Category Archives: Pedagogy

Art as Research in Learning & Teaching International Conference 2016

31 August–2 September

University of Wolverhampton, Telford Innovation Campus, United Kingdom

Keynote speakers include Professor Shaun McNiff (USA), Malcolm Ross (UK), Professor Carole Gray(UK) and Professor Julian Malins (UK). The conference will be led by Professor Ross Prior of the University of Wolverhampton and Principal Editor of the Journal of Applied Arts & Health.

Join us in beautiful Shropshire, for this lively three-day international conference aimed at researchers and lecturers in Higher Education and practitioner-facilitators, particularly in the Arts, Humanities and Well-being fields.

There are many ways in which we may use art as methodology and address evidence in research using the arts. Shaun McNiff (2009: 144) directs us to the potential of the artform itself in responding to issues of research:

[…] the arts and therapy communities have historically been so thoroughly tied to traditional social science methods of research and the more general notions of scientism that we have not appreciated our own unique potential to further human understanding.

 

This conference is designed to hear from leaders in the field who have challenged our thinking about using art as research within education.

 

There are also limited places to join a masterclass with the internationally renowned and inspirational Shaun McNiff.

 

Call for contributions (proposals):

The call for papersnarrative sessionsworkshops and poster submissions is open (until 1 June) on the following themes:

  • Using art-based research: How are we adopting and implementing practice led principles in Arts and Humanities learning and teaching?
  • Assessment: How can we meet the assessment and feedback challenges using art-based research?
  • Involving students and others in art-based research: How can we include students in our research as co-participants?
  • Developing our practice: How do we drive our own research practice forwards; what are effective strategies for continuing professional development?
  • Technological developments: How can we use technology in our research?
  • Current issues in Learning and Teaching: How can we address current challenges in Higher Education?

Disciplines of interest: 

  • Arts
  • Art Education
  • Humanities
  • Learning and Teaching
  • Research methodology
  • Well-being
  • Art therapy
  • Applied Arts and Health

Visit the conference website here.

Please kindly share the conference web link with colleagues. We look forward to welcoming you to England’s West Midlands in August!

Dance professional development day at Leeds Beckett University on Monday 9th May

The Awakening Dance: Student teachers’ dance resources for Key Stages 1-5, inspired by the work of: 

Jenni Eden – Planting Positivity.

Who is the Dance Professional Development Day for? 
Students, teachers, artists, advisers, all those with an interest in teaching and raising the profile of dance in schools and the community.

 

What will it cost? 

There is no charge for the day and parking is free on Campus. To enable the day to be free and costs to a minimum, you are welcome to bring your own refreshments or they can be purchased on campus or in nearby Headingley. All we would please ask for is avoluntary DONATION towards the charity “Parkinson’s UK”.

 

What should I do?

Please be sure you are able to attend before booking as your place is valuable. To reserve a place please email Dr John Connell at j.connell@leedsbeckett.ac.uk stating your:-

 

Name: 

Institution/organisation: 

Email: 

Mobile: 

Vehicle registration number if parking is required: 

CfP Dance Teaching in the 21st Century: Practice and Innovation

10 & 11 December 2016

Sydney, Australia

The Royal Academy of Dance (RAD) has been at the forefront of dance education and teaching for nearly 100 years. As dance and dance pedagogies evolve, the RAD continues to be committed to leading and innovating dance teacher education and training. In today’s rapidly-evolving dance ecology, how do past practices inform current trends? How do recent innovations shape the way we learn and teach dance and ensure safe dance practices?

It is to our beautiful city that the RAD’s Genée International Ballet Competition returns in December 2016. To coincide with the Genée Competition in Sydney, RAD Australia will host an international conference on practices and innovations in dance teaching for the 21st century. The conference seeks to bring together dance teachers, educators, researchers, historians and scholars from across a variety of dance disciplines to discuss practices and innovations within the context of dance teaching in this century.

