Teaching as an act of caregiving: Transforming the lived experience of people with alzheimer's through access to educational programs

The initial intention of this arts-informed research study was to develop and implement art classes for people with Alzheimer's disease, and to examine its impact upon new learning at cognitive, procedural and affective levels of experience. While these goals persist - indeed adult educational theory and quality of life are central to this thesis - the research focus gradually shifted from a constructivist view of the Alzheimer's learner to a phenomenological view of the dynamic relationship between teacher and student. Its power to facilitate the growth of reciprocity and bolster identity within the learning context, whether one-to-one or in small group settings, became more apparent as the research progressed. This revealed the potential of arts-based educational programs to build mutual trust and reciprocity with and among learners with dementia. In turn, these qualities contributed to the expression of positive feelings, improved self-esteem, sense of purpose and communication among the participating group. The overarching assumption of this work is the belief that access to affirmative and active roles for people living with Alzheimer's fosters communication, supports concepts of identity, and bolsters feelings of wellbeing. Furthermore, it views educational programming for people with dementia as an integral aspect of caregiving.