From student to artist: supporting students' creative development through place-based work

Research output: Contribution to journalArticle

Abstract

This article reports on work emerging from an earlier research project that investigated undergraduate students' autobiographical experiences of creativity at the University of Brighton. It found that students' creativity was effectively supported if opportunities were provided for them to reflect on the things within their experiences that inspired their creativity. This research informed the creation of workshops and interview practices seeking to improve postgraduate students' resilience and self-belief surrounding their place within their discipline. We argue that by offering students opportunities to reflect upon their practice and identify existing skills and experiences that contribute to their development as artists, that they will feel better prepared for place-based creative work. We further suggest that a process of reflection, action and discussion can enhance their personal, vocational and academic development. Our findings indicate that these learning opportunities can help students through liminal spaces (Wisker and Kiley, 2006) in their work. The authors present a case study from a post-graduate Creative Writing MA course at the University of Brighton where students are engaged as artists in residence on a specific core module. We identify our model of best practice as being a fundamental part of the transformation from student to artist.
Original languageEnglish
Pages (from-to)37-54
Number of pages18
JournalJournal of Writing in Creative Practice
Volume8
Issue number1
DOIs
Publication statusPublished - 1 Mar 2015

Fingerprint

artist
student
creativity
experience
resilience
best practice
research project
graduate
interview
learning

Keywords

  • archive
  • confidence
  • creativity
  • higher education
  • practice
  • workshops
  • writing

Cite this

@article{d42e3814863541f0872598bbbbd5c640,
title = "From student to artist: supporting students' creative development through place-based work",
abstract = "This article reports on work emerging from an earlier research project that investigated undergraduate students' autobiographical experiences of creativity at the University of Brighton. It found that students' creativity was effectively supported if opportunities were provided for them to reflect on the things within their experiences that inspired their creativity. This research informed the creation of workshops and interview practices seeking to improve postgraduate students' resilience and self-belief surrounding their place within their discipline. We argue that by offering students opportunities to reflect upon their practice and identify existing skills and experiences that contribute to their development as artists, that they will feel better prepared for place-based creative work. We further suggest that a process of reflection, action and discussion can enhance their personal, vocational and academic development. Our findings indicate that these learning opportunities can help students through liminal spaces (Wisker and Kiley, 2006) in their work. The authors present a case study from a post-graduate Creative Writing MA course at the University of Brighton where students are engaged as artists in residence on a specific core module. We identify our model of best practice as being a fundamental part of the transformation from student to artist.",
keywords = "archive, confidence, creativity, higher education, practice, workshops, writing",
author = "Nicola Ashmore and Jessica Moriarty",
year = "2015",
month = "3",
day = "1",
doi = "10.1386/jwcp.8.1.37_1",
language = "English",
volume = "8",
pages = "37--54",
journal = "Journal of Writing in Creative Practice",
issn = "1753-5190",
number = "1",

}

TY - JOUR

T1 - From student to artist: supporting students' creative development through place-based work

AU - Ashmore, Nicola

AU - Moriarty, Jessica

PY - 2015/3/1

Y1 - 2015/3/1

N2 - This article reports on work emerging from an earlier research project that investigated undergraduate students' autobiographical experiences of creativity at the University of Brighton. It found that students' creativity was effectively supported if opportunities were provided for them to reflect on the things within their experiences that inspired their creativity. This research informed the creation of workshops and interview practices seeking to improve postgraduate students' resilience and self-belief surrounding their place within their discipline. We argue that by offering students opportunities to reflect upon their practice and identify existing skills and experiences that contribute to their development as artists, that they will feel better prepared for place-based creative work. We further suggest that a process of reflection, action and discussion can enhance their personal, vocational and academic development. Our findings indicate that these learning opportunities can help students through liminal spaces (Wisker and Kiley, 2006) in their work. The authors present a case study from a post-graduate Creative Writing MA course at the University of Brighton where students are engaged as artists in residence on a specific core module. We identify our model of best practice as being a fundamental part of the transformation from student to artist.

AB - This article reports on work emerging from an earlier research project that investigated undergraduate students' autobiographical experiences of creativity at the University of Brighton. It found that students' creativity was effectively supported if opportunities were provided for them to reflect on the things within their experiences that inspired their creativity. This research informed the creation of workshops and interview practices seeking to improve postgraduate students' resilience and self-belief surrounding their place within their discipline. We argue that by offering students opportunities to reflect upon their practice and identify existing skills and experiences that contribute to their development as artists, that they will feel better prepared for place-based creative work. We further suggest that a process of reflection, action and discussion can enhance their personal, vocational and academic development. Our findings indicate that these learning opportunities can help students through liminal spaces (Wisker and Kiley, 2006) in their work. The authors present a case study from a post-graduate Creative Writing MA course at the University of Brighton where students are engaged as artists in residence on a specific core module. We identify our model of best practice as being a fundamental part of the transformation from student to artist.

KW - archive

KW - confidence

KW - creativity

KW - higher education

KW - practice

KW - workshops

KW - writing

U2 - 10.1386/jwcp.8.1.37_1

DO - 10.1386/jwcp.8.1.37_1

M3 - Article

VL - 8

SP - 37

EP - 54

JO - Journal of Writing in Creative Practice

JF - Journal of Writing in Creative Practice

SN - 1753-5190

IS - 1

ER -