The conference aims to address:

  • Current local and international dance trends and practices in pedagogies for dance,  education and training
  • The role of past models of dance teacher training and education in current day practice
  • Impact of innovation and technologies on the learning and teaching of dance
  • Understanding the influence of dance heritage in today’s rapidly evolving dance ecology
  • Approaches for embedding safe dance practice in dance teacher training and education
  • The role of other forms of training to support dancer and dance teacher education
  • Global perspectives on the role of dance competitions in the training and education of children, adolescents and young adults

    Paper presentations will be approximately 20 minutes in length. Interested presenters should submit an abstract of no more than 200 words, accompanied by a biography (100 words maximum) and full contact details of the author (address, email, telephone) to the programme committee at conference2016@rad.org.au by 26 June 2016. For further information please visit www.rad.org.au/Conference2016

    Location:

    Sydney is a major global city that boasts a vibrant arts and cultural scene. A mosaic of influences from the history of the land’s ancient inhabitants and waves of migration has created a mix of diverse cultures, which has seen Sydney continue to grow, evolve and flourish.

    Programme Committee:

    Michelle Groves, Director of Education, Royal Academy of Dance (London)
    Dr Kathrina Farrugia-Kriel, Research Manager Faculty of Education, RAD (London) Associate Professor Gene Moyle, Queensland University of Technology (Brisbane)

    Conference Organiser:

    Katarina Baykitch, Royal Academy of Dance, Australia (Sydney)

For more information, please see  the event page at:

CfP International conference Dance education tendencies and perspectives

We are happy to announce call for proposals for the third International conference “Dance education tendencies and perspectives” which will be held on 13-16 October, 2016 at the Lithuanian University of Educational Sciences in Vilnius, Lithuania. The call can be downloaded here.

The conference aims to promote international cooperation between dance education researchers andpractitioners (choreographers, dancers, dance teachers) and to bring together science, dance and dance education seeking to respond and effectively undertake emerging challenges and discuss future perspectives.

The conference is organized by the Lithuanian University of Educational Sciences, Lithuanian Music and Theatre Academy and Riga Teacher Training and Educational Management Academy.

This year the conference will be held together with the International Nordic-Baltic dance network kedjameeting, so we expect wide conference audience and discussions.

Important dates:

Proposal submission untill 1 June, 2016. You can submitt here.

Manuscripts for publication submission until 1 September, 2016 by email: dance.edu@leu.lt

Conference fee should be paid until 1 October, 2016

More information and conference programme you can find in the attachment.

Please share this information with your colleagues who might be interested.

Call for Proposals Performance Research Journal Vol. 21 No. 6 – On Radical Education

Performance Research Journal
CALL FOR PROPOSALS
Volume 21, Number 6 ‘On Radical Education’ (December 2016)

Proposal Deadline:  9 January 2016

Issue Co-Editors:

Michael Hiltbrunner
Institute for Contemporary Art Research (IFCAR) Zürich University of the Arts;
Ric Allsopp
Academy of Music & Theatre Arts/ Falmouth University

What is happening to art school? The cultural climate of the 1970s particularly in the UK, Europe and the USA, saw a series of radical shifts in approaches to arts education and research that responded to a growing sense of crisis both in the purpose of art and design, and performing arts education and, more broadly, the role of the arts in society. Forty years later in very different cultural, economic and  technological circumstances, what has changed for approaches to radical, innovative arts education and research and what does such education and research look like for the future?

The ‘educational turn’- particularly in the visual arts over the last decade – has seen the development of a wide variety of frameworks and provisions for artist-run and collaborative arts education and research as a reaction (in part) to the increasing neo-liberalization of arts education and research, as well as to the decline in funding and in increasingly expensive embodied, heuristic, hands-on approaches to making, thinking and doing in the arts. Recently there has been a renewed interest in the radical models of education and artistic research that emerged in the US and Europe in the post-war period of the mid-to-late 20th century that emphasized the social values of the arts and creativity.

