Rébecca Bourgault – författare

This text explores how art education can meaningfully address the needs of older adults as learners, makers, and teachers of art in formal and informal settings. It combines perspectives of museum educators, teacher preparation professors, art therapists, teaching artists, and older artists on what is meant by Creative Aging and the ways art education can support the health and well-being of this population. Most importantly, the book discusses what the field of art education can gain from older adult learners and creators.

Chapters are organized into five sections: Creatively Aging, Meeting Older Adults’ Unique Needs, Intergenerational Art Education, Engaging Older Adults With Artworks and Objects, and In Our Own Voices: Older Adults as Learners, Makers, and Teachers. Within each section, contributors investigate themes critical to art education within aging populations such as memory loss, disability, coping with life transitions, lifelong learning, intergenerational relationships, and personal narrative. The final section focuses on accounts from older adult artists/educators, offering insights and proposing new directions for growing older creatively.

Though ideal for art education faculty and students in graduate and undergraduate settings, as well as art education scholars and those teaching in multigenerational programs within community settings, this book is an expansive resource for any artist, student, or scholar interested in the links among health, well-being, and arts participation for older adults.

This text explores how art education can meaningfully address the needs of older adults as learners, makers, and teachers of art in formal and informal settings. It combines perspectives of museum educators, teacher preparation professors, art therapists, teaching artists, and older artists on what is meant by Creative Aging and the ways art education can support the health and well-being of this population. Most importantly, the book discusses what the field of art education can gain from older adult learners and creators.

Chapters are organized into five sections: Creatively Aging, Meeting Older Adults’ Unique Needs, Intergenerational Art Education, Engaging Older Adults With Artworks and Objects, and In Our Own Voices: Older Adults as Learners, Makers, and Teachers. Within each section, contributors investigate themes critical to art education within aging populations such as memory loss, disability, coping with life transitions, lifelong learning, intergenerational relationships, and personal narrative. The final section focuses on accounts from older adult artists/educators, offering insights and proposing new directions for growing older creatively.

Though ideal for art education faculty and students in graduate and undergraduate settings, as well as art education scholars and those teaching in multigenerational programs within community settings, this book is an expansive resource for any artist, student, or scholar interested in the links among health, well-being, and arts participation for older adults.