Editor's Desk

By Scott Burkett, Editor-in-Chief, Head Art-o-Maniac, WetCanvas!

March 10, 1999

Adult Learning in the Art World

First, the Dry Stuff

Malcolm Knowles was a widely known and influential professor of adult education for almost twenty years before academia dispensed with him through mandatory retirement in 1979. Prior to his university career he had worked seventeen years in the field. The author of several books on the subject of adult learning, Knowles championed the idea that adults learn differently than children. He called his adult learning theory "andragogy" (an-dra-go-je). This article is an attempt to introduce the concepts of andragogy and adult learning to the world of art, and in particular, art education.

Andragogy makes the following assumptions about the design of learning:

1. Adults need to know why they need to learn something
2. Adults need to learn experientially
3. Adults approach learning as problem-solving
4. Adults learn best when the topic is of immediate value

In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader.

Why Adult Learning in the Art World?

Aside from the hallowed halls of art schools and elementary/primary schools, art education is predominantly found in the form of the art "workshop". There are a plethora of workshops available today, across a variety of skill levels and mediums. Quite a large majority of attendees to art workshops could be classified as an "adult learner", due to the average age seen at most of these events. Why should a workshop instructor want to discover more about adult learning? Why would he or she want to employ the techniques for adult learning in their workshops? The answer is simple. When the principles of adult learning are applied properly, the effectiveness of the training increases exponentially. Subsequently, attendees learn more, and are likely to pass the word on to their peers, and/or return for future workshops.

Enough said! Let's move on.

The Guiding Principles of Adult Learning

The following list is not inclusive by any stretch of the imagination. However, these four principles of adult learning have immediate impact on the effectiveness of the training. I will examine each of them (there are four presented here), and I'll provide some pointers and suggested applications for each.

Adults need to be involved in the planning and evaluation of their instruction: As the attendee likely signed up for the workshop on their own volition, the first part of this principle applies inherently. However, adults should be involved in the ultimate evaluation of their training. They need to leave the workshop with the feeling that have not only learned something of value, but that they have accomplished something. When you are evaluating a student's work, try to focus on the more positive aspects of the piece, rather than cimply critiquing the negatives. Ask the student questions about certain aspects of their work. For example "I noticed a very strong, and unique, contrast in this area of your painting - is their a personal expression behind it? What were you thinking at the time?". Another technique would be to have the students do a "public critique", without revealing the identity of the artist. The last thing you want to do is single out someone!

Experience (including mistakes) provides the basis for learning activities: While there are many schools of thought on this subject, in general, adults learn by screwing up. Encourage learning through mistakes. Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made. If someone's pine tree comes out looking like a hairbrush with limbs, force their attention to the proper technique, and encourage them to try again. Some folks get overly frustrated when they make mistakes - it's okay. As long as you continuously foster an environment of learning and growth, they will fall in line. Reward success, but don't isolate failures entirely. if at the end of the workshop, you have a student who is still struggling with a certain technique (or the basics), refer them to a good book that you recommend. Recommend a workshop that is more in line with their current skill level. Send them to Wetcanvas! to participate in our ArtSchool Online (okay, sorry, a shameless plug!). The bottom line here, is that if you encourage them to continue learning, they will. More importantly, you will earn their respect, and most of the time, their undying loyalty.

Adults are most interested in learning subjects that have immediate relevance to their job or personal life: It's difficult to relate an art technique or lesson to someone's job. Especially since most of the folks who attend art workshops are not professional artists - they generally come from all walks of life. However, art can have an immediate relevance to someone's personal life. If the format of your workshop provides for it, encourage the participants to let their feelings and emotions bleed through to their art. Explain to them that certain colors can indicate certain feelings and emotions. If you'd like some more information on this, Roger Elliot has an excellent lesson online for this here at Wetcanvas! Check out lesson #7 in his excellent Color Theory series.

Adult learning is problem-centered rather than content-oriented: As children, we learned our subjects in school by sequentially following the steps provided by our teachers. This "content oriented" approach to education is only generally effective with adult learners when the training is on a very fundamental subject. In your intermediate-to-advanced workshops, encourage them to correct problems in composition or color. Present challenges to the group, and facilitate brief discussions around possible solutions. This approach to adult learning will surely increase the level of effectiveness of your workshop.

With adult learners, there is a need to explain why specific things are being taught: Adults need to hear the whys and whens as much as they need to see the hows and whats. What brush is most effective for blending? Don't just pull up your badger-blender or #6 sable fan brush - tell them why you feel that this is the right brush. Tell them why you put gesso on a piece of cardboard before painting on it. Encourage questions!

Well, I hope this short article has given you some insight into how adults learn. I hope that the tips presented here will assist you in bettering your workshops, and increasing the value of them to your students. The next special edition of Wet Paint will focus on presentation styles and techniques for workshop presenters. See you then!

As always, feel free to send on any comments, tips, or other sundries via email. Cheers, and happy painting!