Activities per year
This paper reports on a cross-disciplinary project and considers how the findings might be relevant in Creative Writing teaching at undergraduate and post-graduate level. Understanding students'creative process in order to identify meaningful ways to nurture, support and develop creative practice students and enhance teaching and learning is a major challenge within Higher Education (HE). This paper evaluates a project that studied creative writing and visual practice students' experiences of specific creative workshops at the University of Brighton. By providing opportunities for students to identify the things within their experiences, memories and even within themselves that inspire their creativity, the study found that it was possible to effectively support and enhance their creative processes. We suggest that the principles of this project can be applied to interdisciplinary academic work and help us to make links between teaching, learning and research. The paper identifies and explores opportunities for interdisciplinary teaching events and collaborative research and consider the potential impact on the authors own practices. We suggest that opportunities for interdisciplinary work and this process of learning through doing have implications for how we design and implement Creative Writing teaching and also on how we manage and carry out our research.
Bibliographical note© 2016 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/.
- creative writing
- School of Humanities - Principal Lecturer
- Centre for Design History
- Centre for Spatial, Environmental and Cultural Politics