The practice educator as museum guide, art therapist or exhibition curator. / Couchman, Wendy; Leonard, Kate; Hafford Letchfield , Trish.

In: Journal of Practice Teaching and Learning, Vol. 12, No. 3, 2014, p. 79-92.

Research output: Contribution to journalArticlepeer-review

Published

Standard

The practice educator as museum guide, art therapist or exhibition curator. / Couchman, Wendy; Leonard, Kate; Hafford Letchfield , Trish.

In: Journal of Practice Teaching and Learning, Vol. 12, No. 3, 2014, p. 79-92.

Research output: Contribution to journalArticlepeer-review

Harvard

Couchman, W, Leonard, K & Hafford Letchfield , T 2014, 'The practice educator as museum guide, art therapist or exhibition curator', Journal of Practice Teaching and Learning, vol. 12, no. 3, pp. 79-92. https://doi.org/10.1921/jpts.v12i3.292

APA

Couchman, W., Leonard, K., & Hafford Letchfield , T. (2014). The practice educator as museum guide, art therapist or exhibition curator. Journal of Practice Teaching and Learning, 12(3), 79-92. https://doi.org/10.1921/jpts.v12i3.292

Vancouver

Couchman W, Leonard K, Hafford Letchfield T. The practice educator as museum guide, art therapist or exhibition curator. Journal of Practice Teaching and Learning. 2014;12(3):79-92. https://doi.org/10.1921/jpts.v12i3.292

Author

Couchman, Wendy ; Leonard, Kate ; Hafford Letchfield , Trish. / The practice educator as museum guide, art therapist or exhibition curator. In: Journal of Practice Teaching and Learning. 2014 ; Vol. 12, No. 3. pp. 79-92.

BibTeX

@article{77d52b0891b44b55ad85e0b5a05642ab,
title = "The practice educator as museum guide, art therapist or exhibition curator",
abstract = "The use of arts-based approaches in professional education in health and social care has gathered momentum in the last decade and their effectiveness has been well documented. There are helpful models in the education literature that begin to explain how these creative methods work in learning and practice, and that assert the significance of an emotional or affective level of learning. However, the process remains elusive, almost a {\textquoteleft}given{\textquoteright}. A more cross-disciplinary analysis of affective learning is needed to guide arts-based methods and more robust evaluation of their use in health and social care education and practice. This paper identifies different roles that can be taken by the practice educator with a review of those theoretical models of affective learning that underpin them to help understand how and why arts-based approaches are effective.",
author = "Wendy Couchman and Kate Leonard and {Hafford Letchfield}, Trish",
year = "2014",
doi = "10.1921/jpts.v12i3.292",
language = "English",
volume = "12",
pages = "79--92",
journal = "Journal of Practice Teaching and Learning",
number = "3",

}

RIS

TY - JOUR

T1 - The practice educator as museum guide, art therapist or exhibition curator

AU - Couchman, Wendy

AU - Leonard, Kate

AU - Hafford Letchfield , Trish

PY - 2014

Y1 - 2014

N2 - The use of arts-based approaches in professional education in health and social care has gathered momentum in the last decade and their effectiveness has been well documented. There are helpful models in the education literature that begin to explain how these creative methods work in learning and practice, and that assert the significance of an emotional or affective level of learning. However, the process remains elusive, almost a ‘given’. A more cross-disciplinary analysis of affective learning is needed to guide arts-based methods and more robust evaluation of their use in health and social care education and practice. This paper identifies different roles that can be taken by the practice educator with a review of those theoretical models of affective learning that underpin them to help understand how and why arts-based approaches are effective.

AB - The use of arts-based approaches in professional education in health and social care has gathered momentum in the last decade and their effectiveness has been well documented. There are helpful models in the education literature that begin to explain how these creative methods work in learning and practice, and that assert the significance of an emotional or affective level of learning. However, the process remains elusive, almost a ‘given’. A more cross-disciplinary analysis of affective learning is needed to guide arts-based methods and more robust evaluation of their use in health and social care education and practice. This paper identifies different roles that can be taken by the practice educator with a review of those theoretical models of affective learning that underpin them to help understand how and why arts-based approaches are effective.

U2 - 10.1921/jpts.v12i3.292

DO - 10.1921/jpts.v12i3.292

M3 - Article

VL - 12

SP - 79

EP - 92

JO - Journal of Practice Teaching and Learning

JF - Journal of Practice Teaching and Learning

IS - 3

ER -