Show Less
Restricted access

New Creativity Paradigms

Arts Learning in the Digital Age


Kylie Peppler

Commissioned by the Wallace Foundation, this book explores research indicating that youth are learning new ways to engage in the arts on their own time and according to their own interests. Digital technologies, such as production tools and social media, allow youth to create and share their art. Kylie Peppler urges educators and policy makers to take advantage of «arts learning opportunities» and imagine a school setting where young people are driven by their own interests, using tablets, computers, and other devices to produce visual arts, music composition, dance, and design. This book gives educators an understanding of what is happening with current digital technologies and the opportunities that exist to connect to youth practice, and raises questions about why we don’t use these opportunities more frequently.
Show Summary Details
Restricted access

5. Communities That Can Support Interest-Driven Arts Learning


← 60 | 61 → 5


One of the major findings to emerge from a survey of today’s participatory culture is that youths are increasingly assuming public roles as artists, performers, designers, editors, and directors of creative products and are sharing their work through social media platforms (Ito et al., 2010). Although prior ethnographic research suggested that little creative design and reflection occurs when young people work alone at home on their computers (Giacquinta, Bauer, & Levin, 1993; Sefton-Green & Buckingham, 1998), well-designed learning environments can encourage youths to explore new kinds of art learning to a greater degree than they would be inclined to do on their own.

As we look across these learning communities, we gain a better sense of the enduring role that institutions such as libraries, museums, community technology centers, and social media networks play in supporting interest-driven arts learning. We break this review into four major categories:

1. Non-formal learning communities operating outside of the school day, which organize projects, programs, and activities in structured but non-compulsory ways.

2. Informal communities where learning happens in a casual or haphazard way. These groups can be in physical spaces such as museums, libraries, or community technology centers or at street fairs or Maker Faire events and are united by the presence of what we call “construction zones.” That is, they have available resources, including tools, materials, and adult mentors, but they lack a...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.