Research update: art programs for older adults: today's more active older adults are choosing programs like art education to fulfill their leisure learning needs.

Literature has suggested that societal expectations of seniors leisure pursuits have remained relatively static (Pedlar, Dupuis & Gilbert, 1996). However, it has become apparent that leisure pursuits of retiring baby-boomers are very different than those of their parents. Due to these differences, a greater variety of recreational programs will need to be offered in the future.

In reality, this group of older adults is becoming more active and adventurous, both intellectually and physically. In order to fulfill their educational, social and recreational needs, they often choose to participate in lifelong leisure learning opportunities, such as art education or art instruction programs. Their involvement in leisure helps them with personal growth, and fills their free time with opportunities that enhance their skills (McGuire, Boyd & Tedrick, 2004).

Nationally, some older adults are choosing to pursue art instruction through programs offered at colleges, universities, recreation centers, churches or senior centers. They may have different reasons for pursuing art instruction, such as for skill development, intellectual curiosity or social interactions. These decisions may enhance their creativity, expand their curiosity or create new acquaintances. In recreational settings, these intangible outcomes are considered benefits (Riley, 2002).

Researchers agree that art participation is an accepted and important leisure pursuit among older adults (Carpenter, 1999; McCarthy, Ondaatje & Zakaras, 2001). Art participation can be active, in which people engage in the act of creating or performing the art, or it can be passive, as is the case when an audience views a performance or a person visits an art gallery.

Active and passive art experiences provide an individual with the benefits of discovery, stimulation and relaxation. It is important for this age group to participate in lifelong learning art activities because this participation offers them valuable rewards and benefits (Riley & Mitchell, 2004).

Even though art educational opportunities currently exist for an older population, many of these opportunities have been considered by the participants to be inappropriate and frivolous since the program objective does not match the expectations of the participants (Cordes & Ibrahim, 2003). Since these are baby boomers who are more active and expect greater rewards from their leisure pursuits, planning these activities has become an extremely challenging endeavor.

A previous investigation suggested that instructors of art activities had developed a number of preconceived notions when considering offerings to recreational art participants (Riley & Mitchell, 2004). The preconceived notions identified were: 1) participant numbers reflect the success of programs; 2) as a participant's skill level increases, more benefits are obtained; 3) people who participate in a specific activity want to continue only in that activity; 4) typically, males attend sporting events, theme parks and participate in physical activities more than females; 5) typically, females participate more frequently in religious activities, attend live performances and visit museums more than males; 6) many art-related opportunities exist in the community; and 7) all artists are interested in art-related activities that reflect different cultures. Art instructors have used these preconceived notions to design their older adult art programs.

In order to determine if these preconceived notions were accurate predictors of what baby boomer art enthusiasts desire from a lifelong learning activity, a self-reported survey was developed and sent to art participants.

This instrument examined participants' demographic information, artistic rewards, community involvement and other leisure pursuits. The survey results consisted of Likert responses to questions on seven artistic rewards and 10 leisure pursuits, as well as six dichotomous choice questions pertaining to art participation within the respondent's community.

The 868 participants of this study were adults age 55 and older who were members of the Cheap Joe's Art Supply Company list serve and participated in art-related activities throughout the United States. The findings indicated that the preconceived notions of the art instructors do not reflect the opinions of the older adult art participants and should not be used to determine the types of art-related programs to offer this user group.

Instead, art instructors need to reexamine their planning and implementation practices to provide the older generation with valuable art-related experiences. Therefore, the following suggestions should be considered and used as guidelines when developing art programs for older adults:

1.) Participant numbers are important, but successful art programs should address the benefits that the participants will receive.

* Participation rates assist directors, board members and the city council in understanding the demographics of the participants they are serving and might ensure accountability for the programs (Henderson & Bialeschki, 2002). However, numbers alone do not ensure a successful art program. The agency may not offer another art activity course.

* Qualified instructors must use appropriate techniques, skills and terminology for the program to be successful.

* Specific objectives that are achievable and realistic for the participants must be developed and used during the art programs.

* Specific objectives must be used when marketing the art program so participants can match their goals to the programs' objectives.

