Artists and Higher Education Partnerships: A Living Enquiry

Pam Burnard; Carol Holliday; Susanne Jasilek; Afrodita Nikolova

doi:doi:10.11648/j.edu.20150403.12

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Artists and Higher Education Partnerships: A Living Enquiry

Pam Burnard, Carol Holliday, Susanne Jasilek, Afrodita Nikolova

Published in Education Journal (Volume 4, Issue 3)

Received: 15 December 2014 Accepted: 12 April 2015 Published: 5 May 2015

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Abstract

In this article our central argument is that we should be promoting creative education and that this is a necessity, not an option. How creative education is applied by and to different individuals, groups of people, in different communities, institutions and societies, historically and culturally, is dependent on how the term ‘creativity’ is grounded, politicised, and practised. We are told that we need new thinking in the current world crises of economics and global environmental concerns. We are also told that in education, a new critically reflexive form of creativity is in order to address the task of the age of reconciling the need for a stable, safe, ethical and empathetic world within which a productive, adaptive and innovative workforce can operate. In this article we make a case and provide evidence from several projects for how artists-in-residence transform higher education and provide teachers and learners an excellent resource for exploring a creative paradigm to guide pedagogic practices.

Published in	Education Journal (Volume 4, Issue 3)
DOI	10.11648/j.edu.20150403.12
Page(s)	98-105
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Creativity, Artist-In-Residence, Creative Higher Education, Teaching Method Meets Art

References

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[2]	Barone, T. & Eisner, E. (2012) Arts Based Research London: Sage
[3]	Burnard, P., &Swann, M., (2010). Pupil perceptions of learning with artists: a new order of experience? Thinking Skills and Creativity. 5, 70–82. doi:10.1016/j.tsc.2010.01.001
[4]	Damasio, A. (2012) Self Comes to Mind: Constructing the Conscious Brain. London: Vintage Books.
[5]	Freire, P. (1996). Pedagogy of the Oppressed. (M. B. Ramos, Trans.) (2Rev Ed edition.). Penguin.
[6]	Kemmis, S., &McTaggart, R. (2005). Participatory action research: communicative action and the public sphere. In N. K. Denzin& Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (pp. 559–605). SAGE.
[7]	Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Presshttp://leverhulme.ac.uk/awards/AIR.cfm
[8]	Miles, A., & Clarke, R. (2006). The arts in criminal justice: a study of research feasibility. London. Retrieved from https://www.escholar.manchester.ac.uk/uk-ac-man-scw:71207
[9]	Johnson, M. & Lakoff, G. (2006) Why Cognitive Linguistics Requires Embodied Realism. Cognitive Linguistics, 13(3), pp. 215-324. Retrieved 8 Dec. 2012, from doi:10.1515/cogl.2002.016.
[10]	Wenger, E. (1998) Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.
[11]	Klein quote sourced from www.researchcatalogue.net/portal/search-result?fulltext=julian+klein
[12]	Vital Communities reference http://www.artscouncil.org.uk/funded-projects/case-studies/vital-communities-east-england/
[13]	Stern, D. (1998) The Interpersonal World of the Infant. London Karnac Books.
[14]	Taylor, S. & Littleton, K. (2012) Contemporary Identities of Creativity and Creative Work. Farnham, Surrey: Ashgate.
[15]	Bennett, D., & Burnard, P. (2015) The development and impact of human capital creativities on higher education graduates: Lessons underpinned by the contribution of Bourdieu. In R. Comunian & A. Gilmore (Eds.(Beyond the Campus: Higher Education and the Creative Economy. London: Routledge.
[16]	Hesmondhalgh, D., & Baker, Sarah (2011) Creative Labour: Media Work in Three Cultural Industries. London: Routledge.

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APA Style

Pam Burnard, Carol Holliday, Susanne Jasilek, Afrodita Nikolova. (2015). Artists and Higher Education Partnerships: A Living Enquiry. Education Journal, 4(3), 98-105. https://doi.org/10.11648/j.edu.20150403.12

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ACS Style

Pam Burnard; Carol Holliday; Susanne Jasilek; Afrodita Nikolova. Artists and Higher Education Partnerships: A Living Enquiry. Educ. J. 2015, 4(3), 98-105. doi: 10.11648/j.edu.20150403.12

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AMA Style

Pam Burnard, Carol Holliday, Susanne Jasilek, Afrodita Nikolova. Artists and Higher Education Partnerships: A Living Enquiry. Educ J. 2015;4(3):98-105. doi: 10.11648/j.edu.20150403.12

