Utilizing Cultures of Learning in the Arts
Session Number: ACA1
Track: Arts, Culture, and Audiences
Session Type: TIG Multipaper
Presenter 1: Suzanne Callahan [Callahan Consulting for the Arts]
Presenter 2: Leigh M. Tolley [Assistant Professor, Secondary Education - University of Louisiana at Lafayette]
Presenter 3: Rebecca Teasdale [Graduate Student - University of Illinois at Urbana-Champaign]
Presentation 2 Additional Author: Natalie Keefer [Assistant Professor - University of Louisiana at Lafayette]
Presentation 2 Additional Author: Toby Daspit [Associate Professor - University of Louisiana at Lafayette]
Presentation 2 Additional Author: Micah N Bruce-Davis [Assistant Professor - University of Louisiana at Lafayette]
Time: Nov 10, 2017 (03:30 PM - 04:15 PM)
Abstract 1 Title: Charting Course, Changing Course: Using a Developmental, Participatory Approach to Evaluating Engaging Dance Audiences
Presentation Abstract 1: This presentation will illustrate the concepts used and lessons learned from evaluating Engaging Dance Audiences (EDA), a national funding program supported by the Doris Duke Charitable Foundation. The program provides grants to nonprofit arts organizations, which participate in a community of practice during the grant period. The presentation conveys the challenge for both program design and evaluation: to foster an environment in which grantees share openly about their projects' successes and failures, as they build professional relationships. The presentation begins with the program's initial evaluation design, including outcomes and indicators, as well as data collection methods, and follows how and why the evaluation methods were changed as the program commenced. The presentation shares some of the methods used to generate quick feedback loops, so that input from the grantees could be incorporated, and changes made, as the program commenced.
Abstract 2 Title: Cultures of Learning: Evaluation Practice and Use through a Living History Service Learning Partnership
Presentation Abstract 2: The Vermilionville Education Enrichment Partnership (VEEP) is an academic service learning collaboration between Vermilionville, a living history museum and folklife park, the University of Louisiana at Lafayette (UL Lafayette), and the Lafayette Parish School System (LPSS). Through VEEP, and under the mentorship of UL Lafayette faculty, pre-service elementary and secondary social studies and English/language arts pre-service teachers prepare and implement interdisciplinary lessons with LPSS students that are rooted in Acadian, Native American, and Creole cultures. As part of this program, formative, summative, and developmental evaluations about the lessons and the partnership occur, and quantitative and qualitative data are collected from multiple sources, including LPSS student participants and their teachers, the UL Lafayette students, and document analysis of the lesson plans themselves. This presentation will share the findings across different stakeholders involved in the partnership and the practices currently being used to both learn about and continue to improve the program.
Presentation 2 Other Authors: Melanie Harrington, Vermilionville, Education Coordinator; Brady McKellar, Vermilionville Living History Museum, Director of Museum Operations
Abstract 3 Title: Fostering learning in museums and libraries through democratic approaches to evaluation
Presentation Abstract 3: Museums and libraries foster visitor engagement and experiences that are self-determined and highly tailored to individual interests and aims. As a result, program staff need, yet often lack, insight into visitors’ experiences and the meaning visitors make from their engagement. This paper advances the use of democratic evaluation approaches in informal learning settings as a means for learning about the visitor experience. Many theorists and practitioners position evaluation as supporting decision-making within democratic societies (e.g., Chelimsky, 2006), while a select group has engaged democratic aims more directly through evaluation approaches that foster inclusion, equity, and learning (Greene, 2006). This paper applies these democratic evaluation theories to the practice of evaluation in museums, libraries, and related contexts. The paper provides illustrative examples of how evaluation can deepen understanding by including a range of perspectives, foregrounding visitor experience, and fostering dialog (House & Howe, 1999; Kushner, 2000; Greene, Millett, & Hopson, 2004).
Theme: Select one
Audience Level: None
Session Abstract (150 words): Utilizing Cultures of Learning in the Arts
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