Integrating creative arts approaches in higher education (HE) is high-impact educational practice which can improve motivation and attendance support students to better retain knowledge, develop skills in critical thinking, encourage team working and support personal development. However student perspectives of engaging in arts-infused teaching can pose challenges to participation with a perception of activity as “childish and irrelevant” to academic study. This case study report explores the issue of negative student perceptions on arts-infused teaching practice, context of the teaching scenario will be given, followed by an exploration of both the issues and potential solutions highlighted in the relevant literature. The chosen activity implemented will be described and reflected upon before findings and recommendations are outlined.
|Number of pages||3|
|Specialist publication||Academics as Changemakers: Addressing challenges in HE teaching contexts|
|Publication status||Published - 30 Jun 2019|
- arts-infused practice
- higher education
- student perceptions
Shepherd, L. (2019). If you pardon, we will mend: An exploration into students’ engagement in arts-infused practice as preparation for work with children. Case Study from Special Educational Needs (SEN) and Inclusion. Academics as Changemakers: Addressing challenges in HE teaching contexts, 1(1), 29-31.