CRPR08002 2016 Creative Practice 3: Linking Generations. Creative Inter-generational Practice

General Details

Full Title
Creative Practice 3: Linking Generations. Creative Inter-generational Practice
Transcript Title
CP 3: Linking Generations
Code
CRPR08002
Attendance
N/A %
Subject Area
CRPR - Creative Practice
Department
SOCS - Social Sciences
Level
08 - NFQ Level 8
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Author(s)
Kate Brown
Programme Membership
SG_WSOCI_H08 201600 Bachelor of Arts (Honours) in Social Care Practice SG_SoCaSOCI_G07 201600 Bachelor of Arts in Social Care Practice SG_HEARL_H08 201700 Bachelor of Arts (Honours) in Humanities in Early Childhood Care and Educ SG_HSOCI_H08 201700 Bachelor of Arts (Honours) in Social Care Practice SG_HEARL_H08 201800 Bachelor of Arts (Honours) in Early Childhood Care and Educ SG_HSOCI_H08 201900 Bachelor of Arts (Honours) in Social Sciences in Social Care Practice
Description

Intergenerational practice can best be understood as any activity which “aims to bring people together in purposeful, mutually beneficial activities which promote greater understanding and respect between generations and contributes to building more cohesive communities. Intergenerational practice is inclusive, building on the positive resources that the young and old have to offer each other and those around them” (Beth Johnson Foundation, 2001).

The aim of this module is to enable Learners to think critically about inter-generational work, as a relatively new interdisciplinary area for study, in relation to active citizenship, social inclusion and the building of sustainable communities.

The Learner will develop her/his knowledge of current policy concerns and the role of the early year's educator and social care practitioner in fostering potential areas for collaboration between generations and sectors to challenge ageism, challenge inter-generational mistrust and promote respect amongst generations.

According to the TOY Project Consortium, inter-generational learning initiatives involving young children (under 8yrs) are a neglected area in practice and policy. This module will equip the Learner with the skills to develop an inter-generational arts event for children under 8yrs and older people and connect the work to contemporary theory.

 

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice, and Teamworking

Domain 5: Professional Knowledge and Skills

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

A) Outline B) Assess C) Synthesise
Case studies of inter-generational initiatives involving children, youth and older people at the local, national and international level
Key European research which investigates the aims, benefits, and challenges of intergenerational learning initiatives for older people and young children (Domain 5.6, 5.7, 5.8, 5.14)

2.

Combine her/his knowledge of the ECCE/SCP sector with the knowledge of a partner from the SCP/ECCE degree programme, in order to a) design and b) conduct a piece of community research. (Domain 2.12, 2.15, 5.8)

3.

Through research conducted, the Learner will identify a need in the community, which could be appropriately met by carrying out an inter-generational event.(Domain 2.12, 2.15, 5.8)

4.

A) Design B) Implement C) Evaluate

An inter-generational arts event for the Bealtaine Festival: Celebrating Creativity As We Age in May. (Domain 1.3,1.5,  1.8,  1.15, 1.22, 1.23, 2.2, 2.3, 2.16, 5.2, 5.11, 5.12, 5.13, 5.16)

5.

Identify the key features of inter-generational practice (Domain 5.1, 5.6, 5.7, 5.14)

Teaching and Learning Strategies

Arts-based and intergenerational methodologies

Module Assessment Strategies

Paired project work: A social action project

This modules assessment allows for assessment of CORU standards of proficiency as follows:

1. A) Outline B) Assess C) Synthesis Case studies of inter‑generational initiatives involving children, youth and older people at local, national and international level Key European research which investigates the aims, benefits, and challenges of intergenerational learning initiatives for older people and young children Domain 5.6, 5.7; 5.8; 5.14

2. Combine her/his knowledge of the ECCE/SCP sector with the knowledge of a partner from the SCP/ECCE degree programme, in order to a) design and b) conduct a piece of community research. Domain 2.12; 2.15, 5.8

3. Through research conducted, the Learner will identify a need in the community, which could be appropriately met by carrying out an inter‑generational event. Domain 2.12; 2.15, 5.8

4. A) Design B) Implement C) Evaluate An inter‑generational arts event for the Bealtaine Festival: Celebrating Creativity As We Age in May. Domain 1.3; 1.5; 1.8; 1.15; 1.22; 1.23, 2.2, 2.3, 2.16, 5.2; 5.11; 5.12; 5.13; 5.16

5. Identify the key features of inter‑generational practice Domain 5.1; 5.6, 5.7; 5.14

Repeat Assessments

To be decided at Exam Board

Indicative Syllabus

The arts as a vehicle for social change: Arts skills development for intergenerational practice

