Living Archives - supporting creative practice students learning leaps in interdisciplinary workshops

Research output: Contribution to journalArticle

Abstract

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.
Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalC21 Literature: Journal of 21st-century Writings
Volume4
Issue number1
DOIs
Publication statusPublished - 18 Apr 2016

Fingerprint

Teaching
learning
student
creativity
experience
graduate
event
education

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/.

Keywords

  • creative writing
  • pedagogy
  • students

Cite this

@article{612ea58a736344b1b9082d161d675ea2,
title = "Living Archives - supporting creative practice students learning leaps in interdisciplinary workshops",
abstract = "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.",
keywords = "creative writing, pedagogy, students",
author = "Nicola Ashmore and Jessica Moriarty",
note = "{\circledC} 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/.",
year = "2016",
month = "4",
day = "18",
doi = "10.16995/c21.8",
language = "English",
volume = "4",
pages = "1--18",
journal = "C21 Literature: Journal of 21st-century Writings",
issn = "2045-5216",
number = "1",

}

TY - JOUR

T1 - Living Archives - supporting creative practice students learning leaps in interdisciplinary workshops

AU - Ashmore, Nicola

AU - Moriarty, Jessica

N1 - © 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/.

PY - 2016/4/18

Y1 - 2016/4/18

N2 - 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.

AB - 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.

KW - creative writing

KW - pedagogy

KW - students

U2 - 10.16995/c21.8

DO - 10.16995/c21.8

M3 - Article

VL - 4

SP - 1

EP - 18

JO - C21 Literature: Journal of 21st-century Writings

JF - C21 Literature: Journal of 21st-century Writings

SN - 2045-5216

IS - 1

ER -