Learning through the arts: A visual ethnography of educational practices at Arts Commons

Abstract

This thesis investigates the educational practices of Arts Commons, a cultural institution in Calgary, Canada, with a focus on visual arts education. The study addresses three research questions: how visual arts-based educational strategies are enacted and facilitated at Arts Commons, what artistic and pedagogical methods support student participation, creativity, and social interaction, and how these practices might inform visual arts education in Swedish school contexts. A visual ethnographic methodology is used, grounded in sociocultural theory and concepts such as cultural mediation, the zone of proximal development, and collaborative learning. Field observations from week-long programs with elementary students and interdisciplinary Teaching Artists form the empirical foundation. Findings show that Arts Commons fosters a holistic and inclusive learning environment, where embodied, multimodal, and culturally responsive practices promote creativity, community, and intercultural understanding. These align with the Indigenous Education Holistic Lifelong Learning Framework. The study contributes to discussions on teaching artists, the role of cultural institutions in education, and the potential of alternative learning environments to support holistic student development, offering perspectives relevant to both Canadian and Swedish contexts.