TY - CHAP
T1 - Transgressive or Instrumental?
T2 - A Paradigm for the Arts as Learning and Development
AU - Chemi, Tatiana
PY - 2018
Y1 - 2018
N2 - Contemporary practices that connect the arts with learning are widespread at all level of educational systems and in organisations, but they include very diverse approaches, multiple methods and background values. Regardless of explicit learning benefits, the arts/learning partnerships bring about a specific approach to learning, which is embodied, sensory and aesthetic and makes use of metaphors, mediation, meaning-making and sense-making. I will make the point that the arts establish an alternative learning environment, which is different from the formal educational systems by offering multiple approaches to learning in a place that is characterised by pluralism, diversity and hybridity. This chapter will be mostly conceptual, leaning on creativity studies with sociocultural system perspectives. As an empirical support, I will bring examples from two sets of qualitative studies: one on artistic creativity and the other on practices of arts-integration. My final point rests on the belief that the opposition of transgression and instrumentality is a deceiving perspective on the arts, against the background of the aesthetic plurality and hybridity.
AB - Contemporary practices that connect the arts with learning are widespread at all level of educational systems and in organisations, but they include very diverse approaches, multiple methods and background values. Regardless of explicit learning benefits, the arts/learning partnerships bring about a specific approach to learning, which is embodied, sensory and aesthetic and makes use of metaphors, mediation, meaning-making and sense-making. I will make the point that the arts establish an alternative learning environment, which is different from the formal educational systems by offering multiple approaches to learning in a place that is characterised by pluralism, diversity and hybridity. This chapter will be mostly conceptual, leaning on creativity studies with sociocultural system perspectives. As an empirical support, I will bring examples from two sets of qualitative studies: one on artistic creativity and the other on practices of arts-integration. My final point rests on the belief that the opposition of transgression and instrumentality is a deceiving perspective on the arts, against the background of the aesthetic plurality and hybridity.
KW - arts-based learning, organisational learning
UR - http://www.palgrave.com/gp/book/9783319638072
U2 - 10.1007/978-3-319-63808-9_2
DO - 10.1007/978-3-319-63808-9_2
M3 - Book chapter
SN - 978-3-319-63807-2
T3 - Palgrave Studies in Business, Arts and Humanities
SP - 19
EP - 40
BT - Arts-based Methods and Organizational Learning
A2 - Chemi, Tatiana
A2 - Du, Xiangyun
PB - Palgrave Macmillan
ER -