Artful Teaching: Using the Visual, Creative and Performing Arts in Contemporary Management Education

Gallos, Joan V.

doi:10.4135/9780857021038.n10

Cited by 14 publications

(17 citation statements)

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“…Rather, my intention is to explore its potential for both studying and evoking the aesthetic dimension within the context of management education. The ‘artistic approach’ in organizational aesthetics bears some similarities to recent work generated around arts-based learning (Adler, 2006; Gallos, 2009; Nissley, 2002; Taylor and Ladkin, 2009) in contemporary management learning and education.…”

Section: Organizational Aestheticsmentioning

confidence: 79%

Taking an aesthetic risk in management education: Reflections on an artistic-aesthetic approach

Mack

2012

Management Learning

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This article responds to calls from the field of organizational aesthetics to study and represent sensible-aesthetic knowledge with artistic-aesthetic approaches. An artistic-aesthetic touchstone artifact engages the sensibilities of 54 MBA Organizational Behavior students as they take an aesthetic risk to enjoy exploring and re-presenting the aesthetic dimension of group organizational life. In the context of dominant business school pedagogic practices that tend to neglect aesthetics, student reflections reveal that the creative process itself is imbued with its own aesthetic value. This study contributes to artistic-aesthetic knowing at the group level of understanding. This paper also makes a contribution to the field of organizational aesthetics by extending its reach into management education practices. It is further suggested that an aesthetic inquiry into the aesthetics of management education is well worth the effort. In accordance with aesthetic criteria, this paper seeks to represent a plausible account of this management education journey.

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Section: Organizational Aestheticsmentioning

confidence: 79%

Taking an aesthetic risk in management education: Reflections on an artistic-aesthetic approach

Mack

2012

Management Learning

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“…Then, finding inspiration and materials in walks through the city, the students were temporarily submerged in urban life and confronted with its rich texture, which constitutes a highly relevant field of alternative forms of organization (Fournier, 2006;Reedy and Learmonth, 2009;Steyaert, 2009). Finally, in line with calls for a more aesthetics-based management education (Gallos, 2009) the expressive reconfiguration of the Structure expands processes of knowing beyond cognitive limits to potentially include 'the body, the emotions, the affective mode of understanding, intuition, receptiveness, empathy, introspection and aesthetic understanding' (Gherardi, 1999: 110;Thrift, 2009). Third, spatial reflexivity demands a look back at our own intervention, for such reflexivity questions and unsettles taken-for-granted concepts and perceptions of educational spaces and how they are accomplished (Cunliffe, 2009;Pollner, 1991).…”

Section: Discussionmentioning

confidence: 99%

The production of educational space: Heterotopia and the business university

Beyes

Michels

2011

Management Learning

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This article responds to recent calls for rethinking management education and fostering a spatial understanding of educational practices. We propose to introduce Foucault’s notion of heterotopic space and the spatial thought of Lefebvre into the debate about the current and future state of business schools. In particular, we conceptually and empirically discuss the potential for understanding space in a way that addresses its productive force, its multiplicity and its inherent contradictions. Using the example of an experimental teaching project dedicated to the conception and physical design of a city of the future, we reflect upon the possibility of the emergence of ‘other’, heterotopic spaces within an institution of management learning. Our findings suggest that spatial interventions facilitate critically affirmative engagement with the business school by offering an imaginative approach to management education.

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“…The activity also expands what it means to learn from experienceone's own and others -and how using art as a lens for exploring leadership expands appreciation of both. Asking students to examine, explain, and illustrate the artistry of their exemplars gets students learning with and through the arts; and research tells us this engenders an openness to and an engagement in the learning process that facilitate deep cognitive, socio-emotional, and behavioral growth (Solomon, 1979(Solomon, , 1983Marx and Frost, 1998;Champoux, 1999;Gallos, 2009). This rings true for students in the Forum project.…”

Section: Student Learningmentioning

confidence: 97%

Creativity forums: learning from the lives of extraordinary leaders

Gallos

2009

Organization Management Journal

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This paper proposes a tested design for a Creativity Forum project underpinned by research findings that show studying extraordinary lives enables ordinary people to better embrace their own creative talents. The paper begins with background on the links between creativity and contemporary leadership. It then describes the project design, explores creative variations, discusses student learning, and ends with instructor caveats and advocacy for the development of a leadership pedagogy of imagination.

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Artful Teaching: Using the Visual, Creative and Performing Arts in Contemporary Management Education

Cited by 14 publications

References 0 publications

Taking an aesthetic risk in management education: Reflections on an artistic-aesthetic approach

Taking an aesthetic risk in management education: Reflections on an artistic-aesthetic approach

The production of educational space: Heterotopia and the business university

Creativity forums: learning from the lives of extraordinary leaders

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