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  • Lara Ermacora

IMPACT: starting from the literature




Outside of the various fields of humanities, arts have been used as methods for teaching and research quite extensively in education and in health disciplines (Onsès, 2015). Multiple terminologies exist, some overlapping and with varying degrees of theoretical development. This review explores the impact of using arts in higher education including in other disciplines not as fluent in arts as the forementioned. It reviews these impacts at different levels of learners, teachers, researchers and institutions. This review provides a guide to improve studies of educational development, and practical indications for using innovative methodologies in higher education practices.


Description of assumptions

Impacts can exist within the emotional as well as cognitive level of individuals influencing their learning processes in multiple ways. Impacts can occur between people as well as within institutions, all contributing to the various learning processes in play.


References

Barnett, R. (2020). Towards the creative university: Five forms of creativity and beyond. Higher Education Quarterly, 74(1), 5–18.

Barney, D. T., & Kalin, N. M. (2014). The poster and the poster: Critical arts-based research as dissensual aesthetics. Cultural Studies - Critical Methodologies, 14(6), 595–605.

Bhattacharya, K. (2020). Understanding entangled relationships between un/interrogated privileges: Tracing research pathways with contemplative art-making, duoethnography, and Pecha Kucha. Cultural Studies - Critical Methodologies, 20(1), 75–85.

Burnard, P. (2015). Artists and Higher Education Partnerships: A Living Enquiry. Education Journal, 4(3), 98.

Clover, D. (2006). Culture and antiracisms in adult education: An exploration of the contributions of arts-based learning. Adult Education Quarterly, 57(1), 46–61.

Crowhurst, M. & Emslie, M. (2020). Arts-based pathways into thinking. Troubling standardization/s, enticing multiplicities, inhabiting creative imaginings. Cham: Springer.

Dumitru, D. (2019). Creating meaning. The importance of arts, humanities and culture for critical thinking development. Studies in Higher Education, 44(5), 870–879.

Geagea, A., Vernon, L., & MacCallum, J. (2019). Creative arts outreach initiatives in schools: Effects on university expectations and discussions about university with important socialisers. Higher Education Research and Development, 38(2), 250–265.

Mantas, K., & Schwind, J. K. (2014). Fostering transformative learning through cocreative artmaking processes and emerging artful forms: Two educators reflect on and dialogue about a shared arts-based workshop experience. Journal of Transformative Education, 12(1), 74–94.

Onsès, J. (2015). Expanding art-based research beyond art. In 3rd Conference on Arts-Based Research and Artistic Research, 28-30 January 2015, Faculty of Fine Arts, University of Porto.

Pringle, E. (2009). The artist as educator: Examining relationships between art practice and pedagogy in the gallery context. Tate Papers, 11(11), 1–8.

Rendon, Laura, I. (2000). The spirit’s artistry academics of the heart: Reconnecting the scientific mind with the spirit’s artistry. The Review of Higher Education, 24(1), 1–13.

Wilkinson, R. G. (2020). Creative arts personal pedagogy vs marketised higher education: A battle between values. International Journal of Art and Design Education, (2020).

Wright, D. G., Bennett, D., & Blom, D. (2010). The interface between arts practice and research: Attitudes and perceptions of Australian artist-academics. Higher Education Research and Development, 29(4), 461–473.



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