Learning graffiti later in life

• Summer courses are offered at Swedish folk high schools, often with an artistic or aesthetic theme. This paper presents a study of a course called Graffiti for seniors. Although graffiti is usually associated with young people, this course was aimed at pensioners, and the teacher explained that this contrast was a way to explore something new. In this paper, we will discuss the reason why the participants chose the course and how the course corresponded to their needs. The paper is based on a field study and presents observation notes, photos and interview material. The nine course participants were women and can be divided into two groups: people who were artists or artisans, and people who were curious about graffiti as an expression and culture. The material is analyzed using a theory of educational needs (McClusky, 1982). This theory was developed to respond to situations where education for and by older people was characterized by an ad hoc character, and there was a lack of systematic design in the investments made. The educational needs that McClusky included were Coping Needs, Expressive Needs, Contributive Needs, Influence Needs, and Transcendence Needs. Like Formosa's (2012) critique of geragogy, which states that the approach is based on an asymmetric power relationship, the theory of needs assumes a top-down approach to older adults – they are treated as “recipients” of education. The theory has, however, categories of needs that are relevant to understand more in-depth.Starting with the needs identified by McCluskey, the analysis of the observation and focus group interviews showed that the most prominent need in this case seemed to be 'Expressive Needs' - the need to engage in activities that are carried out for their own sake and that give the individuals an opportunity to express themselves. The course had an open structure, meaning that the participants could, and was expected to, contribute to the realization of the course. This was appreciated, but some of the participants wanted the course leader to step forward and provide structure. An example of structure would have been to incorporate some form of collective task for the participants to solve, as it challenges the individual character of artistic activity. This is an area where further studies are needed to understand how a course leader can steer in a way that provides both framework and guidance but does not steer details or hinder the participants own initiatives.One conclusion of the study is that the age of the participants places demands on the course leaders, as the participants has extensive experience and knowledge. The degree of independence varied, some wanted more instructions while others wanted a great degree of freedom to be able to take their own initiatives and engage in their own projects. However, everyone wanted qualified input and stimulation from the course leader. As a course leader in senior courses, one should be aware that when it comes to active pensioners, they have a great desire to continue to deepen or broaden their knowledge on their own terms but at the same time, the teacher should have techniques to stimulate and engage the participants.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Graffiti

Older adults learning

Educational needs

Non-formal learning

Folk high schools

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)