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Cited by 10Service-Learning and Community EngagementArt Education and DevelopmentTeacher Education and Leadership Studies

Affective and emotional experiences in arts-based service-learning environments

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Western Sydney University, Australia, Jacobs, Rachael·2023·International Journal of Emotional Education
DOI 10.56300/uanj1022
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Abstract

Dewey (1938) once wrote that the most effective forms of learning connect intellectual processes with emotion, which is able to inspire curiosity and excite the learner. This paper adds to the body of research that attests to the transformative role of affect in teacher education, which is able to be cultivated through arts-based service-learning experiences. Pre-service teachers at two universities in Sydney, Australia were placed in service-learning settings that were based around participatory experiences in drama and storytelling, music, dance or visual art. The pre-service teachers’ reflections on the placement revealed a transformative experience which combined emotional learning with critical analysis of social justice issues as they relate to education. As part of their placement, they experienced arts engagement that utilised affect and emotion as a transformative pedagogy. They broadened their understanding of the role of teachers, both in an institution and in society. These emerging understandings led them to find voice as advocates, investigate arts education and community projects as alternative career paths and re-evaluate their own perceptions of quality teaching. Some participants continued engaging with the community arts projects after the placement had concluded, and others became advocates for the arts in education and society. Finally, they adopted a critical stance on social justice issues, and shed light on the ways that arts learning service-learning placements can become deeper engagements, leading to sustainable benefits for all parties. Keywords: affect, emotion, arts education, education, creativity

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  • Emotional analysis is an important aspect of reflective practice as it enables students to connect their feelings with their actions and earlier experiences, fostering social and emotional intelligence.

    “This emotional analysis is an important aspect of reflective practice as it enables students to connect their feelings with their actions and earlier experiences, fostering social and emotional intelligence [44].”

    From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [44]

    The Introduction reports that pre-service teachers’ reflections combined emotional learning with critical analysis, and the Discussion (p. 15) describes emotional experiences that helped them understand others’ circumstances. The paper does not establish that emotional analysis connects students’ feelings with their actions and earlier experiences or fosters social and emotional intelligence. (LLM, conf=0.84)

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Cited by

Sorted by citations

Authors
Western Sydney University, A., & Jacobs, R.
Affiliations
Western Sydney University (AU)
Corresponding author
Jacobs, Rachael
ORCID
Jacobs, Rachael
Venue
International Journal of Emotional Education
Publisher
Centre for Resilience and Socio-Emotional Health, University of Malta
Published
2023-05
Volume
15
Issue
1
Pages
4-20
ISSN
2073-7629 (ISSN-L)
DOI
10.56300/uanj1022
OpenAlex
W4366216793
Cited by
10
References
0
Citations by year
2026: 2 · 2025: 2 · 2024: 6
FWCI
7.41
Type
journal article
Language
en
Open access
Licence
cc-by-nc-nd
Locations
  • International Journal of Emotional Education (publishedVersion, cc-by-nc-nd)
  • OAR@UM (University of Malta) (submittedVersion, other-oa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Service-Learning and Community Engagement
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
affect, emotions, pre-service teachers, teacher professional development, emotional learning, transformative pedagogy, dance, visual arts, social justice, community art projects, art education, creativity, teacher advocacy

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