed for performance improvement and learning in adults. It examines how adults learn through a methodology that lays out eight imperatives. These imperatives are based on the authors' investigation and involvement with adult learners. Experience with teaching adults must be taken into contemplation when designing, employing and evaluating adult-learning experiences in the contemporary office.
The findings illuminate the imperatives as follows:
…relevance, importance and utility are paramount; hubris and ego can roadblock learning; the credibility of the information source is important; never underestimate the importance of clear learning objectives; adults learn by engagement and doing; accountability for learning is critical; adult learners need coaching and feedback; and plan to stave off learning distractions (Longenecker & Abernathy, 2013, p. 30).
They also examined practical implications and its objectives to get trainers to reflect through the detailed things that can assist in increasing and accelerating learning across the range of adult-learning prospects. It is important to understand why adults seek learning at this stage in their lives. Most of the time it is to advance in their careers. They seek additional training and certification to either change jobs, or acquire a promotion. Keeping context such as this in mind helps teachers create a curriculum to satisfy those needs. The article also states including the listed imperatives in the curriculum will permit for adults within the class or program to learn more and feel more satisfied with what they have learned. "When these imperatives are ignored or not taken seriously, time, talent and treasure are wasted and leaders risk damaging their own credibility" (Longenecker & Abernathy, 2013, p. 30). The difficulty beset for adults to learn often generates tension in the learning process.
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