Tracing Arts-Based Methods in Higher Education

Abstract

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Book review: Arts-based methods and organizational learning

“…The purpose of the volume is to explore ‘Arts Based Methods’, in this case in Higher Education. The approach is to draw together from different traditions: ‘arts education, arts in education, arts in business (or arts-in-business) or more generically arts-based interventions in education and organizations (Chemi and Du, 2018: 1–2)’. The book consists of 12 chapters by contributors from Australia, Brasil, Canada, China, Finland, Italy, Norway, Qatar, Saudi Arabia, Sweden, Switzerland and the United Kingdom, alongside an introduction and conclusion by the editors.…”

“…The editors are clear on this, identifying two schema (each of four taxa) to conceptualize the role of art in organization (and its studies). The first – art as decoration, entertainment, as a tool and as a ‘changing process’; the second – art as ‘projection’ in a symbolic process, as illustration to a concept, as ‘making’ of change, and as a means of skills transfer (Chemi and Du, 2018: 9–11). Thus:Aesthetic understanding or knowledge … is the interiorised, self awareness of the learner in situated environments, and differently from it, emphasises the tacit, sensory and corporeal dimension of knowing in the practice of organizations.…”

“…Thus:Aesthetic understanding or knowledge … is the interiorised, self awareness of the learner in situated environments, and differently from it, emphasises the tacit, sensory and corporeal dimension of knowing in the practice of organizations. (Chemi and Du, 2018: 11)…”

“…Chemi then develops an argument about creativity through artistic practices that transgress the convention of ‘domains’, defined here as ‘the values, explicit or implicit rules, shared practices, procedures’ (Chemi and Du, 2018: 34). Trangression appears to be about puncturing various “rules” – this becomes a condition for creativity.…”

“…Here too, the interior quality of the experience is emphasized. ‘The play emerges as a medium where the players can make real experiences of themselves’, they write (Firing, Skarsvåg and Fauskevåg in Chemi and Du, 2018: 47). Ramburuth and Laird (“Approaches to Enhancing Student Learning: A Quality Assured, Creative and Performing Arts Model”) show how students can develop a range of organizational skills through the process of collaborating to put on productions, exhibitions and performances in the context of the National Institute of Dramatic Art in Australia.…”