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.
|Title of host publication||The Teacher of the 21st Century: Quality Education for Quality Teaching.|
|Publisher||Newcastle: Cambridge Scholars Publishing|
|Publication status||Published - 2014|
- Creativity in higher education; creative thinking; art-based learning; student engagement; creative learning environments