Teaching and Learning in Artistic Collaboration
type: CreativeWork
description: The intersections of the arts and education are documented in this inquiry as interdisciplinary artistic collaboration. Graduate and undergraduate arts students and their arts professors from four arts programs teach and learn together in a semester-long interdisciplinary collaborative arts course at a large, diverse city university in the Southwestern United States. To demonstrate the broadening of and burrowing into stories of artistic collaboration within the context of contemporary institutions of education, the framework of the tidy online corporate-tinged training course on group work titled “Revving up Your High-Performance Project Team” is appropriated to re-story the course’s technical stages of collaboration: chaos, conflict, collaboration, and collection. Complexities and considerations of interdisciplinary artistic collaboration are unveiled to preface stories of the collaborative inquiries that spring 2008 course participants have engaged in. To illustrate the ever-present complexities of the focus of this study, the initial chapter “Stage One: Chaos” sifts through the maelstrom of literature on multifarious notions of collaboration as they pertain to education and the arts. Written works by significant philosophers, theorists, and practitioners such as John Dewey mix with historical accounts of interdisciplinary arts/education institutions like Black Mountain College becoming layers of collaborative, artistic, and interdisciplinary vii perspectives. Diverse approaches to collaborative learning and art-making are used to illustrate the interdisciplinary nature of the artistic collaboration in education chronicled in this research project. Within a messy back story of theory and practice, the chapter also provides a detailed description of the research participants and context of this inquiry into teacher and student collaborations and begins to flesh out the problems and possibilities embedded in concepts relevant to this examination of artistic collabo…
abstract: The intersections of the arts and education are documented in this inquiry as interdisciplinary artistic collaboration. Graduate and undergraduate arts students and their arts professors from four arts programs teach and learn together in a semester-long interdisciplinary collaborative arts course at a large, diverse city university in the Southwestern United States. To demonstrate the broadening of and burrowing into stories of artistic collaboration within the context of contemporary institutions of education, the framework of the tidy online corporate-tinged training course on group work titled “Revving up Your High-Performance Project Team” is appropriated to re-story the course’s technical stages of collaboration: chaos, conflict, collaboration, and collection. Complexities and considerations of interdisciplinary artistic collaboration are unveiled to preface stories of the collaborative inquiries that spring 2008 course participants have engaged in. To illustrate the ever-present complexities of the focus of this study, the initial chapter “Stage One: Chaos” sifts through the maelstrom of literature on multifarious notions of collaboration as they pertain to education and the arts. Written works by significant philosophers, theorists, and practitioners such as John Dewey mix with historical accounts of interdisciplinary arts/education institutions like Black Mountain College becoming layers of collaborative, artistic, and interdisciplinary vii perspectives. Diverse approaches to collaborative learning and art-making are used to illustrate the interdisciplinary nature of the artistic collaboration in education chronicled in this research project. Within a messy back story of theory and practice, the chapter also provides a detailed description of the research participants and context of this inquiry into teacher and student collaborations and begins to flesh out the problems and possibilities embedded in concepts relevant to this examination of artistic collabo…
author: Hernandez, Trinidad R. 1977-
language: eng
keywords: Art education, Curriculum studies, Artistic collaboration, Collaboration, Interdisciplinary, Narrative inquiry
date published: 2013-05
date modified: 2026-07-24T02:32:44Z
provider: University of Houston
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Houston

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10657/1286