The purpose of this study is to explore how art education, as part of lifelong learning, can lead to changes in the perception of successful aging among active seniors. A qualitative research method was employed to analyze the research questions from ...
The purpose of this study is to explore how art education, as part of lifelong learning, can lead to changes in the perception of successful aging among active seniors. A qualitative research method was employed to analyze the research questions from multiple perspectives. Middle age, as a transitional period in life, serves as a critical phase for preparing for old age, during which positive perceptional changes are required. Therefore, this study proposed an art education program reflecting the key elements of successful aging, seeking ways to help learners experiencing life transitions actively embrace and adapt to their lives.
This study was conducted with nine active seniors residing in Seoul, over a total of 24 sessions held from April to May 2024. An adult art education program was designed from a lifelong learning perspective. After all sessions concluded, in-depth interviews were conducted with the participants. The researcher collected and analyzed data by recording and transcribing the entire class and interview process. During participant observation, observable non-verbal elements such as participants' level of completion in artworks, attitudes, and emotional expressions were also recorded. Completed artworks were documented through photographs, and semi-structured open-ended questions were used in the follow-up interviews. Various types of data were collected through on-site participant observation and in-depth interviews, and these data were analyzed in three phases—‘description,’ ‘analysis,’ and ‘interpretation’—following Wolcott’s (1994) research procedures.
The collected data underwent a process of open coding through repetitive comparative analysis, leading to the derivation of subcategories and overarching categories. Based on this analysis, common themes were explored and interpreted in depth. A total of four major categories and eleven subcategories were identified. For the major category ‘Middle-Age Perception,’ the subcategories were ‘Awareness and Acceptance of Aging’ and ‘Sense of Community Solidarity.’ For the major category ‘Self-Efficacy,’ the subcategories included ‘Self-Exploration,’ ‘Self-Expression,’ and ‘Sense of Achievement.’ Under the major category ‘Perception of Successful Aging,’ the subcategories were ‘Perception of Old Age,’ ‘Continuous Learning,’ ‘Health Management,’ and ‘Companionship in Life.’ Lastly, for the major category ‘Willingness to Learn,’ the subcategories were ‘Learning New Things’ and ‘The Meaning of Learning.’
The findings of this study are as follows. First, the art education program for active seniors, implemented as part of lifelong learning, contributed to learners' understanding of themselves through self-discovery and expression, fostering their capacity to embrace changing life environments. Through this process, learners concretized their self-identity and developed a proactive attitude toward their lives. Second, the art learning process provided learners with opportunities for positive interaction and task accomplishment, enhancing their self-esteem. In particular, learners displayed proactive attitudes as they creatively applied acquired knowledge and skills to subsequent artworks. Third, art education played a crucial role in fostering a sense of community solidarity by encouraging learners to share their emotions and experiences with others. Through mutual encouragement and positive feedback, learners experienced psychological stability and underwent positive changes in their self-awareness.
In conclusion, art education executed from the perspective of lifelong learning significantly contributed to midlife learners' reflection, understanding, and acceptance of their lives. Repeated task performance enabled learners to experience a sense of achievement, which served as a foundation for developing self-esteem. In particular, mutual empathy, encouragement, and positive feedback formed during the learning process played a pivotal role in providing psychological stability and reinforcing positive self-esteem.
This study holds significance in qualitatively exploring adult art education for active seniors, a relatively underexplored area within the field of art education, and presenting its academic importance and practical implications. The study demonstrates the potential and effectiveness of lifelong learning for active seniors within the context of art education. Future research should focus on the long-term effects of adult art education programs, considering the continuity between middle age and old age. Such efforts are expected to provide concrete and sustainable educational approaches for improving the quality of life across the entire lifespan, from adulthood to old age.