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Teaching Creative Arts for Older Adults in an Online Environment

Teaching Creative Arts for Older Adults in an Online Environment. Assoc Prof Anne-Marie Forbes, Assoc Prof Heather Monkhouse 25 Oct 2017. Creativity and Ageing. Recent research indicates that creativity does not necessarily decline with age

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Teaching Creative Arts for Older Adults in an Online Environment

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  1. Teaching Creative Arts for Older Adults in an Online Environment Assoc Prof Anne-Marie Forbes, Assoc Prof Heather Monkhouse 25 Oct 2017

  2. Creativity and Ageing Recent research indicates that • creativity does not necessarily decline with age • cultural expression and creativity contribute to sense of purpose (Hasselkus 2011) • participatory arts promote social connectedness and wellbeing (Vella-Burrows 2016) • creative activities can promote new neural networks in the brain and also improve coping strategies for ageing (Noelker et al. 2009), self confidence and artistic accomplishment (Cohen 2006), focus and joy. SCHOOL OF CREATIVE ARTS

  3. Cognitive Benefits of Creative Arts • Researchers have identified that: • Thinking creatively, planning and effectively executing a creative vision provides a true cognitive workout, yet because the creator is so immersed in and fulfilled by the experience this is barely noticed (Patterson and Perlstein 2011).  • the combinatorial nature of creative and performing arts activities - requiring the integration of "cognitive, physical and affective skills“ (Noelker et al. 2009) may explain their neuroprotective effect on cognitive capacity and executive function in ageing. • creative activities can strengthen social networks and resilience despite the biopsychosocial challenges of aging (McFadden & Basting 2010) SCHOOL OF CREATIVE ARTS

  4. Curriculum design of FXA101 Creativity & Ageing • The underlying impetus of FXA101 was to raise awareness of current research highlighting the benefits of creativity in normal ageing and providing opportunities to explore or reconnect with artistic creativity. • The curriculum was devised in two threads: • Introducing scholarly research on the effects of ageing on the brain and theories of cognitive reserve • Practical exercises in creativity, creative process and reflection. • Unit was delivered and assessed entirely via D2L online platform. • Intent was to build a community of practice for students through regular interaction with staff and other on discussion boards. SCHOOL OF CREATIVE ARTS

  5. Exploring Creativity Students explored their creativity by undertaking three different guided mini-projects e.g. visual arts projects, creative writing, stand-up comedy, digital soundscapes, tinkering etc. choosing from a range of specific projects guided by specialist lecturers from the University of Tasmania School of Creative Arts. SCHOOL OF CREATIVE ARTS

  6. Assessment • Multiple choice quiz testing learning materials on the Brain, Ageing and Creativity 10% • Creative project 1 based on given theme with one item to be used in an unconventional way. Journal of creative process assessed 10% • Creative Projects 2 and 3. Students choose two of eight projects and follow the brief and online illustrated instructions from staff. Assessed on artefact created and a 300 word contextual statement. 2x20% = 40% • Written Reflection 30% • Discussion participation and peer support 10% SCHOOL OF CREATIVE ARTS

  7. Cohort profile • Unit enrolments 202. • only 2 had completed previous higher education qualification. • 161 were new enrolments to the university • 11 were male and 191 female • 20/202 (10%) were under the age of 40. • 143/202 (70.8%) were aged between 50 and 69 SCHOOL OF CREATIVE ARTS

  8. Predicted challenges in teaching and learning • Inexperience with university study – only 2/202 had completed previous higher education qualification and 161/202 new enrolments to university • Unfamiliarity with online learning • D2L layout and interface • Difficulties with uploading files esp. images of creative work and video files for assessment • Difficulties joining discussion groups & accessing assignment feedback • Reticence to contribute to discussion • Anxiety around assessment tasks and creativity . SCHOOL OF CREATIVE ARTS

  9. Supporting these older adult learners Unit design and delivery was consistent with key recommendations of Wolfson et al. (2014) for optimising outcomes in technology-based instruction for older adults: • be highly structured – defined objectives and tasks, calendar prompts and weekly reminder/support emails, questions forum answered daily • provide feedback and adaptive guidance – detailed formative and summative feedback provided, staff and peer support thru discussion gps • Include cognitive and metacognitive prompts – learning strategies, self-assessment • incorporate principles derived from cognitive load theory and cognitive theory of multimedia learning – stepped instructions with example solutions, self-paced instruction, organisational reminders • include a user interface that is simple and consistent throughout the course – consistent, yes – simple, no. ScHOOL of Creative arts

  10. Student Feedback Anonymous feedback was provided by students through the University eValuate learning and teaching survey tool. Approx. 30% responded and 56/61 (92%) were aged over 40. Over 96% agreement with statements that learning experiences, resources and quality of teaching in the unit helped to achieve learning outcomes Student comments included: “It was a great learning model and motivational.” “This course has provided incentives to keep on learning and accepting the challenges that come with creativity and problem-solving as well as the pleasure one gets when something has been achieve to one’s satisfaction.” “[it] made me think outside the box and encouraged me to explore and play…” “I absolutely loved completing this unit.” SCHOOL OF CREATIVE ARTS

  11. References Cohen, G. “Research on Creativity and Ageing: the positive impact of the arts on health and illness” Generations 30/1 (2006): 7-15. Cohen, G. et al. “The impact of professionally conducted cultural programs on the physical health, mental health, and social functioning of older adults” The Gerontologist 46 (2006): 726-734. Hasselkus, B. Meaning of Everyday Occupation. Thorofare NJ: Slack Incorporated, 2011. McFadden, S. & A. Basting Healthy Aging Persons and their Brains: promoting resilience through Creative Engagement Clinics” Geriatric Medicine 26(1) (Feb 2010): 149-61.  Noelker, L. et al.  “Impact of Arts Participation on Health Outcomes for Older Adults” Journal of Aging, Humanities and the Arts 4 (2009): 352-67. Patterson, M. and S. Perlstein “Good for the Heart, Good for the Soul: The Creative Arts and Brain Health in Later Life. Generations: Journal of the American Society on Aging 35/2 (Summer 2011): 27-36. Seltzer, K. and T. Bentley. The Creative Age: Knowledge and Skills for the New Economy.  London: Demos, 1999. Vella-Burrows, T. “The arts and older people: a global perspective” in Oxford Textbook of Creative Arts, Health and Wellbeing: International perspectives on practice, policy and research ed. Stephen Clift and Paul Camic. Oxford: Oxford University Press, 2016. Wolfson, N. et al. “Older Adults and Technology-Based Instruction: Optimizing Learning Outcomes and Transfer” Academy of Management Learning & Education Vol. 13/1 (2014): 26-44. SCHOOL OF CREATIVE ARTS

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