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@article{10.11648/j.edu.20150403.12,
  author = {Pam Burnard and Carol Holliday and Susanne Jasilek and Afrodita Nikolova},
  title = {Artists and Higher Education Partnerships: A Living Enquiry},
  journal = {Education Journal},
  volume = {4},
  number = {3},
  pages = {98-105},
  doi = {10.11648/j.edu.20150403.12},
  url = {https://doi.org/10.11648/j.edu.20150403.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150403.12},
  abstract = {In this article our central argument is that we should be promoting creative education and that this is a necessity, not an option. How creative education is applied by and to different individuals, groups of people, in different communities, institutions and societies, historically and culturally, is dependent on how the term ‘creativity’ is grounded, politicised, and practised. We are told that we need new thinking in the current world crises of economics and global environmental concerns. We are also told that in education, a new critically reflexive form of creativity is in order to address the task of the age of reconciling the need for a stable, safe, ethical and empathetic world within which a productive, adaptive and innovative workforce can operate. In this article we make a case and provide evidence from several projects for how artists-in-residence transform higher education and provide teachers and learners an excellent resource for exploring a creative paradigm to guide pedagogic practices.},
 year = {2015}
}

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TY  - JOUR
T1  - Artists and Higher Education Partnerships: A Living Enquiry
AU  - Pam Burnard
AU  - Carol Holliday
AU  - Susanne Jasilek
AU  - Afrodita Nikolova
Y1  - 2015/05/05
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AB  - In this article our central argument is that we should be promoting creative education and that this is a necessity, not an option. How creative education is applied by and to different individuals, groups of people, in different communities, institutions and societies, historically and culturally, is dependent on how the term ‘creativity’ is grounded, politicised, and practised. We are told that we need new thinking in the current world crises of economics and global environmental concerns. We are also told that in education, a new critically reflexive form of creativity is in order to address the task of the age of reconciling the need for a stable, safe, ethical and empathetic world within which a productive, adaptive and innovative workforce can operate. In this article we make a case and provide evidence from several projects for how artists-in-residence transform higher education and provide teachers and learners an excellent resource for exploring a creative paradigm to guide pedagogic practices.
VL  - 4
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Author Information

Pam Burnard

Faculty of Education, University of Cambridge, Cambridge, UK
Carol Holliday

Faculty of Education, University of Cambridge, Cambridge, UK
Susanne Jasilek

Faculty of Education, University of Cambridge, Cambridge, UK
Afrodita Nikolova

Faculty of Education, University of Cambridge, Cambridge, UK

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APA Style

Pam Burnard, Carol Holliday, Susanne Jasilek, Afrodita Nikolova. (2015). Artists and Higher Education Partnerships: A Living Enquiry. Education Journal, 4(3), 98-105. https://doi.org/10.11648/j.edu.20150403.12

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ACS Style

Pam Burnard; Carol Holliday; Susanne Jasilek; Afrodita Nikolova. Artists and Higher Education Partnerships: A Living Enquiry. Educ. J. 2015, 4(3), 98-105. doi: 10.11648/j.edu.20150403.12

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AMA Style

Pam Burnard, Carol Holliday, Susanne Jasilek, Afrodita Nikolova. Artists and Higher Education Partnerships: A Living Enquiry. Educ J. 2015;4(3):98-105. doi: 10.11648/j.edu.20150403.12

Copy | Download

@article{10.11648/j.edu.20150403.12,
  author = {Pam Burnard and Carol Holliday and Susanne Jasilek and Afrodita Nikolova},
  title = {Artists and Higher Education Partnerships: A Living Enquiry},
  journal = {Education Journal},
  volume = {4},
  number = {3},
  pages = {98-105},
  doi = {10.11648/j.edu.20150403.12},
  url = {https://doi.org/10.11648/j.edu.20150403.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150403.12},
  abstract = {In this article our central argument is that we should be promoting creative education and that this is a necessity, not an option. How creative education is applied by and to different individuals, groups of people, in different communities, institutions and societies, historically and culturally, is dependent on how the term ‘creativity’ is grounded, politicised, and practised. We are told that we need new thinking in the current world crises of economics and global environmental concerns. We are also told that in education, a new critically reflexive form of creativity is in order to address the task of the age of reconciling the need for a stable, safe, ethical and empathetic world within which a productive, adaptive and innovative workforce can operate. In this article we make a case and provide evidence from several projects for how artists-in-residence transform higher education and provide teachers and learners an excellent resource for exploring a creative paradigm to guide pedagogic practices.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Artists and Higher Education Partnerships: A Living Enquiry
AU  - Pam Burnard
AU  - Carol Holliday
AU  - Susanne Jasilek
AU  - Afrodita Nikolova
Y1  - 2015/05/05
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150403.12
DO  - 10.11648/j.edu.20150403.12
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 98
EP  - 105
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150403.12
AB  - In this article our central argument is that we should be promoting creative education and that this is a necessity, not an option. How creative education is applied by and to different individuals, groups of people, in different communities, institutions and societies, historically and culturally, is dependent on how the term ‘creativity’ is grounded, politicised, and practised. We are told that we need new thinking in the current world crises of economics and global environmental concerns. We are also told that in education, a new critically reflexive form of creativity is in order to address the task of the age of reconciling the need for a stable, safe, ethical and empathetic world within which a productive, adaptive and innovative workforce can operate. In this article we make a case and provide evidence from several projects for how artists-in-residence transform higher education and provide teachers and learners an excellent resource for exploring a creative paradigm to guide pedagogic practices.
VL  - 4
IS  - 3
ER  -

Copy | Download