A rhetorical shift away from ‘arts education’ towards a proliferation of ‘creative innovation hubs’ and ‘centres for creativity’, as well as increased screen-based learning and the social and educational impact of digital technologies, arguably finds arts education and arts research once again at a point of transition as creative and experimental modes of education in the performing and visual arts become absorbed into normative, market-driven systems with an increasing emphasis on the value of the arts as instrumental forms of ‘creativity’ at the expense of social values, inclusivity and public engagement.

Artistic practice, artist training and education, and artistic research form a closely interrelated triad, and framing them in experimental, radical and free ways is arguably a core quality for their development. Until the late 20th century, researching artists and artists that advocated a pedagogical approach comprised a small group with utopian goals. Since the 1970s artists have had increasing access to a variety of post-graduate education and research opportunities within the academy. Sharing an interest in critical pedagogies, artists see graduate education and research not as a restraint, but as a new opportunity.

The focus on experimental forerunners and graduate art education today allows a new perspective on the future possibilities of arts education. As Sam Thorne observed in a survey of artist-led education in Frieze (Issue 149, September 2012) many artists are ‘eager for an art school today to be self-determined, flexible, small-scale and cheap or free to attend’; and goes on to identify a number of shared preoccupations including the possibilities of and limits to self-organized education; who owns art education in a ‘knowledge-based polis’;  what can be ‘borrowed from traditional academies’, and what ‘should be jettisoned’.

The issue editors invite proposals for articles, papers, artist’s pages, diagrams and schematics from academics, artists, educators and researchers that comment on, propose and imagine alternative educational programmes and approaches to research (both inside and outside the academy) and their relation to historical and contemporary models, their methods, processes and ethos, in both the performing and visual arts. We also invite proposals for institutional and non-institutional frameworks for exploratory education and modes of public engagement and inclusion.

We are interested in contributions that build on the foundations of creativity, imagination, and experiment that are not simply predicated on new technological (digital) possibilities and potentials (for all their value) but are also rooted in embodied, experiential and hands-on modes of making, thinking, and doing, oriented towards current and future cultural and social conditions, and concerned with ways that these can be integrated into developing modes of education and research.

Topics for proposal might include:

• experimental and alternatives modes of education
• anti-university/ artist-led education
• the space(s) of education & research
• public engagement and social values of arts research
• creativity and education
• histories and experiences of radical educational models
• critiques of educational models
• education addressing inequalities and normativities
• radical pedagogies, institutions and art schools in the post-war period (1950-1970s)
• artists and PhDs as a form of resistance
• inappropriate practices
• practice-led doctorates
• queer perspectives on art as research and art education today
• feminist art education
• on artists teaching and teaching artists
• collaborative teaching models
• intermedia education and research
• new artists’ schools, cooperatives and educational or research forums
• postcolonial critiques of art research and education
• forms of emancipatory education

Schedule:
Proposals:                              9 January 2016
First Drafts:                           April 2016
Final Drafts:                             June 2016
Publication Date:                       December 2016

ALL proposals, submissions and general enquiries should be sent direct to the Journal at:                             info@performance-research.org

Issue-related enquiries should be directed to issue editors:
Ric Allsopp ricallsopp@mac.com
Michael Hiltbrunner  michael.hiltbrunner@zhdk.ch

General Guidelines for Submissions:
• Before submitting a proposal we encourage you to visit our website (http://www.performance-research.org/) and familiarize yourself with the journal.
•Proposals will be accepted by e-mail (MS-Word or RTF). Proposals should not exceed one A4 side.
•Please include your surname in the file name of the document you send.
•If you intend to send images electronically, please contact the Journal first to arrange prior agreement.
•Submission of a proposal will be taken to imply that it presents original, unpublished work not under consideration for publication elsewhere.
•If your proposal is accepted, you will be invited to submit an article in first draft by the deadline indicated above. On the final acceptance of a completed article you will be asked to sign an author agreement in order for your work to be published in Performance Research.

Be part of the debate: HEA lunchtime research webinars

The second webinar in the HEA’s new series asks ‘What are undergraduate students telling us this year about their learning and teaching experiences?’ It takes place on Wednesday 4 November, 12.30 -14.00.

