THREE APPROACHES TO TEACHING COLLABORATIVE ARTISTIC RESEARCH
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Diane Carp
Abstract
This article shares and reflects upon three different approaches to teaching collaborative artistic research at three different education levels in The Netherlands. 1) Diane Carp, author of this article, carried out a qualitative research project, Teaching Interdisciplinary Artistic Research, to describe the didactic approach of artist Henk Schut. Her project, under the Arts Education Research Group at the University of the Arts, followed one group of his students for the two-year master’s course, Interdisciplinary Artistic Collaboration. 2) Ariane Niemeijer at the Hogeschool Windesheim in Zwolle developed a new elective course, Creative Development with Performing Arts, that would be open to international bachelor students from non-arts disciplines. 3) In Transdisciplinary Design Labs, Emiel Heijnen and Talita Groenendijk from the Arts Education Research Group at the University of the Arts in Amsterdam implemented a design-based empirical study in which the researchers sought new ways to make meaningful teaching materials at the intersection of art, technology and science for students in secondary education. Although developed for different learning objectives, student populations and educational programs, the didactic principles of Authentic Arts Education were seen to underlay all three of these approaches.
Abstract
This article shares and reflects upon three different approaches to teaching collaborative artistic research at three different education levels in The Netherlands. 1) Diane Carp, author of this article, carried out a qualitative research project, Teaching Interdisciplinary Artistic Research, to describe the didactic approach of artist Henk Schut. Her project, under the Arts Education Research Group at the University of the Arts, followed one group of his students for the two-year master’s course, Interdisciplinary Artistic Collaboration. 2) Ariane Niemeijer at the Hogeschool Windesheim in Zwolle developed a new elective course, Creative Development with Performing Arts, that would be open to international bachelor students from non-arts disciplines. 3) In Transdisciplinary Design Labs, Emiel Heijnen and Talita Groenendijk from the Arts Education Research Group at the University of the Arts in Amsterdam implemented a design-based empirical study in which the researchers sought new ways to make meaningful teaching materials at the intersection of art, technology and science for students in secondary education. Although developed for different learning objectives, student populations and educational programs, the didactic principles of Authentic Arts Education were seen to underlay all three of these approaches.
Chapters in this book
- Frontmatter 1
- Table of Contents 5
- PREFACE 9
- FOREWORD 11
- INTRODUCTION 17
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#1 ROLE MODELS
- ARTISTIC RESEARCH AS PRAXIS AND PEDAGOGY 29
- LIKE DRIVING AT NIGHT: A PROCESS-BASED, LEARNER-CENTERED APPROACH TO TEACHING ARTISTIC RESEARCH ACROSS DISCIPLINES 43
- LUDIC GAMES: PLAYFUL FORMS OF INSIGHT 55
- NONVERBAL WORDS: INVESTIGATING ARTISTIC METHODS AND CODES 67
- WORKING IN_BETWEEN. APPROACHING THE UNKNOWN 73
- WRITING AS ARTISTIC RESEARCH 85
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#2 HYBRIDITY IN MAKING: RETHINKING THE CURRICULUM
- AFTER ARTISTIC RESEARCH 99
- LEARNING FROM SOCIALLY-ENGAGED ARTISTIC RESEARCH PRACTICE 117
- IDENTIFYING AS ARTISTS, RESEARCHERS AND TEACHERS: AN ARTISTIC RESEARCH PROJECT FOCUSING ON ART EDUCATIONAL IDENTITIES 127
- ON THE INTERPLAY BETWEEN ARTISTIC RESEARCH AND EDUCATION IN THE ARTS: AN EXPERIMENT IN REFLEXIVE SENSITIZATION 135
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#3 HYBRID PEDAGOGIES: TEACHING FOR INTERDISCIPLINARITY
- COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING 145
- EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH 157
- THREE APPROACHES TO TEACHING COLLABORATIVE ARTISTIC RESEARCH 167
- DIGITAL MUSICAL INSTRUMENTS, MAKING AND LEARNING 179
- THE ART OF MEDICINE: A NEW MEDICAL HUMANITIES GATEWAY COURSE 187
- WHITE MYTHOLOGIES AND EPISTEMIC REFUSALS: TEACHING ARTISTIC RESEARCH THROUGH INSTITUTIONAL CONFLICT 195
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AFTERWORD
- TOWARDS A FUTURE PARADIGM 211
- CURRICULUM VITAE 220
Chapters in this book
- Frontmatter 1
- Table of Contents 5
- PREFACE 9
- FOREWORD 11
- INTRODUCTION 17
-
#1 ROLE MODELS
- ARTISTIC RESEARCH AS PRAXIS AND PEDAGOGY 29
- LIKE DRIVING AT NIGHT: A PROCESS-BASED, LEARNER-CENTERED APPROACH TO TEACHING ARTISTIC RESEARCH ACROSS DISCIPLINES 43
- LUDIC GAMES: PLAYFUL FORMS OF INSIGHT 55
- NONVERBAL WORDS: INVESTIGATING ARTISTIC METHODS AND CODES 67
- WORKING IN_BETWEEN. APPROACHING THE UNKNOWN 73
- WRITING AS ARTISTIC RESEARCH 85
-
#2 HYBRIDITY IN MAKING: RETHINKING THE CURRICULUM
- AFTER ARTISTIC RESEARCH 99
- LEARNING FROM SOCIALLY-ENGAGED ARTISTIC RESEARCH PRACTICE 117
- IDENTIFYING AS ARTISTS, RESEARCHERS AND TEACHERS: AN ARTISTIC RESEARCH PROJECT FOCUSING ON ART EDUCATIONAL IDENTITIES 127
- ON THE INTERPLAY BETWEEN ARTISTIC RESEARCH AND EDUCATION IN THE ARTS: AN EXPERIMENT IN REFLEXIVE SENSITIZATION 135
-
#3 HYBRID PEDAGOGIES: TEACHING FOR INTERDISCIPLINARITY
- COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING 145
- EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH 157
- THREE APPROACHES TO TEACHING COLLABORATIVE ARTISTIC RESEARCH 167
- DIGITAL MUSICAL INSTRUMENTS, MAKING AND LEARNING 179
- THE ART OF MEDICINE: A NEW MEDICAL HUMANITIES GATEWAY COURSE 187
- WHITE MYTHOLOGIES AND EPISTEMIC REFUSALS: TEACHING ARTISTIC RESEARCH THROUGH INSTITUTIONAL CONFLICT 195
-
AFTERWORD
- TOWARDS A FUTURE PARADIGM 211
- CURRICULUM VITAE 220
