“It’s like being back in GCSE art”—engaging with music, film-making and boardgames. Creative pedagogies within youth work education

Howard, F. ORCID: 0000-0002-8493-5721, 2021. “It’s like being back in GCSE art”—engaging with music, film-making and boardgames. Creative pedagogies within youth work education. Education Sciences, 11 (8): 374. ISSN 2227-7102

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Abstract

Creative pedagogies within youth work practice are well established. Practitioners working with young people are often called upon to utilise their own personal and professional ‘toolboxes’, as a way of supporting ‘Creative Arts Youth Work’. However, within Higher Education (HE), creative methods for teaching and learning within the university context are often overlooked. The problem posed by this article is: how can HE ‘catch-up’ with more advanced pedagogies in the field of practice? Despite a recent focus on the personalisation of learning within HE, how can arts-based pedagogies, including digital storytelling, be drawn upon to enhance the learning experience? This article reports on three areas of pedagogical innovation engaged with by students undertaking the Youth Studies degree at Nottingham Trent University. Three experimental initiatives are explored, which assisted in educating informal educators, through creative learning techniques. Engaging with music, film-making and boardgames are given as examples of creative pedagogy, reporting on both my own practical experience in organising these activities and student feedback. Results showed that the symbiosis of creative pedagogies with relational and experiential learning, key tenets of youth work practice, offered expressive and authentic conditions for learning that are based upon student’s experiences. Therefore, there is much to learn from youth work courses within HE, not only in terms of engaging and encouraging students through creativity, but also setting the scene for the future of creative youth work practice.

Item Type: Journal article
Publication Title: Education Sciences
Creators: Howard, F.
Publisher: MDPI AG
Date: 22 July 2021
Volume: 11
Number: 8
ISSN: 2227-7102
Identifiers:
NumberType
10.3390/educsci11080374DOI
1455121Other
Rights: © 2021 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Divisions: Schools > School of Social Sciences
Record created by: Laura Ward
Date Added: 16 Feb 2022 09:59
Last Modified: 16 Feb 2022 09:59
URI: http://irep.ntu.ac.uk/id/eprint/45692

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