Physical and Relational Space-Making Through Representational Videos of Arts After-School Programs

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Teacher and Student Development Through Arts Education (Table 17)

Abstract

The purpose of this paper is to show how one artist-teacher pair conceived of and represented a space for learning in the context of an afterschool arts-integrated classroom. We illustrate a representation of the co-construction of space with the purpose of identifying physical and relational elements of space to surface how these elements shaped artist-teacher-student interactions. Through this method of asking artist-teacher teams to notice, describe, and analyze their classroom spaces, we can theorize how physical and relational elements of space can support learning. The research questions driving our inquiry were: 1) How do artist-teacher pairs choose to represent the spaces where they teach? 2) In what ways do these representations mark the physical and relational dimensions of space/place?

Authors

• Maggie Dahn, University of California - Irvine
  Presenting Author

• Kylie A. Peppler, University of California - Irvine
  Presenting Author

• Olateju Adesida, Chicago Arts Partnerships in Education
  Presenting Author

• Scott Sikkema, Chicago Arts Partnerships in Education
  Presenting Author