Research, practice, and policy connections: The ArtPlay case study

Abstract

This article explores the nexus between arts-based research, theory, practice, and policy. It does so through reference to a longitudinal study of ArtPlay, a unique Australian community arts center that offers artist-led workshops involving young people aged 3–13 years. The ethnographic and action research study investigated how children responded to ArtPlay workshops (engagement), how they benefited from such experiences (learning), and what broader encounters with culture and community were evident (cultural citizenship). Over a 4-year period (2007–2012), data collected included dual researcher observations of 39 workshops (100+ hours), interviews with artists, ArtPlay staff, teachers, and other stakeholders (60+ hours), family surveys (350+ returns), demographic mapping of families, family focus groups, and meeting notes. Through deep immersion in the site, the researchers, experienced in diverse art forms, collaborated with the organization to theorize how constructs such as engagement, learning, and cultural citizenship are interpreted and translate into practice. The research indicates that ArtPlay offers children engaging encounters with the arts that promote intrinsic learning. With reference to these findings, and relevant policy and theory, this article discusses the impact of participatory research on an organization's capacity to interpret and respond to the interests and needs of children and artists.

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