Comfortably uncomfortable: a study of undergraduate students’ responses to working in a creative learning environment

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Abstract

This article, which draws on a study of undergraduate students’ perceptions of working
in a creative learning environment, is underpinned by the idea that everyone has
the potential to be creative. Empirical data was obtained from semi-structured interviews
with students in Year 3 BA in Education Studies, their reflective sketchbooks,
and notes from observations undertaken in the campus-based Visual Arts Centre
studio. The findings support the view that students benefit from having access to
creative opportunities which involve self-examination and risk-taking in a supportive,
collaborative space. The evidence suggests there is a need for lecturers to discuss and
share creative pedagogical strategies designed to support student learning in different
settings.
Original languageEnglish
Pages (from-to)443-462
Number of pages20
JournalLEARNing Landscapes
Volume6
Issue number1
Publication statusPublished - 2012

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