Intergenerational learning as a methodology for teaching and learning

Ethical and practice issues: the safeguarding of children and vulnerable adults

Tackling ageism: Developing a community of change-makers

Children as agents in their own learning

Civic ideals and practices: Empowering communities

Promoting Social Justice: Interdependence and responsibility through Social Justice

Coursework & Assessment Breakdown

End of Semester / Year Formal Exam
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Project Practical Group Project 100 % Week 12 1,2,3,4,5
             
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Lecture MPC Studio Lecture 2 Weekly 2.00
Practical MPC Studio Tutorial 1 Weekly 1.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

The TOY Project Consortium (2013). Intergenerational Learning Involving Young Children and Older People. Leiden: The TOY Project.

Harper, S. & Hamblin, K. (2010). Innovative Approaches in Intergenerational Interaction and Learning. Oxford Institute of Aging & Fundaçao Calouste Gulbenkian.

Jessel, J. (2009). Family structures and intergenerational transfers of learning: changes and challenges. London: Department of Education Studies, University of London Goldsmith College.

Kaplan, M.S. (2002). Intergenerational programs in schools: considerations of form and function. International Review of Education 48 (5): 305-334.

Kaplan, M. (2004). Toward an intergenerational way of life. Journal of Family & Consumer Sciences, 96 (2), 5-9.

Kenner, C Ruby, M, Jessel, J Gregory, E & Tahera, A. (2007). Intergenerational learning between children and grandparents in East London. Journal of Early Childhood Research, 5 (3), 219-243.

Kernan, M. & van Oudenhoven, N. (2010). Community based early years services: the golden triangle of informal, non-formal and formal approaches. Background paper, Eurochild Members Exchange Seminar on Early Years Education and Care, Ensuring Quality the Path for Early Years in Europe and the role of Community Based Services, 29 Sept. – 1 Oct. 2010.

Linking Generations Northern Ireland. (2011). Promoting Intergenerational Practice across Northern Ireland by bringing generations together. 2009-2011 Activity Booklet. Newtownards: LGNI.

Living Streets. (2009). No Ball Games Here (or Shopping or Talking to their Neighbours): How UK streets have become no-go areas for our communities. London: Living Streets. London Borough of Camden. (2009).

Martin, K., Springate, I. & Atkins, M. (2010). Intergenerational practice: outcomes and effectiveness. (LGA Research Report) Slough: NFER.

McConnell & Hatton –Yeo. (2009). The Role of Intergenerational Initiatives in Reducing Fear of Crime. Northern Ireland: Community Safety Unit.

McGill, P. (2010). Illustrating ageing in Ireland north and south: Key facts and figures. Belfast: Centre for Ageing Research and Development in Ireland.

Pinazo-Hernandis, S. (2011). Intergenerational Learning: A Way to Share Time, Experiences, and Knowledge. A Field to Develop. Journal of Intergenerational Relationships, 9(1), 115-116. doi:10.1080/15350770.2011.544625

Preisser, R. (2011). Approaches and ways of intergenerational learning. Grundtvig Multilateral Network. http://
www.enll.eu/upload/document_files/Intergenerational_Learning.pdf

Stanton, G. and Tench, P. (2003). Intergenerational storyline: bringing the generations together in North Tyneside. Journal of Intergenerational Relationships, 1, 1, 71–80.

Medel-Anonuevo, C, Ohsako, T. and Mauch, W. . Revisiting Lifelong Learning for the 21st Century. Germany: UNESCO Institute for Education. UNITRE. (2012). Associazione Nazionale de)lle Università della Terza Età - UNITRE. Retrieved from http://www. unitre.net/nazionale/nazionale.html.

Villar, F. & Faba, J. (2012). Draw a Young and an Older Person: Schoolchildren’s Images of Older People. Educational Gerontology, 38(12), 827-840. doi:10.1080/03601277.2011.645445

Vonta, T., Geissa, C., Hrabar, T., Obid, N., Štrukelj, K., Trbižan, T. (2012). Integration of older adults in activities of preschool institutions. Unpublished research, carried out in the frame of Master’s Program Early Learning at Faculty of Education. Slovenia: University of Primorska.

Vygotsky, L.S. (1978). Mind in Society. The development of higher psychological processes. Cambridge: MA. Harvard University Press.

Welsh Local Government Association and Beth Johnson Foundation. (2012). Bringing generations together in Wales. UK: WLGA.

World Health Organisation (2002). Active Ageing: A Policy Framework. Adopted at Madrid, Spain for WHO, World Health Organisation.