In this webinar, the HEA’s Jason Leman will be unveiling results from our UK Engagement Survey 2015 (UKES), as the call for UKES 2016 opens.  UKES is the only undergraduate survey in the UK to focus on student engagement (rather than satisfaction or experience). It gives students the opportunity to rate their engagement with their studies through questions that get to the core of their learning experience. Unlike other surveys, students can take part while they are still studying, meaning there is time and opportunity for them to explore new options and to learn and engage in new ways.

The importance of students’ engagement with their learning has long been known to those working in the enhancement of learning and teaching. Graham Gibbs’ highly-respected research maintains that the quality of university education can be assessed on the basis of various measures – but not ones that are often quoted, such as contact hours and student satisfaction. One of the things that should be measured, he says, is ‘the effort students make’: the amount of time they spend working, and how much they engage in things like active and peer learning. This approach lies at the heart of UKES.

There are so many advantages for the institution for taking part in UKES. Key among these is the benchmarking service we provide that means that an HEI can compare its provision to others in the sector at both subject and institution level, while preserving confidentiality. Results can be broken down by a range of course and demographic factors, helping to target enhancement where it is most needed.

Registration is now open for ‘What are undergraduate students telling us this year about their learning and teaching experiences?’ You can register here.

 

Places are limited so please book early!

 

Our free webinars offer the opportunity to come together to debate critical issues in HE learning and teaching. Taking newly-available pedagogic research and resources as their starting point, they are aimed at those who want to keep up-to-date with new thinking to improve their practice, inform their institutional strategy, and develop policy. The webinars are highly collaborative, offering attendees the chance to ask questions, make comments and receive regular updates and resources before, during and after the seminar.

Foundations for Excellence Conference 2015: Meeting the Challenges of Excellence in Music and Dance

Join us for our next biennial conference on

Monday 2 November 2015

at Trinity Laban Conservatoire of Music and Dance, London

The conference will challenge existing pedagogical practices and propose innovative methods of nurturing excellence among young dancers and musicians.

Leading educators and researchers will offer presentations, provocations, lectures and breakout sessions on Models of Teaching in Music and DanceFormalising the InformalStress and Anxiety, and Self-Awareness. The event will conclude with evening dance and music performances and a reception.

Keynote address by Professor Roger Kneebone. Other speakers include Dr Terry Clark, Antony Dowson, Prof Jane Ginsborg, Dr Naomi Lefebvre Sell, Naomi Norton, Dr Emma Redding, Dr Gareth Dylan Smith, Penny Stirling, Paul Wilson and Dr Charlotte Woodcock.

Delegate passes are priced at £75.00 including lunch and we offer discounted student passes at £30.00 (limited availability). Spaces are limited and advance booking is essential.  The booking deadline is Friday 23 October 2015.

BOOKING OPEN!

Additional programme and contact details can also be found on the conference webpage

Foundations for Excellence – nurturing and supporting talented young dancers and musicians

Extensive free resources are also available from the Foundations for Excellence website, covering a wide range of topics, from Managing Performance Anxiety to Exercise for Musicians and much in between.

NDTA 28th November – Annual Conference

Championing dance in schools: Celebrating the past and shaping the future

Sponsored by Harlequin Floors

28 November

Trinity Laban Conservatoire of Music and Dance

The NDTA presents a full day of practical workshops and seminars aimed at dance teachers and dance artists working in schools. The day will end with performances and a celebration of the NDTA’s legacy and achievements. Dance UK and NDTA members receive a discount on conference tickets. Early bird pricing ends 8 November!

To book, please visit: http://ndta.org.uk/events/conference

MA-level practice-as-research module blog

From Simon Ellis

We have an MA-level practice-as-research module at Roehampton Dance that is taught by Emilyn Claid, Efrosini Protopapa and me.
The module blog is online and open for people to explore, follow, use etc.
 
It’s just getting going now (teaching starts tomorrow) but will be very active over the autumn term.
 
We hope it might be of use for people working with students in practice-as-research.