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  1.  2
    The Importance of Critical Judgment in Uncertain Disciplines: A Comparative Case Study of Undergraduate Fine Art Visual Practice.Dina Zoe Belluigi - 2018 - Arts and Humanities in Higher Education 17 (3):305-322.
    Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by students, the paper considers the relation between the espoused theory of criticality in two art schools and their (...)
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  2. Implementing a New Doctor of Creative Arts Program in the Chinese Year of the Fire Monkey.Martin Charles Kerby, Margaret Mary Baguley, Beata Agnieszka Batorowicz & Linda Nicole Clark - 2018 - Arts and Humanities in Higher Education 17 (3):323-344.
    This article explores the development and implementation of a new Doctor of Creative Arts program in a regional university. The experiences of key leadership staff and Doctor of Creative Arts candidates enrolled in the foundation year of the program are contextualised within the current landscape of practice-based arts research in the higher education sector. The process was shaped by the tension between financial imperatives and the possibilities, ambiguity and ambivalence inherent in the arts. The implementation of the Doctor of Creative (...)
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  3.  1
    Blended English: Technology-Enhanced Teaching and Learning in English Literary Studies.Naomi Milthorpe, Robert Clarke, Lisa Fletcher, Robbie Moore & Hannah Stark - 2018 - Arts and Humanities in Higher Education 17 (3):345-365.
    This article provides an account of a collaborative teaching and learning project conducted in the English programme at the University of Tasmania in 2015. The project, Blended English, involved the development, implementation, and evaluation of learning and teaching activities using online and mobile technologies for undergraduate English units. The authors draw on the project’s findings from survey and focus group data, and staff reflective practice and peer review, to make the case for increasing technology-enhanced teaching and learning in English literary (...)
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  4.  2
    A Method for Experiential Learning and Significant Learning in Architectural Education Via Live Projects.Carolina M. Rodriguez - 2018 - Arts and Humanities in Higher Education 17 (3):279-304.
    In many schools of architecture worldwide, design studios are frequently isolated from everyday life and tend to focus on theory without experience. In countries with complex social problems, such as Colombia, experiential learning can offer valuable opportunities for architectural education to become an agency for social reconstruction and peace building. This works proposes a teaching method which centres on the promotion of significant learning, through live projects as a complement to studio-based projects. Bloom’s revised taxonomy and Fink’s taxonomy for levels (...)
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  5.  4
    Becoming a Student of English: Students’ Experiences of Transition Into the First Year.Emily Alder - 2018 - Arts and Humanities in Higher Education 17 (2):147402221662830.
    This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. (...)
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  6.  2
    Becoming a Student of English: Students’ Experiences of Transition Into the First Year.Emily Alder - 2018 - Arts and Humanities in Higher Education 17 (2):185-203.
    This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. (...)
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  7.  4
    Why Literature Students Should Practise Life Writing.Kylie Cardell & Kate Douglas - 2018 - Arts and Humanities in Higher Education 17 (2):147402221663582.
    This article considers our experiences teaching a hybrid literature/creative writing subject called “Life Writing.” We consider the value of literature students engaging in creative writing practice—in this instance, the nonfiction subgenre of life writing—as part of their critical literary studies. We argue that in practicing life writing, our literature students are exposed to and gain wider perspective on the practical, critical, creative, and ethical issues that arise from working with literary texts. Such an approach is not with risk. As we (...)
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  8.  1
    Why Literature Students Should Practise Life Writing.Kylie Cardell & Kate Douglas - 2018 - Arts and Humanities in Higher Education 17 (2):204-221.
    This article considers our experiences teaching a hybrid literature/creative writing subject called “Life Writing.” We consider the value of literature students engaging in creative writing practice—in this instance, the nonfiction subgenre of life writing—as part of their critical literary studies. We argue that in practicing life writing, our literature students are exposed to and gain wider perspective on the practical, critical, creative, and ethical issues that arise from working with literary texts. Such an approach is not with risk. As we (...)
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  9.  9
    A Essay on the Essay.Adrian N. Jones - 2018 - Arts and Humanities in Higher Education 17 (2):147402221664526.
    Everyone who writes anything – even non-fiction! – knows you discover things as you go along. Writing is a heuristic. Writing history is no different. Yet senior-secondary and tertiary exponents of the teaching and learning of history are often strangely tongue-tied on the matter of writing and thinking as engines of discovery in historical studies in particular, and in the humanities and sciences in general. The quirks and customs of the actual research and writing practices underpinning knowledge of histories, whatever (...)
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  10.  1
    A Essay on the Essay.Adrian N. Jones - 2018 - Arts and Humanities in Higher Education 17 (2):222-240.
    Everyone who writes anything – even non-fiction! – knows you discover things as you go along. Writing is a heuristic. Writing history is no different. Yet senior-secondary and tertiary exponents of the teaching and learning of history are often strangely tongue-tied on the matter of writing and thinking as engines of discovery in historical studies in particular, and in the humanities and sciences in general. The quirks and customs of the actual research and writing practices underpinning knowledge of histories, whatever (...)
