Ensemble Practices in the Arts: A Reflective Matrix to Enhance Team Work and Collaborative Learning in Higher Education

Autor/inn/en	Gaunt, Helena; Treacy, Danielle Shannon
Titel	Ensemble Practices in the Arts: A Reflective Matrix to Enhance Team Work and Collaborative Learning in Higher Education
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 19 (2020) 4, S.419-444 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gaunt, Helena) ORCID (Treacy, Danielle Shannon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022219885791
Schlagwörter	Teamwork; Cooperative Learning; Fine Arts; Visual Arts; Teaching Methods; Higher Education; Guidelines; College Faculty; College Students; Music; Theater Arts; Dance; Reflection; Goal Orientation; Performance; Leadership; Conflict; Trust (Psychology); Interpersonal Communication; Power Structure; Feedback (Response); Creativity + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Bildende Kunst; Optische Gestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Richtlinien; Fakultät; Collegestudent; Musik; Theaterwissenschaft; Tanz; Zielorientierung; Zielvorstellung; Achievement; Leistung; Führung; Führungsposition; Konflikt; Interpersonale Kommunikation; Kreativität
Abstract	Ensemble practices have been essential to the performing and visual fine arts over centuries. The skills of working in ensembles, including team work and collaborative learning, are increasingly understood to be critical and transferable professional attributes. However, much teaching of ensembles is practical and embodied, relying on tacit knowledge within a focused specialism. This kind of approach champions depth of expertise in a particular field, but may have limitations, particularly where more explicit awareness is needed to support transferring practical skills to new contexts. There is therefore a need to strengthen reflective practice in ways that connect explicit procedural understanding with tacit practical experience. To serve this purpose, this paper develops a reflective matrix as a framework to support dynamic reflection for students and teachers in higher arts education. The matrix emerges from analysis of the literature across music, theatre, dance and visual fine art. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01