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"Artifact-oriented learning: a theoretical review of the impact of the arts on learning"

6/1/2021

 
Associate Professor Kylie A. Peppler published an article in Arts Education Policy Review. The title of the article is: “Artifact-oriented learning: a theoretical review of the impact of the arts on learning.”
 
Co-authors are Director of Education Heidi J. Davis-Soylu (Sidney and Lois Eskenazi Museum of Art, Indiana University) and Assistant Specialist Maggie Dahn (UCI Informatics).
 
An artist by training, Peppler is an associate professor in both Informatics and Education. She engages in research that focuses on the intersection of arts, computational technologies and interest-driven learning. Peppler holds a Ph.D. in Urban Schooling from UCLA, where she was part of the NSF-sponsored team that designed and studied the Scratch platform. Peppler earned a National Science Foundation early CAREER award for her work on how e-textiles and other computational construction kits popularized through the Maker movement can deepen learning and broaden participation across a range of STEM fields. Her research been published in leading journals, including Computers & Human Behavior; Mind, Culture & Activity; British Journal of Educational Technology; Journal of Science and Educational Technology; Studies in Arts Education; Review of Research in Education; Teachers College Record; and Learning, Media & Technology. 
Picture
Kylie Peppler
​Abstract
 
Traditional reviews of arts education have focused on why the arts are valuable for learning, but the arts’ contributions to cross-disciplinary discourse remain undertheorized. In this article, we provide a theoretical review of the arts and learning to suggest a new way of thinking about how the arts contribute to learning across disciplines through a focus on the production of artifacts. Guided by a sociocultural constructionist view on learning, this review brings together research from across the field of arts education to demonstrate the benefit of policies that support the production and engagement of shareable artifacts. Findings are synthesized through what we name an artifact-oriented learning model, which merges constructionism with ecological systems theory. Our review points to two key pathways of learning through the arts (i.e., making and engaging) and suggests the arts support learning that is multimodal and transactive across settings. Thus, we consider arts education policy as part of a sociocultural process that has rippling effects across disciplines for all layers of a social ecology. Given this orientation, implications for researchers and policymakers are discussed to support decision-making and continued inquiry across arts education research and policy.

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