* At the conclusion of the art program, the specific objectives must be evaluated by the participants.

* Research suggests designing programs that contribute to the development of identified competencies (physical, mental and social) enhances the overall art program experience (Godbey, Graefe & lames, 1992).

2.) Participants with less experience and skills receive greater rewards since their expectations are lower.

* Instructors must offer more entry-level art programs. These programs should challenge the participants.

* Instructors must be flexible and able to evaluate the various skill levels of all the participants.

* Instructors must provide specific directions on how to accomplish tasks (mixing colors, techniques used and materials required).

* Intermediate and advanced classes in art need to focus on concept development and be less concerned with skill development.

* Intermediate and advanced classes can offer art competitions since research has indicated this cohort enjoys rivalry and contests (Tedrick, 2004). Competition also increases the motivation for the artist and provides a social atmosphere that can be used for the sharing of ideas and concepts related to their art endeavors.

3.) Art participants enjoy a variety of leisure activities and settings.

* Just because a participant is passionate about art does not mean they do not like sport and exercise. Try to incorporate art classes that capture both sport and art, or travel and art as the main focus. Combining two passions can increase participant numbers and broaden one's understanding of their place in society. This might also provide ideas for future art projects.

* Encourage participants to keep sketch or drawing journals, and have them expand their ideas in the classroom setting. Encourage them to enlarge their journal drawings, add colors and use other media, such as a collage motif.

* As part of the art course, have participants visit a specific attraction (i.e., zoo, circus or casino) and then have them explore various aspects of the attraction with their artistic abilities (i.e., color, shapes, sounds or emotions).

* Art instructors must keep in mind the perfect art participant does not exist. Therefore, programs should not be limited by the instructor's own judgments.

* Do not be afraid to ask your participants what they would like to create. After all, some participants want a finished product (painting or ceramic piece), while others want to examine the overall art process.

4.) Programs should be developed based on interest, benefit and outcomes, rather than the demographics of the participants.

* Research suggests that customer satisfaction is greater when the activity is organized in a format that relates to the benefits derived (Rossman & Schlatter, 2000; Rossman 1984).

* Careful consideration must be given when choosing the type of program format (i.e., drop-in, structured, open house or class) (Edginton, Hanson, Edgeinton and Hudson 1998).

* Leader-directed programs for older adults produce the lowest level of satisfaction for the participant. Therefore, instructors must be creative when developing an artistic endeavor (Rossman & Schlatter, 2000).

* Participants indicated that having an environment allowing for achievement and relaxation contributed to the overall success of the program.

5.) There can never be too much variety and types of art media.

* Each community has a sense of place and citizens identify with those images. Therefore, programs that capture those images will enhance the participant's overall satisfaction of the art program.

* Leisure behavior is affected by many variables, including social, cultural, environmental and individual experiences. Previous community indicators (needs assessment results) can illustrate the participants' opinions of art in the area. If a needs assessment has not been completed, surveying the needs and interests of participants might enhance the overall program because a clearer understanding of the participant has been achieved.

* Research has indicated that intergenerational programs create harmony within the community and increase social identity.

6.) Art programs for older adults should address traditional and nostalgic views of older artists.

* The older generation (age 65 and older) is steeped in tradition. Introducing non-traditional opinions reduces the amount of success for an art program.

* The media has termed this group as the "greatest generation." Therefore, programs should highlight and promote the significance this generation has had on humanity.

* This group is patriotic, devoted and educated. Programs should create objectives related to these areas.

Conclusion

By the year 2010, it is estimated that retired baby-boomers will represent almost a quarter of the population. This generation has different leisure pursuits, larger discretionary incomes and is more active than their parents and grandparents. Due to these differences, art instructors must recognize that traditional art programs must change to meet the needs of today's older adults.

Instructors need to re-examine their reasons for offering art programs and be cognizant that the programs' objectives match participant desires and anticipated outcomes. By using the suggestions and strategies identified, art-related programs can be enhanced. As a result of this effort, art participants will be able to increase their intrinsic rewards, enhance their creativity and become more motivated by exploring their inner-selves (Riley, 1999).

