Using the Arts in other Disciplines to foster Transformative Learning
in Higher Education
Associate Professor Digby WarrenLondon Metropolitan University
presentation to Lady Irwin College, 16 January 2014
Arts-based LearningThis approach has been called “Arts-based inquiry” – a term adopted from research literature by Louise Younie
Definition:“student practical engagement with any art form – poetry, photography, painting, narrative, sculpture, dance, music etc. - as they reflect on their experiences” (Younie 2013, p.25)
Art forms can stimulate “inquiry” in the sense of seeking to understand in a new and deeper way
Arts-based Learning across DisciplinesExamples • art / image-making – Medical education, Healthcare,
Marketing, Child Care• video / photography – teacher education• film (cinema) – Economics• music-making – Leadership & Management• drama – Applied Ethics• poetry – Business, Healthcare• story-telling – Social Work, Healthcare• labyrinth – various disciplines (Dentistry, Law, MBA etc)See McIntosh & Warren (eds) (2013) Creativity in the Classroom: Case Studies in Using the Arts in Teaching and Learning in Higher Education
Power of Creative MethodsArts-based methods use symbolic objects = multi-sensory, multi-faceted forms of expression, which can:• generate rich insights by unlocking unconscious ideas,
feelings or memories • employ the power of metaphorical thinking at both
theoretic (reasoning) and poetic (imagination) levels• foster student reflection, self-knowledge, creative thinking
and metacognition (awareness of one’s thinking and learning processes)
• enable “transformative learning” approaches concerned with whole person development
Transformative Learning (TL)• Mezirow’s (1991) notion of “perspective transformation” =
shift towards “more inclusive” perspectives (ways of seeing) as a result of critical reflection on our existing beliefs and assumptions; a rationalist model of TL
• holistic notions of TL - “use of all the functions we have available for knowing, including our cognitive, affective, somatic, intuitive, and spiritual dimensions” (cited in Taylor 1997 p.49) = mind, heart, body and spirit all involved in coming to know/make sense of things
• Barnett (2007) – urges that Higher Education should take seriously the student as a human being and learning as journey of engagement, passion, being and becoming
Arts-based Inquiry• creative methods used as vehicles for exploration of and
reflection on prior experience, e.g.– using a poem to think about patient care (doctors and
nurses in training) and develop empathy• activities as direct forms of experiential learning, e.g.– learning about teamwork via collective music-making =
metaphor for leadership (as “improvisation”) and teamwork (as “performance”)
– reflecting on one’s life path or ‘script’ through telling stories based on professional experiences (e.g. child care workers)
– walking a labyrinth = meditative space for reflection and creativity
Arts-based Inquiry Challenges • metaphors can constrain ways of seeing – consider
limitations of particular metaphors (where appropriate)• stories can be oppressive, if used to preach or control –
ensure ethical, anti-discriminatory practice• students feeling blocked by lack of artistic skills or ‘internal
critic’ - point of the exercise is engagement• initial anxiety or some potential resistance – clarify the
purpose of tasks & allow students time to settle into them• uncovering of unconscious emotions, attitudes or beliefs
can be cathartic but also mixed reactions – acknowledge the emotional, be available to talk privately to individuals
Arts-based Inquiry Role of the lecturer• set clear boundaries and ground rules – safe space,
rapport and trust• ‘leader and facilitator’, also ‘questioner, challenger,
supporter, clarifier and explainer’• authenticity – being open and honest inspires
students to be the same• choose assessment methods appropriate to the
nature of the learning in subject/course• clear guidance about assessment expectations and
potential learning benefits of creative approaches
Outcomes (from real case studies)deeper learning:• increased motivation, participation and enjoyment by
students• “more democratic” interaction and more co-learning
between students and teachers • enhanced confidence, resilience and self-belief • deeper reflection and creativity stimulatedtransformative learning: • deeper awareness of own values, aspirations, emotions and
inert prejudices, and how to deal with them better in professional situations
• more openness towards others and to alternative perspectives
Arts-based Inquiry Assessment example: portfolio of “patch work” texts
1. Formative elements (“patches”) relevant to the subject matter/course and chosen by the student, e.g.• a short story or poem (written by the student)• an article or book review• visual reflection on a personal experience (drawing, collage,
photograph) • application of a theory to professional practice• notes from a field trip or museum visit
patches discussed with peers
2. Summative element: critical commentary“stitches” together the patches and draws on further (theoretical) reading to produce a synthesis which addresses the main aims of the module/course
References
Barnett, Ronald (2007) A Will to Learn: Being a Student in an Age of Uncertainty. Berkshire: Open University PressMezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-BassTaylor, Edward W. (1997) Building on the theoretical debate: A critical review of the empirical studies of Mezirow’s transformative learning theory. Adult Education Quarterly, 48 (1), pp. 34-59 Younie, Louise (2013) Introducing Arts-based Inquiry into Medical Education: ‘Exploring the Creative Arts in Health and Illness’, in Paul McIntosh & Digby Warren (editors), Creativity in the Classroom: Case Studies in Using the Arts in Teaching and Learning in Higher Education. Bristol: Intellect, chapter 2