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Making, feeling, thinking : narratives of three at-risk and underprivileged youth in an out-of-school visual arts programme
Author
Twardzik-Ching, Vincent
Supervisor
Wales, Prudence Ellen
Abstract
This qualitative research study consists of three descriptive case studies delving into the experiences of three at-risk and/or underprivileged young people, age fifteen to seventeen, who attend an out-of-school visual arts programme in Singapore. It asks, “What factors in this particular programme have contributed to the motivation for the long-term participation of these three young people?”
A series of interviews were conducted with three long-term participants and the former Director and founder of the school. The interviews were analyzed and five key emergent themes were identified and presented within the narratives of the students. They are: 1. Art Experiences: Feelings and Thoughts, 2. Student Beliefs: Learning and Benefits, 3. Feelings of Altruism and Community, 4. Teachers and the Environment, and 5. Responses to Changes in the School.
The study found the participants are motivated by an environment where the Arts are valued by other young people in the programme and by adults. Moreover the physical environment created by the staff and students was found to be conducive to their ongoing attendance. The space is comfortable with good and free access to art materials and food, and trainers are knowledgeable, responsive, friendly, and available at a moment’s notice. At some points during their time in the programme each of the participants felt good about themselves and felt they were gaining art skills and ‘real world’ experience.
However, certain factors have affected student motivation negatively. Early on in their experience at the institution the participating young people were given significant time to explore and develop their own creative ideas. But changes at the institution have resulted in some students now feeling they are creatively restricted and not receiving enough instruction in visual arts learning.
There were two unexpected findings, the first is that all three participants demonstrate altruistic behavior and thinking related to their experience at the school. The second is that those participants who perceived themselves to be meaningfully engaged in the school, not necessarily through making art, planned to continue attending while the one student who did not have the same level of engagement decided to leave the school.
A series of interviews were conducted with three long-term participants and the former Director and founder of the school. The interviews were analyzed and five key emergent themes were identified and presented within the narratives of the students. They are: 1. Art Experiences: Feelings and Thoughts, 2. Student Beliefs: Learning and Benefits, 3. Feelings of Altruism and Community, 4. Teachers and the Environment, and 5. Responses to Changes in the School.
The study found the participants are motivated by an environment where the Arts are valued by other young people in the programme and by adults. Moreover the physical environment created by the staff and students was found to be conducive to their ongoing attendance. The space is comfortable with good and free access to art materials and food, and trainers are knowledgeable, responsive, friendly, and available at a moment’s notice. At some points during their time in the programme each of the participants felt good about themselves and felt they were gaining art skills and ‘real world’ experience.
However, certain factors have affected student motivation negatively. Early on in their experience at the institution the participating young people were given significant time to explore and develop their own creative ideas. But changes at the institution have resulted in some students now feeling they are creatively restricted and not receiving enough instruction in visual arts learning.
There were two unexpected findings, the first is that all three participants demonstrate altruistic behavior and thinking related to their experience at the school. The second is that those participants who perceived themselves to be meaningfully engaged in the school, not necessarily through making art, planned to continue attending while the one student who did not have the same level of engagement decided to leave the school.
Date Issued
2016
Call Number
NX280 Chi
Date Submitted
2016