As stated, some older adults are enrolled in art programs offered at various colleges, recreation centers and senior centers. Some communities do not have this luxury, and in some instances, art programs can only exist if schools (K-12) or agencies are willing to create new partnerships with other community groups which recognize that the whole is greater than the sum of its parts.

For art programs to remain dynamic and exciting, art instructors must create a synergistic boost by combining programs, activities and participants (Riley, 2002). After all, tomorrow's older adults want art programs that provide intrinsic rewards.

References

Carpenter, G. (1999). Economic and leisure factors impacting participation in the arts by middle aged adults. CultureWork (e-journal.ad.uoregon.edu/ culturework). Mot (3), 3.1-8.

Cordes, K.A. & Ibrahim, H. M. (2003). Applications in Recreation and Leisure. Boston, MA: McGrawHill.

Edginton, C.R., Hanson, C.J., Edginton, S.R. & Hudson, S.D. (1998). Leisure Programming: A Service Centered and Benefits Approach (3rd. ed.). Boston, MA: McGraw-Hilt.

Godbey, G., Graefe, A. & James, S. D. (1992). The Benefits of Local Recreation and Park Services: A Nationwide Study of Perceptions of the American Public. Arlington, VA: National Recreation and Park Association.

Henderson, K. A. & Biateschki, D. (2002). Evaluating Leisure Services: Making Enlighten Decisions. State College, PA: Venture Publishing, Inc.

McCarthy, K.F., Ondaatje, H.E. &. Zakaras, L.V. (2001). A Guide to Literature in the Arts. Santa Monica, CA: RAND, DRU-2308-WRDF.

McGuire, F. A., Boyd, R. K. & Tedrick, R. E. (2004). Leisure and Aging: Ulyssean Living in Later Life. Champaign, IL : Sagamore Publisher.

Pedlar, A., Dupuis, S. & Gilbert, A. (1996). Resumption of Rote Status Through Leisure in Later Life. Leisure Science, 18, (3) 259-276.

Riley, K. & Mitchell, M. (2004, October). Marketing Recreation Programs to Artist While Addressing Preconceived Notions. Poster session presented at the (Leisure and Aging Poster Session) National Congress for Recreation and Parks. Reno, NV.

Riley, K. (2002, July). Research Update: ART: A Recreation Thing. Parks & Recreation.

Riley, K. (1999). Adult Creative Self-Efficacy and Intrinsic Leisure Motivation in Recreational Art and Exercise Environments (Unpublished Dissertation).

Rossman, R., J. & Schtatter, B.E. (2000). Recreation Programming: Designing Leisure Experiences. Champaign, IL: Sagamore Publishers.

Rossman, R.J. (1994). Recreation Programming: Designing Leisure Experiences. Champaign, IL: Sagamore Publishers.

Stebbins, R. (1992). Amateurs, Professionals, and Serious Leisure. Montreal, Canada; McGill-Queen's University Press.

Tedrick, T. (August, 2004). Seniors Set Sight on Being Competitive. Parks and Recreation.

Research Into Action: Older Adult Art Programs

With more older adults looking for recreational opportunities, recreation managers need to re-evaluate art programs aimed at this group. To appeal to this group:

* Market the art programs by telling potential participants what the specific objectives are to be learned by the end of the class.

* Offer a variety of programs at different skill levels, and make sure that older adult participants are divided into skill classes appropriately.

* Incorporate other interests into the art program, such as sports or travel. Just a straight art class may not interest an individual, but add an exciting travel component by visiting an art museum, and a higher number of participants may sign up.

* Older adults tend to dislike leader-driven programs. Get creative when designing the format of the art program.

* Incorporate a sense of community in the program, such as creating art in a park setting, or drawing or painting a well-known community landmark or subject matter. It helps older adults not only learn about art, but also helps engage them in surroundings.

* This generation values tradition--creating an art program that is too non-traditional or contemporary could lessen participation.

Kevin Riley is an assistant professor in Recreation Management at Appalachian State University. His research interests include measuring the benefits of art and marketing art programs. Melanie A. Stanley is an assistant professor at Appalachian State University. Her research interests include creative endeavors in teaching and effective teaching strategies for physical education.