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  11.  1
    Tracing Pedagogic Frailty in Arts and Humanities Education: An Autoethnographic Perspective.Ian M. Kinchin & Christopher Wiley - 2018 - Arts and Humanities in Higher Education 17 (2):241-264.
    This paper offers an approach to support the development of reflective teaching practice among university academics that can be used to promote dialogue about quality enhancement and the student experience. Pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching within universities by helping to maintain a simultaneous focus on key areas that are thought to impede development of pedagogy. These areas and the links that have been proposed to connect them (...)
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  12.  4
    Apprenticeship in Learning Design for Literature Courses.Thomas H. Luxon - 2018 - Arts and Humanities in Higher Education 17 (2):147402221663541.
    This essay explains how research in Physics education by Eric Mazur, arguing from the pedagogic deficiencies of instruction through lectures, has been applied successfully in a thorough revision of two undergraduate courses in English, one on John Milton and another on William Shakespeare.
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  13.  2
    Apprenticeship in Learning Design for Literature Courses.Thomas H. Luxon - 2018 - Arts and Humanities in Higher Education 17 (2):265-273.
    This essay explains how research in Physics education by Eric Mazur, arguing from the pedagogic deficiencies of instruction through lectures, has been applied successfully in a thorough revision of two undergraduate courses in English, one on John Milton and another on William Shakespeare.
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  14.  5
    The Seeing Place: Talking Theatre and Medicine.Deborah Bowman & Joanna Bowman - 2018 - Arts and Humanities in Higher Education 17 (1):166-181.
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  15.  5
    ‘I Am Tired From All of These Feelings’: Narrating Suffering in the Film Sick.Senka Božić-Vrbančić, Renata Kokanović & Jelena Kupsjak - 2018 - Arts and Humanities in Higher Education 17 (1):69-83.
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  16.  3
    Knowing the Past Affectively: Screen Media and the Evocation of Intergenerational Trauma.Ana Dragojlović - 2018 - Arts and Humanities in Higher Education 17 (1):119-133.
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  17.  4
    ‘To Give an Outsider an Idea of What It Could Be Like’: A Case Study of the Creative Representation of Hearing Voices.Michael Flavin & Bethany James - 2018 - Arts and Humanities in Higher Education 17 (1):134-147.
    This paper reports on a case study which aims to recreate the hearing voices symptom in schizophrenia. The case study was submitted for a co-curricular module at King’s College London by a first-year undergraduate Music student, Bethany James, and was created using the web application, Mahara. The core of the case study consists of a soundscape of both everyday and unusual sounds, in conjunction with an original musical composition. The paper describes the case study and discusses it using chaos narrative (...)
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  18.  4
    ‘To Give an Outsider an Idea of What It Could Be Like’: A Case Study of the Creative Representation of Hearing Voices.Michael Flavin & Bethany James - 2018 - Arts and Humanities in Higher Education 17 (1):134-147.
    This paper reports on a case study which aims to recreate the hearing voices symptom in schizophrenia. The case study was submitted for a co-curricular module at King’s College London by a first-year undergraduate Music student, Bethany James, and was created using the web application, Mahara. The core of the case study consists of a soundscape of both everyday and unusual sounds, in conjunction with an original musical composition. The paper describes the case study and discusses it using chaos narrative (...)
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  19.  4
    Bodywork: Self-Harm, Trauma, and Embodied Expressions of Pain.Kesherie Gurung - 2018 - Arts and Humanities in Higher Education 17 (1):32-47.
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  20.  13
    Listening to What Cannot Be Said: Broken Narratives and the Lived Body.Renata Kokanović & Meredith Stone - 2018 - Arts and Humanities in Higher Education 17 (1):20-31.
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  21.  6
    Improvising in the Vulnerable Encounter: Using Improvised Participatory Theatre in Change for Healthcare Practice.Henry Larsen, Preben Friis & Chris Heape - 2018 - Arts and Humanities in Higher Education 17 (1):148-165.
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  22.  3
    Weathering a Violent Storm Together – Witnessing and Co-Constructing Meaning in Collaborative Engagement with Those Experiencing Psychosis-Related Challenges.Lizette Nolte - 2018 - Arts and Humanities in Higher Education 17 (1):48-57.
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  23.  3
    Stories, Narratives, Scenarios in Medicine.Jan Parker - 2018 - Arts and Humanities in Higher Education 17 (1):3-19.
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  24.  3
    Honouring a Life and Narrative Work: John’s Story.Sara Ryan - 2018 - Arts and Humanities in Higher Education 17 (1):58-68.
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  25.  20
    Mental Illness Within Family Context: Visual Dialogues in Joshua Lutz’s Photographic Essay Hesitating Beauty.Agnese Sile - 2018 - Arts and Humanities in Higher Education 17 (1):84-103.
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  26.  4
    Music as Post-Traumatic Discourse: Nikolay Myaskovsky’s Sixth Symphony.Patrick Zuk - 2018 - Arts and Humanities in Higher Education 17 (1):104-118.
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