Pushing the boundaries: a study of higher education students’ responses to a creative, art-based learning experience.

This article examines students’ responses to an open-ended, art-based task which involved the documentation of the creative process and culminated in the production of individual art pieces. It explores how students approached the work, and how working independently in a collaborative, learning space impacted on their personal and professional identities. The findings support the view that students are more engaged with their learning when they have access to challenging, creative experiences which enable them to demonstrate their knowledge, understanding and skills in different ways.