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Table A-3: A grouping of indicators around learning and thinking,
provocation, challenge and intellectual stimulation
There is strong agreement across the studies that indicators of ‘learning and
challenge’ (NEF 2008), ‘education’ (Bakhshi and Throsby 2010) and ‘intellectual
stimulation’ (Brown and Ratzkin 2012) are core elements of impact, but
the specific questions designed to measure these impacts vary a great deal. A
common approach is to ask respondents if they were ‘challenged’ or ‘provoked’ or
if their ‘eyes were opened to a new idea’ or a ‘point of view’ that they hadn’t previously
considered. These questions seem to operate on a continuum from simple
cognitive stimulation (eg, ‘it made me think’) to a more advanced stage of critical
reflection (eg, questioning one’s beliefs or assumptions). Another approach to investigating
learning and thinking impacts is to ask respondents if the experience
raised questions in their mind that they would like to explore further, as in:
I would be interested in getting into a conversation with persons involved in the
production (Boerner and Jobst 2013)
Did the [artistic work] raise questions in your mind that you would like to ask the
performers or creators of the work (Brown et al)
This cluster of impacts is very much supported in the qualitative research literature
we reviewed, including references to themes of ‘knowledge transfer or
learning’ (Radbourne et al 2009), ‘cognitive/intellectual growth’ (Foreman-Wernet
and Dervin 2013), and ‘cognitive benefits’ (Everett and Barrett 2011). In the arts
education literature, several frameworks for quality include a focus on ‘discovery
skills’ and ‘developing curiosity’ (Lord et al 2012, 21).
Table A-4: A grouping of indicators around aesthetic growth, discovery,
aesthetic validation and creative stimulation
There is little consensus across the four studies as to the place of aesthetic impacts
in a quantitative measurement system. Most of the specific indicators pertaining
to this construct appear in the work of Brown et al, although several are found in
the work of Boerner and Jobst. Both of these researchers provide an indicator of
aesthetic challenge, such as:
I think some elements in this production crossed the boundaries of good taste
(Boerner and Jobst 2013)
To what extent did anything about the performance offend you or make you uncomfortable
(Brown and Ratzkin 2012)
Measuring Individual Impact: Post-Event Surveying 72
UNDERSTANDING the value and impacts of cultural experiences