A reflective perspective on the challenges facing research-led teaching in the performing and creative arts

Bibliographic Data

ID12712867
AuthorsBen Walmsley (0000-0002-4536-5180, University of Leeds, corresponding author)
Year2013
Volume12
Issue2-3
Pages222-233
Publication date2013-02-18
Open AccessYes
TypeARTICLE
VenueArts and Humanities in Higher Education (JOURNAL)
Journal identifiersISSN: 1474-0222 • E-ISSN: 1741-265X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1474022212473944
OpenAlexW2169162159
LanguageEN
Citations received4
References cited7

This article provides a reflective perspective on the role that research-led teaching plays in the development of future arts workers in higher education. It explores the challenges faced by lecturers developing curricula in the performing and creative arts and argues that the increasing focus on employability can conflict with universities’ traditional aim of developing conceptual and critical thinkers. The article charges that the UK’s higher education sector is rapidly transforming itself into a two-tier system, which is serving to dichotomize vocational and academic learning even further. It concludes with a call for universities, students and employers to reject the false dichotomy between vocational and academic learning and perceive education in a more holistic, longitudinal sense, which might in turn develop more balanced graduates who excel in networked knowledge, conceptual and theoretical imagination and critical, lateral thinking

Curriculum · Employability · Engineering ethics · Higher education · Mathematics education · Pedagogy · Perspective (graphical · Political science · Sociology · The arts · Vocational education · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education

Tools

Open DOISci-Hub