"More Like a Real Human Being": Humanizing Historical Artists through Remote Service-Learning

Autor/in	Gasper-Hulvat, Marie
Titel	"More Like a Real Human Being": Humanizing Historical Artists through Remote Service-Learning
Quelle	In: Journal of Experiential Education, 41 (2018) 4, S.397-410 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gasper-Hulvat, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825918808321
Schlagwörter	Service Learning; Art Education; Art History; Museums; Archives; Audio Equipment; Editing; Oral History; Partnerships in Education; Transfer of Training; Outcomes of Education; Student Attitudes; College Students; Decision Making; Program Evaluation; Artists; Distance Education; Ohio + Suchen Sie Ihr Suchwort? Service-Learning; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; History of art; History of arts; Kunstgeschichte; Museum; Museumswesen; Museen; Archivwesen; Archiv; Audio-CD; Redaktion; Textbearbeitung; Oral tradition; Mündliche Überlieferung; Hochschulpartnerschaft; Training; Transfer; Ausbildung; Lernleistung; Schulerfolg; Schülerverhalten; Collegestudent; Decision-making; Entscheidungsfindung; Programme evaluation; Programmevaluation; Artiste; Artist; Künstler; Künstlerin; Distance study; Distance learning; Fernunterricht
Abstract	Background: In a digital age, service-learning partner organizations can expand beyond geographical locations accessible to the students. Particularly within fields digitizing archival sources, including art history, many learning outcomes achieved in traditional on-site service-learning programs can also result from remote access to staff and materials at non-local partner organizations. Purpose: This study analyzed the impact of a remote service-learning project between an upper division contemporary art history course at a regional university in Ohio and the Archives of American Art in Washington, D.C. Methodology/Approach: Over 3 consecutive years, the students used digitized visual and audio archival materials to edit transcripts of oral histories for web publication. At the conclusion of the project, the students conducted focus group interviews to analyze their perceptions of learning outcomes. Findings/Conclusions: Qualitative analysis of the interview transcripts yielded four primary themes in the data: disciplinary understanding, transferrable skill development, critical decision making, and emotional knowledge. Implications: Remote service-learning can facilitate many of the same learning outcomes as on-site experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01