Angela LaPorte

4.17 Inclusive Art Pedagogy: Reflections on Relationships with the Natural World and Beyond (Paper)

Angela LaPorte – University of Arkansas, USA

Marriah Geels – Springdale Public Schools | University of Arkansas, USA

Abstract:

This paper presentation explores a service-learning collaboration between the University of Arkansas Art Education Program and the Life Styles’ Launch Program, which provides collegiate experiences for adults with cognitive and/or developmental disabilities. In the “Inclusive Art Pedagogy” class an inverse inclusion pedagogical model was used, wherein university students rotate between roles as educators and learners alongside Launch program participants to build positive reciprocal relationships through art education experiences and collaboration. One key experience involved a reflective lesson on relationships with nature, where participants visited The Momentary Museum to critically examine artworks in the Divided Landscape exhibition. Through discussions about cultural disparities and artists’ approaches to nature as an appreciator and/or activist, participants engaged in meaningful conversations that deepened their understanding of art. The course culminated in a collaborative exhibition showcasing students’ artwork, focusing on various types of relationships and celebrating the contributions of all participants. This exhibition served as a platform for creative expression and community engagement.

Additionally, in this presentation we will outline the inclusive pedagogical practices employed throughout the course to dismantle bias and hierarchy among the teachers and students. We will share insights into the experiences of both adults with disabilities and college students involved in this collaboration. By sharing these outcomes and lessons learned, we aim to contribute to the discourse on inclusive art education practices and inform educators and practitioners in the field.

4.26 Inclusive Art Pedagogy: Reflecting on the Transformational Aspects of New Territory and Experiences (Paper)

Angela LaPorte – University of Arkansas, USA

Abstract:

This qualitative study explores the transformational aspects of university students’ exploration of new inclusive territories of art education practice. The study is based on participants’ collective art education experiences during two university service-learning courses with preservice teachers, graduate students, and young adults with cognitive/intellectual and/or physical disabilities. Data in the form of university student participant interviews, observations, reflections, and artworks reveal implications for positive experiential education between diverse ability populations that begin to reverse disability bias among participants while allowing for empowerment opportunities for all through collective art curriculum development, teaching, and exhibition. Incorporating disability studies readings alongside art education inclusive experiences begin to encourage an acknowledgement of societal barriers tied to disability, a transformation of the saviour complex, an appreciation of differences and similarities, admiring community partners with disabilities as creative influencers, and breaking down teacher/student hierarchies through role rotations. It is only through experiencing these new territories that university students begin to transform their beliefs and biases about disability.